Instructional Program

Telling Time

Name of Student(s): D.L Initiator(s): Kim Rysemus

Context for Instruction:

Assessment and instruction will take place outside the classroom in the hallway, there is an

empty desk there. Assessment and instruction will occur wither at the very start of first hour or at

the very end, depending on the lesson that day. Materials needed include an analog clock, paper,

pencil.

Program Objective:

At any time during the school day when asked, “What time is it?” and “How long until___?” the

student will correctly say the time to the minute (hour, minute, example two fifteen) and amount

of time until the specified time within the nearest five minutes. Mastery will be responding

correctly on 10 consecutive probe trials across at least 5 school days.

Generalization:

Dimension: type of text on the clock

Not all analog clocks use the same type of text to represent the numbers. Some use standard

numerals, some use Roman numerals, and others simply dashes. Even though the text type

changes, the number the text represents does not change. To address this generalization issue, the

train sufficient exemplars strategy will be used. Number-lines with various symbols other than

numerals will be used in instruction sessions. For instance, instead of using a number-line with

numerals, shapes will be used to represent every 5 dashes, or minutes in this case.

An actual clock will be worked into the program after the number-line practicing. When the

clock becomes the main focus of the lessons, different types of analog clocks will be used. The

first lesson will include an analog clock with shapes as the numbers, similar to the number-line.

The second lesson will include an analog clock with dashes, and the third lesson will include an

analog clock with standard numerals. These three clocks will be rotated in and out of the lessons

to increase generalization.

Rationale:

Learning how to tell time is being taught to D.L. for multiple reasons. Being a high school

student, D.L. is embarrassed and ashamed that he cannot read a clock. Acquiring this skill will

give D.L. more confidence and increase his self-esteem. It is also a functional skill to have. D.L.

can use this skill to help maintain a job by getting to work on time, or it can be used now to help

him get to class on time and know how to tell when a class starts or ends.

Assessment Procedures:

Assessment will occur at the beginning of each lesson. There will be three trials of the procedure

below for each probe question.

1. Show the student a clock set to a randomly selected time. Say, “what time is it?”

2. Allow up to 5 seconds for student to begin his response

3. A. If correct to the minute, score (+) on the data sheet and say, “how long until

_____(randomly selected time)?”

B. If incorrect or no response, score (-) and tell the student the correct time. Then ask,

“how long until ________(randomly selected time)?”

4. Allow 5 seconds for student to begin response

5. Then, on a separate column of the data sheet for the second question (how long until

_____?), score (+) if correct, (-) if incorrect or no response

Assessment Schedule:

Baseline will be conducted every day at the beginning of math class until D.L. shows stable

performance. Once performance is stable, instruction will begin. To continuously assess progress

during instruction, the student will be probed the three trials every day at the beginning of the

lesson until mastery in objective is achieved.

Instructional Procedures:

Set-up

An analog clock will be used in the instruction. Instruction will occur individually, every day for

5-10 minutes.

1. Go out into the hallway, sit and set up material on the desk

2. For 4 days conduct mini lessons

2.1. Use a number line with no numerals to practice counting to the nearest 1, use a

number line with different shapes to practice counting

2.2. Practice long/minute hand reading with numbers on the clock, giving the student

randomly selected minute hand readings

2.3. Practice short/hour hand reading with the clock, giving the student randomly selected

hour hand readings

2.4. Practice time management by counting the minutes between two randomly selected

times

3. Put skills together from all four mini lessons (steps below) and continue to practice

giving randomly selected times

3.1. Find the hour hand, if between two numbers always choose the smaller number

3.2. Find the minute hand

3.3. Starting at the 12, count by 5s until you reach the minute hand, if between two

numbers count by 1s starting from the smaller number of the two

3.4. Find where the minute hand will be when it is the end time

3.5. Starting at the given minute hand, count by 5s until you reach the end time, if

between two numbers count by 1s starting from the smaller number of the two

Mini Lesson Procedure

1. Explain the concept

2. Model out loud one practice trial with a randomly selected time

3. Coach the student through three different practice trials with randomly selected times

4. Give the student two more practice trials with randomly selected times to solve

independently

Once mini lessons are complete, teach student to say the time and time remaining using most-to-

least procedures such as verbal direction. The student will be talked through the step-by-step

procedure of reading a clock (shown above 3, 3.1-3.5). Prompting will be gradually faded as the

program progresses.

Task

During daily instructional sessions, the student will practice telling time using a real analog clock

following the mini lesson procedures described above. Each mini lesson will be taught across

one daily session and should follow the order given. The topic of the first mini lesson is number-

line counting, this will help the student start to generalize. The topic of the second mini lesson is

reading the minute hand on a clock. The topic of the third mini lesson is reading the hour hand

on a clock. The fourth mini lesson is on time management and counting the minutes between two

given times. Once the mini lessons are taught, the instructional sessions will consist of constant

practice of putting together all of the steps given when presented with randomly selected times.

Stimulus Prompts

The features of the clock will be routinely changed throughout the program. The numbers on the

clock used for instruction will be changed to different fonts and shapes. This change will

continuously occur throughout the program and will not be faded. Each lesson will include a

different font or shape, and the use of these variations will be rotated throughout.

Response Prompts

Response prompts that are to be included in instruction are modeling and verbal directions.

Modeling will be used to demonstrate how one goes through the steps of reading a clock. I will

model the steps for the student and then allow him to copy the method.

1. I will read a clock by first finding the hour hand and determining what hour it is based on

the position of the hand. For example, point to the hour hand and say, “The hour hand is

between 3 and 4, so it is in the 3 o’clock hour.”

2. Then I will find the minute hand, count by fives to the hand and then by ones if

necessary. For example, point to the minute hand first. Then, starting at the 12, point

along with counting, say, “5, 10, 15, 20, 21, 22, 23, so it is 3:23.”

3. Give verbal directions to talk the student through these same methods. For example, say,

“Good, you found the hour. Now, where is the minute hand?” or, “Great job counting by

ones once you reached 20!”

4. Verbal directions will be gradually faded as the student gets closer to reaching the

described objective. Give less direct directions, such as, “Good, you found the hour, now

what comes next?”

Reinforcement (type and schedule):

Continuous verbal praise will be provided to the student throughout instruction. The instructor

will use praises such as, “D.L. great job distinguishing between the hour and minute hands,” or

“I like how you are focused and taking your time.” These praises will be presented at various

times throughout each instructional session.

Maintenance:

The student will be asked three times a day, throughout the school day, for either the present

time or how long until ______ (time), for instance, how long until the end of the period. This

will serve as practice to keep clock skills fresh in the student’s mind. He will also keep and

follow a schedule to maintain time management skills. The student’s schedule will include start

and end times of each of his classes, start times and dates of important meetings or events, dates

and periods of class exams, and any personal events he wishes to include. When the student has

met mastery of the objective, he will no longer be asked throughout the day for the time.

Attachments:

1. Skill Sequence

2. Research rationale component

Research Article Component

Burny, Valcke, and Desoete (2009) states that the concept of time should be taught in a

systematic manner, or using a procedure. Instruction will provide the student with a

procedural format of how to read a clock, e.g. first find the hour by locating the smaller hand,

if it is between two numbers choose the smaller one, then find the minute by locating the

larger hand, etc. Reading a clock also requires the use of basic math skills, such as counting

Time Management

Reading a clock Scheduling

Read present/face time on

an analog clock

Read elapsed/remaining time

on an analog clock

Read digital clock

Make and maintain a schedule of

important dates and times

Follow the schedule; i.e. be on

time to dates on schedule

and adding/subtracting skills, and language, relative and absolute expressions (Burny,

Valcke, Desoete, 2009). A procedural format will also be used to instruct the student on how

to orally read a clock in standard form (stating the hour first, then the minute), using the

correct language. To incorporate number and counting skills, a number line will be used at

first to practice the counting of a clock. Time management is also a part of the instructional

program. The study done by Sowers, Rusch, Connis, and Cummings (1980) taught time

management through schedule cards, and practice was done using a real analog clock to

demonstrate what different times look like. For our purposes, a real clock will be used in the

same way, to practice skills. The student will be shown a clock and asked what time is shown

and then how long until a randomly selected time. Schedule cards, however, will be not used

in this program. The student’s focus should be on a real analog clock.

Snell and Brown (2000) also approach time telling skills procedurally. They discuss

strategies using real clocks to demonstrate what various times look like and for a visual

representation of elapsed time, using schedules with pictures paired with times, and using

timers to follow schedules. A real clock will be used for instruction and assessment. This will

promote generalization, and it is more age-appropriate than a model clock. A skill sequence

similar to the O’Brien program referenced in Snell and Brown (2000) will be used in

instruction. The O’Brien Program for Telling Time is a step-by-step procedure that consists

of three separate sections, reading the hour hand, reading the minute hand, and read the

nearest quarter hour setting.

The skill sequence for my purposes will include a skill sequence for determining the time

shown on a clock, and determining how much time there is between the given time and a

randomly specified time. For example, a clock will be shown and the student will have to

read the time. The student will be taught a skill sequence on how to do so (i.e. find the hour

hand, the number it is on is the hour, if it is between two numbers it is the smaller one, find

the minute hand, etc.). A second skill sequence will be used to find the amount of time

between two times, i.e. if the given time is 3:30 the student could be asked how many

minutes, or how long, until 4:10. The skill sequence will walk the student through the

question to the answer (i.e. find the minute hand, count by fives along the minute marks, stop

at the specified time, etc.).

Also mentioned in Snell and Brown (2000) are time management strategies. Among these

strategies are teaching students to “use classroom clocks and self-initiate changes from one

classroom activity to the next according to schedules with times (Snell & Brown, 2000, p.

535).” Time management will be incorporated into the instructional program by teaching the

student to keep track of class time through simple questions. For example, as described

above, the student will be asked, “how much time until _____?” when given a random time.

The times used in these questions will eventually reflect the school’s class schedule. For

example, “how much time do we have left to work in 2nd period?”

References:

Burny, E., Valcke, M., & Desoete, A. (2009). Towards an agenda for studying learning and

instruction focusing on time-related competences in children. Educational Studies, 35(5),

481-492.

Snell, M. A., & Brown, F. (2000). Instruction of Students with Severe Disabilities. Prentice

Hall.

Sowers, J., Rusch, F. R., Connis, R. T., Cummings, L. E. (1980). Teaching mentally retarded

adults to time-manage in a vocational setting, Journal of Applied Behavior Analysis,

13(1), 119-128.

3. Sample data sheet 1

Instructor: Student:

Question 1: What time is it?

(+) = correct response

(-) = incorrect response

Date Trial 1- time

Trial 1 Trial 2- time

Trial 2 Trial 3- time

Trial 3

Sample data sheet 2

Instructor: Student:

Question 2: How long until _________?

(+) = correct response

(-) = incorrect response

Date Trial 1- time

Trial 1 Trial 2- time

Trial 2 Trial 3- time

Trial 3