Daniella Porcaro Maths Unit Plan Time

EDUC4731
Assessment and Programming in Special Education

Assignment 2: Implementation of an Instructional Program
Name: Daniella Porcaro

Student ID: 2093075
Tutor: JJV / Penny Williams
Workshop: Tuesday 9 11 am
EDUC4731: ASSESSMENT AND PROGRAMMING

IN SPECIAL EDUCATION
ASSIGNMENT 2: Implementation of an
Instructional Program
CONTENTS
1. Planning Instruction Using Backwards Design . p. 3

2. Creating a Positive Learning Environment.... p. 3
3. Active Participation Strategies... p. 5
4. Final Post-Assessment Task and Student Results.. p. 7
5. Evaluation of the Instructional Program..... p. 7
APPENDIX A: Unit Plan
APPENDIX B: Lesson Plans 1 - 6
APPENDIX C: Final Post-Assessment and Student Results
EDUC4731
Assignment 2
Daniella Porcaro
Assessment and Programming in Special Education

Implementation of an Instructional Program
Statement of Confidentiality:
In order to maintain and protect privacy and confidentiality, pseudonyms have been assigned for
all students referred to in this report.
1. Planning Instruction Using the Principles of Backwards Design

A unit plan consisting of six lessons was developed by the pre-service teacher in order to
support the students to meet their performance objectives. The unit plan can be found in
Appendix A, while the individual lesson plans can be found in Appendix B.
2. Creating a Positive and Well-Managed Learning Environment

A positive, well-managed learning environment is one that makes student life in the
classroom pleasant, meaningful, safe and orderly (Stephens, 1980). These environments
must consider the physical space, the community of learners, the goals and instruction and
the health and safety of the students (Gargiulo & Kilgo, 2010).
As the instructional program was held in a withdrawn setting with an unfamiliar teacher, it
was important to establish a strong sense of community within the group so that students did
not associate the program with negative feelings of removal from the classroom or extra work
(Hyde, Carpenter & Conway, 2010). School environments that are experienced as a
community are known to increase feelings of self-efficacy, students intrinsic motivation, and
overall achievement (Porter, 2007).
This was primarily achieved through the development of positive relationships between the
teacher and the students, which are the strongest influence on learner engagement, interest,
and sense of belonging (Margolis & McCabe, 2006). To build rapport, the teacher met with
each student prior to the commencement of the program to complete a craft activity and find
out more about them (Salend, 2008). This rapport was then maintained throughout the
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program by the teacher by displaying verbal and nonverbal behaviours to let the students
know that she believed that they can succeed, and providing positive and constructive
feedback (Salend, 2008; Briggs & Potter, 1999).
Furthermore, every lesson began with a group chat where all participants were able to share
something with the group (often answering a question such as What did you do on the
weekend?). This reinforced the caring, supportive environment and strengthened teacherto-student relationships, as well as student-to-student (Tomlinson, 2003).
Behaviour management was consistent and explicit over the course of the instructional
program. The students worked with the teacher to establish a set of rules to be followed
during lessons at the beginning of the unit, encouraging them to take ownership of their
behavior (Nelsen, Lott & Glenn, 2000; Porter, 2007). These rules were on display at all times
and were reviewed regularly so that all students knew what was expected of them (Porter,
2007). Similarly, a consistent routine was quickly established (the same for each lesson) so
that students were aware of what they should do, where they should be, and how they should
act (Lewis & Doorlag, 2011).
The physical space was also designed to contribute to the sense of community. Students were
involved in the process of setting up their area in order to give them ownership over their
learning (Salend, 2008). They chose their own seats, created name plates and art work for the
walls, and helped decide where materials should be kept. Furthermore, a round table was
chosen to work at in order to encourage collaborative learning and discussion (Salend, 2008)
and a portable whiteboard was kept close by during every lesson so that it was easily
accessible by students. The classroom was well-lit and brightly decorated (with the art created
by the students as well as previous work and visual supports), but clutter and distractions
(noise and visual) were minimized wherever possible (Allen, Cowdery & Johnson, 2012). The
stretch of wall closest to the table was kept empty so that a removable word wall could be
placed up every lesson.
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Finally, the differentiated instruction implemented by the teacher was also used to establish
the positive learning environment. Students were all working at an appropriate level of
challenge for them, increasing their self-esteem and sense of achievement (Jarvis, 2013;
Tomlinson, 2003). They were also given opportunities to work according to their learning
profiles and in a variety of different ways (e.g. written, oral, drawing, games, group work,
individual work, etc.) (Tomlinson, 2004). Students were able to move at their own pace, and
were not expected to move on until they were comfortable with and displayed understanding
of the concepts being taught (Eggen & Kauchak, 2010).
Ultimately, all of these factors created a positive, well-managed learning environment where
students were supported and encouraged to achieve their goals.
3. Rationale for Active Participation Strategies

Active participation is a way of involving students in lessons or activities (Cohen & Spenciner,
2009). Active participation strategies are planned by the teacher during their teaching time
to provoke overt responses made by all students at once by either speaking, writing or
signalling (Price & Nelson, 2011). This ensures that students are actively engaging rather than
passively engaging and allows for opportunities to practice and process information as it is
being presented to build understanding (Price & Nelson, 2011).
The active participation strategies implemented during this instructional program were
chosen for one of three purposes: involvement (designed to keep students alert and
attentive), rehearsal (provide opportunities to practice information), or processing (increase
comprehension) (Price & Nelson, 2011).
Involvement Strategies
Choral responses from all three students (For example, Teacher says What time of
day is it when you come to school? and all students say Morning). This was effective
as there were only three students in the group so it was easy to monitor who was and
was not responding.
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Brainstorming was used in the first lesson to establish what all three students know
about time. This worked well as the students were able to build on each others ideas.
Response cards were used in once. Students were asked to hold up the appropriate
card for each sentence read out by the teacher. This was not the most effective
strategy as the students were given two cards each (weekday, weekend) so every time
a sentence was read out, they had to spend time processing it, deciding on their
response, and then choosing the correct card from their pile. This strategy would have
been more effective if adapted to only use one card.
Rehearsal Strategies
Having students write down or draw answers on mini whiteboards during group
discussions. This was used once but was found to be distracting for the students who
would scribble on the boards or fiddle with them when they were supposed to be
listening.
Using finger signals from all three students when asking questions (For example,
Teacher asks for a thumbs up or thumbs down and asks a series of questions such as
You eat breakfast in the morning, You go to school at night time). This was a quick
and efficient way to check understanding.
Processing Strategies
The concept of Think-Pair-Share was used in the lessons, in that students were asked
questions and given time to think about the answer before discussing as a group.
However, given that there were only three students, the Pair step was skipped. This
worked well as these particular students often need longer periods of time to process
their ideas.
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4. Final Post-Assessment Task and Student Results

The final assessment task was designed to mirror the pre-assessment, in order to accurately
measure each students progress over the course of the unit. The students completed this
task one at a time in the Special Education room, with minimal distractions. The assessment
task, as well as the students results, can be seen in Appendix C.
5. Evaluation of the Instructional Program

When planning the pre-assessment for this instructional program, I decided that all four
performance objectives (PO) were going to be taught throughout the six weeks, rather than
focusing on only one. The reason for this stems from research on cognitive POs. Although
there are four objectives for the students to work towards, they all relate to the same
conceptual knowledge (Eggen & Kauchak, 2010). For example, the first PO calls for the
students to recognise and be able to communicate the days or the week, and parts of a day.
The other POs then involve using that same knowledge; for example, students will choose
an appropriate activity or action for a particular time of day (Eggen & Kauchak, 2010).
While all four objectives involve the concept of time and they are all interrelated, each
requires a different cognitive process. Thus, Anderson & Krathwohl's (2001) learning
taxonomy matrix was used in order to determine the sequence of the POs and the structure
of the instructional program.
Type of
Knowledge
Related performance
objective
Factual
knowledge
Objective 1
Conceptual
knowledge
Objective 2
Procedural
knowledge
Objective 3
Metacognitive
knowledge
Objective 4
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What students are required to do

Students must be able to remember the
time vocabulary and learn what each term
means.
Students will understand the concepts
associated with the vocabulary so that they
can compare and describe durations.
The students will apply their knowledge of
the concepts to sequence events and
create timelines.
The students will use all of their knowledge
and understandings from the previous
objectives to and apply it to make choices.
Adapted from Anderson & Krathwohl (2001)
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As such, when assessing the students at the end of the program, it was important to collect
evidence towards the achievement of all four POs. Based on these results, and supported by
evidence collected from the formative assessments, it is clear that all three students made
significant progress towards meeting the objectives. An overall summary can be seen below:
Achievement of Performance Objectives

Tamara
Patrick
Anthony
Objective 1
Achieved
Achieved
Achieved
Objective 2
Partial
Achieved
Partial
Objective 3
Achieved
Achieved
Achieved
Objective 4
Achieved
Achieved
Achieved
As the table indicates, all students met Objectives 1, 3 and 4. Contrarily, only Patrick displayed
100% success when describing the duration of familiar events, and thus he was the only one
who met Objective 2.
There are a multitude of reasons as to why two of the students may not have achieved
Objective 2. This PO was focused on during one lesson only, and it was the penultimate lesson
of the program (the final teaching lesson). It was obvious even during those 45 minutes that
the students would need additional practice; however, given the time constraints of the 6week practicum, further lessons were not possible. I do not think there were necessarily any
issues with the lesson itself. Contrarily, many evidence-based strategies were implemented
in order to ensure that students were given opportunities to experience the passage of time
practically rather than theoretically (Sullivan, 2011). However, research shows that repetition
and prolonged exploration of concepts is crucial to developing mathematical skills and
understandings (Sullivan, 2011), and that unfortunately was not available to us.
Despite this, I still believe that the overall program was a huge success due to the impressive
progress made by all three students. I think this success can largely be attributed to the
thorough planning done in regards to assessment and instruction prior to its implementation.
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For me, the first step in planning the program involved meeting with the class teacher and
discussing the needs of the students as well as the necessity of the program itself. Given that
the rest of the class was going to be doing some learning about time simultaneously, I wanted
to know why the teacher thought these particular students needed intervention, so that I
could determine how best address those needs (Rudebusch, 2007). The class teacher
explained that a lot of her teaching around time is ingrained throughout her daily curriculum
rather than explicitly taught (particularly the basic concepts). While this is effective for the
majority of the class who already understand the foundational ideas, it is ineffective for these
particular students who do not have that prior knowledge (Fisher & Frey, 2010). Evidently, I
realised that the students would need access to high-quality explicit instruction with
extensive opportunities for exploration and practice (Rudebusch, 2007). For this reason, it
was decided to adopt the gradual release of responsibility model when planning the program.
This model provides the quality core instruction that these students need and is designed to
build student competence and independence by providing examples of the thinking required
to complete the work (Fisher & Frey, 2010, p. 30). Each lesson followed a structure of first
providing teacher-led instruction and modelling, followed by guided instruction, productive
group work, and finally independent practice (Fisher & Frey, 2008).
I found this approach very useful due to the inclusion of modelling at the beginning of each
lesson. During these explicit teaching sessions, I would demonstrate the kind of skills and
understandings that I wanted the students to learn using think-alouds (Price & Nelson,
2011). This made the content clear and usable for students, preparing them for the eventual
guided and independent practice (Heacox, 2002).
Another contributor to the success of the program was the use of mediated scaffolding. By
differentiating parts of the program by readiness, I was able to provide scaffolds whenever
necessary at varying levels of support before gradually withdrawing them (Price & Nelson,
2011). This allowed each student to be successful during instruction and eventually become
independent (Price & Nelson, 2011).
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Furthermore, visual supports were provided frequently throughout the lessons in conjunction
with oral and written cues. For example, when teaching the students the three parts of a day,
they were given opportunities to hear and speak the words, read the words with assistance
from the teacher, and view symbols relating to the words. This strategy was used both as an
accommodation due to the fact that the students are not yet fluent readers (Pagliano &
Gillies, 2008), but also as a method of providing the students with multiple pathways for
understanding and remembering the definition of the vocabulary, increasing the likelihood
that they will commit it to long term memory (Woolfolk & Margetts, 2010).
Assessment was the most difficult part of the planning process for me. In accordance with the
Backward by Design approach, I began by thinking about my final summative assessment first
in order to make sure that it clearly reflected the desired learning outcomes and POs (Wiggins
& McTighe, 2011). I decided to conduct another test-format assessment as this was
consistent with not only the pre-assessment, but also the summative assessment taken by
the rest of their class. As such, I employed a number of accommodations including setting (a
distraction-free space in the relaxation corner of the Special Education room), assistance
with test directions (instructions read out loud by teachers, each instruction read multiple
times, key words underlined), assistance during the assessment (record student responses)
and test format (visual prompts, changed presentation for material into a booklet, large print)
(Elliott, Kratochwill & Schulte, 1999).
Formative assessment was slightly more challenging, but also proved to be imperative to the
success of the program. Throughout the program, I implemented a variety of formative
assessment approaches (including observation, note taking, collection of student work) but
ultimately found exit cards to be the most effective (Cooper & Kiger, 2011). The exit cards
were designed to be simple, short tasks that reflected the big understanding of each lesson
(Jarvis, 2013). These cards were crucial as they were used to determine whether or not we
would continue on with the next lesson, or revise previously taught content (Jarvis, 2013). As
useful as these cards proved to be, I think in future I would consider simplifying them even
further. I found that the students took longer to complete the cards than expected, and as I
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had to read the instructions out loud and sometimes explain the task in different ways, the
students could not complete these independently which I believe would have been ideal.
Ultimately, the progress displayed by each student when looking at their post-assessment
results indicates that the program was successful. However, for me, the greatest indicator of
success was observing the gradual generalisation of the skills being taught. I would often see
Tamara around the school whenever I had yard duty, and after a few weeks of the program
she would seek me out to excitedly tell me good morning and explain that she knew it was
morning because she had just arrived at school, or good afternoon because it was lunch
time. Similarly, Anthonys teacher told me a funny story about their daily fitness lessons that
required him to run around the oval for five minutes. Anthony, who is not the biggest fan of
P.E., requested that he only run for five seconds instead because seconds are much quicker
than minutes. Provided with additional practice and time for exploration of these
mathematical concepts, I believe that the students will all achieve the POs and maintain these
skills throughout their lives.
Word count (excluding tables and headings): 2497

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References
Allen, K., Cowdery, G., & Johnson, J. (2012). Arranging the learning environment. In K. Allen,
G. Cowdery & J. Johnson (Eds.), The exceptional child: inclusion in early childhood
education (7th ed., pp. 331 362). Belmont, CA: Wadsworth Cengage Learning.
Anderson, L., & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: a
revision of Blooms taxonomy of educational objectives. Boston, MA: Allyn and
Bacon.
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015). The Australian
Curriculum, v. 7.4. Mathematics Foundation to Year 10. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10
Briggs, F., & Potter, G. (1999). The early years of school: teaching and learning (3rd ed.)
Sydney, NSW: Pearson.
Cohen, L., & Spenciner, L. (2009). Teaching students with mild and moderate disabilities:
research-based practices (2nd ed.). Upper Saddle River, NJ: Pearson.
Cooper, J., & Kiger, N. (2011). Tools for gathering information in the classroom. In J. Cooper
& N. Kiger, Literacy assessment: helping teachers plan instruction (4th ed., pp. 19
48). Belmont, CA: Wadsworth Cengage Learning.
Eggen, P., & Kauchak, D. (2010). Creating productive learning environments: principles and
models of instruction. In P. Eggen & D. Kauchak (Eds.), Educational psychology:
windows on classrooms (8th ed., pp. 388 428), Upper Saddle River, NJ: Harlow
Pearson Education.
Elliott, S., Kratochwill, T., & Schulte, M. (1999). Assessment accommodations checklist:
helping teachers and parents support all students participation in testing programs.
Monterey, CA: McGraw-Hill.
Fisher, D., & Frey, N. (2008). Better learning through structured teaching: a framework for
the gradual release of responsibility. Alexandria, VA: ASCD.
Fisher, D., & Frey, N. (2010). Quality core instruction: a necessary first step. In D. Fisher & N.
Frey (Eds.), Enhancing RTI: how to ensure success with effective classroom instruction
and intervention (pp. 29 50), Alexandria, VA: ASCD.
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Gargiulo, R., & Kilgo, J. (2010). Designing learning environments for young children with
special needs. In R. Gargiulo & J. Kilgo (Eds.), An introduction to young children with
special needs: birth through age eight (3rd ed., pp. 216 245). Belmond, CA: Cengage
Learning.
Heacox, D. (2002). Differentiating instruction in the regular classroom: how to reach and
teach all learners. Minneapolis, MN: Free Spirit Publishing Inc.
Hyde, M., Carpenter, L., & Conway, R. (2010). Diversity and inclusion in Australian schools.
South Melbourne, VIC: Oxford University Press.
Jarvis, J. (2013). Differentiating learning experiences for diverse students. In P. Hudson (Ed.),
Learning to teach in the primary school (pp. 52 70). Port Melbourne, VIC:
Cambridge University Press.
Lewis, R., & Doorlag, D. (2011). Coordinating the classroom learning environment. In R.
Lewis & D. Doorlag (Eds.), Teaching students with special needs in general education
classrooms (8th ed., pp. 148 161). Upper Saddle River, NJ: Pearson.
Margolis, H., & McCabe, P. (2006). Improving self-efficacy and motivation: what to do, what
to say. Intervention in School and Clinic, 41(4), 218 227.
Nelsen, J., Lott, L., & Glenn, H. (2000). Positive discipline in the classroom (3rd ed.). Roseville,
CA: Prima Publishing.
Pagliano, P., & Gillies, R. (2008). Curriculum, adjustments and adaptations. In A. Ashman & J.
Elkins (Eds.), Education for inclusion and diversity (3rd ed., pp. 201 234). Frenchs
Forest, NSW: Pearson.
Porter, L. (2007). Student behaviour: theory and practice for teachers (3rd ed.). Sydney, NSW:
Allen & Unwin.
Price, K. & Nelson, K. (2011). Planning effective instruction: diversity responsive methods and
management (5th ed). Belmont, CA: Wadsworth Cengage Learning.
Rudebusch, J. (2007). Guide to RTI: response to intervention. Moline, IL: LinguiSystems, Inc.
Salend, S. (2008). Differentiating large- and small-group instruction. In S. Salend, Creating
inclusive classrooms: effective and reflective practices (6th ed., pp. 376 412). Upper
Saddle River, NJ: Pearson.
Stephens, T. (1980). Teachers as managers. The Directive Teacher, 2(5), 4 5.
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Sullivan, P. (2011). Teaching mathematics: using research-informed strategies. Camberwell,

VIC: ACER Press.
Tomlinson, C. (2003). Teacher response to student needs: rationale to practice. In C.
Tomlinson (Ed.), Fulfilling the promise of the differentiated classroom: strategies and
tools for responsive teaching (pp. 36 55). Melbourne, VIC: Hawker Brownlow
Education.
Tomlinson, C. (2004). The How Tos of planning lessons differentiated by readiness. In C.
Tomlinson (Ed.), How to differentiate instruction in mixed ability classrooms (2nd ed.,
pp. 45 51). Alexandria, VA: Association for Supervision and Curriculum
Development.
Wiggins, G. & McTighe, J. (2011). The understanding by design guide to creating high-quality
units. Alexandria, VA: Association for Supervision and Curriculum Development.
Woolfolk, A., & Margetts, K. (2010). Learner differences and learner needs. In A. Woolfolk &
K. Margetts (Eds.), Educational psychology (2nd ed., pp. 130 158). Frenchs Forest,
NSW: Pearson.
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APPENDIX A Unit Plan
Daniella Porcaro
APPENDIX A
Unit Plan
EDUC4731: Assignment 2
Daniella Porcaro
Backwards By Design Unit Plan

LEARNING AREA: Mathematics
YEAR LEVEL: Foundation/Year 1
STRAND: Measurement and Geometry
UNIT LENGTH: 6 lessons
SUBSTRAND: Using units of measurement (Time)
Desired Results/Goals (What do I want my students to learn?)

ACHIEVEMENT STANDARDS
By the end of Foundation year, students connect events and the days of the week. They are able to
explain the order and duration of events and use appropriate language to describe time (ACARA,
2015).
CONTENT DESCRIPTORS
Connect days of the week to familiar events and actions (ACMMG008)
Compare and order the duration of events using the everyday language of time (ACMMG007)
Describe duration using months, weeks, days and hours (ACMMG021)
Taken from the Foundation and Year 1 Content Descriptors (ACARA, 2015)
UNDERSTANDINGS
Student will understand:
that time is organised
to create order and
predictability
that some activities or
events are only
appropriate at certain
times of the day
KNOWLEDGE
Students will know:
the everyday language of
time (e.g. tomorrow,
yesterday, before, after)
the different parts of the
day (e.g. morning,
afternoon, night)
the names of the days of
the week
SKILLS
Students will be able to:
differentiate between
weekdays/the weekend
sequence familiar events
in order
recognise familiar events
in their own everyday
routines
describe the duration of
familiar situations (e.g.
how long until we come
to school?)
ESSENTIAL QUESTIONS
Why do we have time?
What do you do in a day?
What are the different parts of a day?
How can we tell what time of day it is without using a clock?
PERFORMANCE OBJECTIVES
1. Recognise and be able to communicate the days of the week, and parts of a day (i.e. morning,
afternoon, night) with 100% success.
2. Describe the duration of a familiar event using at least two time vocabulary words (e.g. hours,
days, weeks, months, long, short, fast, slow, tomorrow, yesterday) with 100% success.
Daniella Porcaro
3. Independently sequence a daily timetable in the correct order using picture cards with 100%
success.
4. Choose an appropriate activity or action for a particular time of day or day of the week with
100% accuracy when given a selection of picture cards and objects.
Assessment Evidence (What evidence am I looking for to show

what students have learned?)
PRE-ASSESSMENT
Prior to the commencement of the unit, the students completed a double-sided worksheet about
time in order to provide the teacher with an insight into their baseline readiness levels. The
worksheet asked a range of questions that related to each of the four performance objectives, and
was read out loud (question by question) by the teacher. Based on this assessment, the three
students were placed at three different tiers of readiness.
Patrick: Advanced understanding of time concepts
Anthony: Developing understanding of time concepts
Tamara: Limited understanding of time concepts
FORMATIVE ASSESSMENT
A range of formative assessment strategies are used throughout the unit. A detailed description
of formative assessment tools can be seen in each lesson plan. They include:
Exit cards
Oral responses
Anecdotal notes based on observation
Collection of maths books (in-book tasks)
SUMMATIVE ASSESSMENT
A final assessment task has been designed to mirror the pre-assessment given at the beginning of
the unit. This allows the teacher to accurately measure the progress of each student. The final
assessment task has been adapted, however, based on reflection and feedback from Assignment
1. For this reason, it has been designed as a booklet (as opposed to a worksheet), and includes
changes to potentially confusing illustrations and wording of questions. See Lesson Plan 6 for a
copy of the final assessment.
Learning Activities (What are the learning and activities

students will engage in?)
LESSON 1: Parts of a Day
Focus will be on the parts of a day (morning, afternoon, night) and how we can differentiate
between the three. Students will explore the kinds of activities that are typically associated with
each time of the day. They will identify activities in their own lives that reoccur during a certain
time of the day.
Daniella Porcaro
LESSON 2: Sequencing Events Timelines

Focus will be on sequencing familiar events in chronological order. Students will use examples
from their own daily lives to create an approximate timeline of their day.
LESSON 3: Sequencing Events - Timetables
Focus will be on sequencing familiar events in chronological order. Students will expand on what
they learnt in the last lesson by ordering a timetable of their school day. Explicit teaching about
what a timetable/schedule/routine is and what they are used for.
LESSON 4: Days of the Week
Focus will be on explicitly teaching the names of the days of the week, as well as which days are
weekdays and which days are the weekend. Students will identify activities/events that are
associated or occur on weekdays/the weekend within their own lives.
LESSON 5: Describing the Duration of Time
Focus will be on durations. Explicit teaching about vocabulary used to describe the passing of
time (e.g. slow, fast). Students will be presented with hands-on experiences to describe the
duration of various events/activities.
LESSON 6: Summative Assessment
Focus will be on assessing whether students are able to choose an appropriate activity/action for
a particular time of the day. They will complete a summative assessment task so determine
whether or not they have met the learning objectives.
APPENDIX B Lesson Plans
Daniella Porcaro
APPENDIX B
Lesson Plans

STRAND: Measurement (Time)
TIME: 45 minutes
Daniella Porcaro

TOPIC: Parts of a Day
LESSON NUMBER: 1 of 6
1. Recognise and be able to communicate the days of the week, and parts of a day (i.e.
morning, afternoon, night) with 100% success.
LEARNING OUTCOMES
Compare and order the duration of events using the everyday language of time
(ACMMG007)

(Taken from the Foundation and Year 1 Content Descriptors) (ACARA, 2015).
LEARNING OBJECTIVES
At the end of the lesson students will understand that:
that some activities or events are only appropriate at certain times of the day
that time is organised to create order and predictability
At the end of the lesson students will know:
the everyday language of time (e.g. today, morning, night, before, after)
the different parts of the day (e.g. morning, afternoon, night)
At the end of the lesson students will be able to:
recognise familiar events within their own everyday routines
categorise events according to when they occur in the day
ESSENTIAL QUESTIONS
Daniella Porcaro
MATERIALS AND RESOURCES REQUIRED
Group Rules poster
Computer
Name plates
Youtube Video -
Poster paper and Textas
https://www.youtube.com
Box of objects to do with different parts of
watch?v=azVSR40ibFo
the day
Laminated Parts of the Day cards
9x square sheets of paper
Exit cards
Pencils and Textas
LESSON SEQUENCE
TIME
LESSON CONTENT
5 mins
SUPPORT AND STRATEGIES

Students were taken to the Special
Admin
Collect students from classroom and
Education room prior to the program
bring them to Special Education room.
implementation in order to familiarise
Students will sit in the seats they chose as
them with the classroom and allow
their own at the end of last term (the name
them to be involved in the setting up
plates they made will be placed in front of
of their area. They were also involved
their seat to remind them).
in the development of a set of rules
Review of the three rules the students that all participants (including the
helped come up with at the end of last term
teacher) must follow (Porter, 2007).
(one person speaking at a time, always try

our best, no put downs).
Begin with a quick group chat go
10 mins
In order for successful learning to

occur, it is important that students
around the table and each person (including
feel comfortable and safe with their
teacher) tells the group what they had for
teacher (Tomlinson, 2001). The group
breakfast or what their favourite breakfast
chat at the beginning of the lesson
food is.
allows the teacher to begin forming
Introduction: Brainstorm
positive relationships with all
(Teacher directed, interactive instruction)
students involved (Briggs & Potter,
Teacher asks if anyone remembers
1999).
what they are going to be learning about this

term if nobody remembers, tell them
Active participation: The brainstorm is
Time.
used as a tool to establish what ideas

Using a large sheet of poster paper,
5 mins
Daniella Porcaro
students already have about time, but
the teacher will facilitate a class brainstorm
is also a means of encouraging them
about time. The teacher will encourage
by showing them that by filling an
students to think about time what does it
entire poster with ideas, they already
mean? Have they ever heard the word
know a lot. This increases their self-
before? What do they know about time?
esteem and their motivation to
Accept all answers and expand as necessary.
succeed further (Tomlinson, 2001).
Draw illustrations to match the words
The teacher uses divergent
written. This brainstorm will be the basis of
questioning (no right or wrong
the beginning of the Time word wall.
answers) to encourage exploration of
Exploration: Video
ideas. Visual supports must always be
(Teacher-directed)
given (i.e. illustrations with the
The teacher will ask the students to

come sit by the computer closest to their
words) as students are not yet fluent

readers.
work area. A YouTube video titled How do I

know if its morning time? will be open.
The video is used not just for its
Students will listen to this song at least once
content; it also provides the students
if they are enjoying it and do not seem
with a short break and is an
restless, play it again for repetition.
attention grabber that keeps them
The teacher will lead the students

back to their table. The teacher will ask the
engaged in the lesson (Price &

Nelson, 2011).
students if they remember some of the

things that let the characters in the video
know that it was morning e.g. the sun came
out, they made breakfast, mum and dad
woke up.
The teacher will show the students a
laminated card saying Morning with a
symbol to illustrate the sun rising. They will
practice reading the word together three
Daniella Porcaro
times. The teacher will then ask if anyone

remembers what part of the day comes next
if students are not sure, show them the
10 mins
next laminated card (covering the word, just

show the picture of the sun in the sky) to
Active participation the students
prompt them. The teacher will ask them to
use choral responses (repeating the
read the word Afternoon three times.
names of the parts of the day).
Repeat this for the final laminated card,

Night.
Exploration: Object Sort
(Guided practice)
The teacher will place the three
10 mins
Allowing students to choose the
laminated parts of the day cards on the
object that they sort first ensures that
table (spread out, facing the students) and
they are confident and experience
then pull out a box with a variety of different
success. The teacher then chooses
objects/pictures inside. The teacher will pull
the items for them in order to
one item out at random and ask the students
differentiate by readiness (e.g. Patrick
what it is (e.g. a box of cereal) the teacher
sorts the harder objects that could be
will ask the students what time of the day
placed under more than one
you eat cereal and place it with the
category). Working with concrete
appropriate card. The students will then take
materials allows for more meaningful
turns selecting an item from the box to sort.
abstraction later on (Tomlinson,
Once they have chosen one item each, the
2001).
teacher will select items for them to sort.

(Morning items cereal box, milk
carton, picture of the sun rising, toast, jam,
etc. Afternoon items lunch box, plastic
sandwich (from kitchen set in class), sun toy,
play equipment, notices box (this is collected
at end of every day), etc. Night items
picture of dinner, toy bath tub, moon, stars,
toy bed, etc.)

Practice: Parts of the Day Drawings
This activity provides students with
(Student-centred, Independent practice)
opportunities to practice identifying
Teacher gives each student three
activities/events that occur at certain
small squares of paper (each with Morning,
times of the day. They are able to
Afternoon or Night written at the top). The
draw their responses as none of the
teacher will ask the students to draw a
students are fluent writers. These
picture on each sheet of paper illustrating
images are to be displayed on the
one thing they do either in the morning,
wall (along with the brainstorm/word
afternoon, or night.
wall) this provides students with
The teacher will then write a caption
5 mins
Daniella Porcaro
constant reminders about the new
on each picture (scribing down what the
knowledge which will assist with it
students say) and collect them to stick onto
becoming generalised and stored in
Parts of the Day posters.
long term memory (Woolfolk &
Lesson Closure
Margetts, 2010).
The teacher will thank the students

for a great lesson and congratulate them on
Thanking students and giving them
their hard work. The teacher will give
positive feedback is crucial to building
students the opportunity to ask any lingering
rapport. The exit card is used to check
questions.
for understanding and inform the
Before they leave, the students will fill out a
teachers future planning (Jarvis,
short exit card and hand it to the teacher in
2013). The teacher will read out the
exchange for a sticker of their choice.
instructions to ensure that the

students know what to do.
ASSESSMENT
Formative Assessment The teacher will take notes during the lesson based on observation of
the group discussions (brainstorm, object sort, etc.) including how well students seem to be
grasping the concept, but also how engaged they are and whether they are fully participating,
etc.
Formative Assessment The teacher will collect the exit cards at the end of the lesson and use
this to determine whether the students have understood the content. In order to move on to
the next lesson, all three students must complete the activity correctly.
Daniella Porcaro
REFLECTION/NOTES
The students worked wonderfully today. They were very engaged and seemed to enjoy the
video and object sorting activity in particular. Using manipulatives was a great strategy for these
particular students.
They seemed to grasp the idea of morning and night quite easily. Afternoon is the only thing I
am concerned about as this seemed to confuse them a little bit I think the sun being out in the
morning as well as the afternoon is what causes the confusion. Connecting the concept of
afternoon to lunch time/the end of the school day seemed to resonate with them though.
I was impressed with the brainstorm at the beginning of the lesson. They had some good
general ideas about time used words like sun, clocks, bed time, year, calendar, a long
time, etc. and gave some specific examples of times (e.g. 9 oclock)
The exit cards (see below) showed me that they understood the content, which means we are
able to move on next week.
Name ___________________
Parts of the Day

Circle the MORNING pictures in blue.
Circle the AFTERNOON pictures in yellow.
Circle the NIGHT pictures in red.

TIME: 45 minutes
Daniella Porcaro

TOPIC: Sequencing Events
3. Independently sequence a daily timetable in the correct order using picture cards with
100% success.
LEARNING OUTCOMES
(ACMMG007)
LEARNING OBJECTIVES
sequence familiar events in time order
ESSENTIAL QUESTIONS
Why do we do some things in the same order every day?
Does it matter what time you do certain activities?
Daniella Porcaro
Photographs of daily activities
Post-it notes
Pegs
Paper and pencils
Clothesline
Exit Cards
LESSON SEQUENCE
TIME
LESSON CONTENT
5 mins

In order for successful learning to
Admin
Teacher collects students from
occur, it is important that students
classroom and brings them to Special
feel comfortable and safe with their
Education room. They will sit in their usual
teacher (Tomlinson, 2001). The group
seats.
chat at the beginning of the lesson

Introduction to students again
allows the teacher to begin forming
review rules as necessary. Begin with a quick
positive relationships with all
group chat This week the students have to
describe what they did this morning, in order
1999). Relating the group chat to the
of when they did it (i.e. got out of bed,
lesson content encourages students
brushed my teeth, had breakfast, played with to start thinking about the concept of
my brother).
Review last lesson exit card and
sequencing events before the lesson

even formally begins.
word wall.
10 mins Introduction: Modelling Timelines
(Teacher facilitated, interactive instruction)
The teacher will show the students a
Using photographs of the students as

opposed to photographs from the
internet is a method of maintaining
set of pictures that have been taken by their
attention and involving the students
class teacher over the past week. The
in their learning. They will be more
pictures will be of them and their peers doing
interested and more motivated to
different things that they regularly do
engage with the activity knowing that
throughout the day for example, their
it is relevant to their lives.
morning routine, having lunch, reading, going

to P.E., relaxation, etc. There will also be a
Daniella Porcaro
few photos of the teacher completing some
During the process of creating the
activities that occur at night time (i.e. making
timeline, the teacher will be
dinner)
modelling the language of time to

The teacher will show the pictures to
assist the students to order the
the students and describe them before
events. For example, What did you
pegging each one on to a portable clothes
do first? What did you do next? What
line in any order. The teacher will ask the
happened after that?. Any of these
students to decide what the first thing they
words that are not already on the
do in the day is, and will then move the
Word Wall will be added so that they
appropriate picture to the front of the line.
can be revised at the beginning of
They will do this for each of the images until
every lesson, allowing students to
they are in the correct order. The teacher will
become familiar with them and
explain to the students that this is called a
commit them to long-term memory
Timeline and that they show the order that
(Woolfolk & Margetts, 2010).
we do things from first to last. The students

will turn to the person next to them and
repeat the definition of a timeline (one of the
students will partner with the teacher).
10 mins
Exploration: Parts of the Day
This activity requires students to link
(Teacher facilitated, student-centred
their current learning to the content
learning)
of the previous lesson. This
Once all the pictures have been
encourages them to make connection
sequenced, the teacher will ask the students
between concepts and ensures they
to describe the time that each of the
continue thinking about previous
activities in the photographs occurs, using
learning.
the words from their word wall/the parts of
The post-it notes are used not only
the day (morning, afternoon, night).
because they are easy for the
The teacher will have a set of three
students to use, but they also provide
different coloured post-it notes, and will
a very visual representation of which
write morning on one colour, afternoon on
activities occur in each part of the
the second colour, and night on the third.
day.
The students will take turns choosing a photo

10
Daniella Porcaro
from the timeline and categorising it into one
In order to encourage oral active
of the three parts of the day. When they
participation, the teacher asks a
correctly do this, the teacher will give them
range of questions to encourage
the appropriate post-it note so that they can
thinking. The Think-Pair-Share
stick it on the photo. The teacher will ask the
(without the pair) strategy is used
students what they notice e.g. are all the
here so that students can organise
morning post-it notes together? Are the
their ideas internally before sharing
parts of the day in the right order? etc.
with the group (Price & Nelson, 2011)
10 mins Practice: Creating a collaborative timeline

(Student-centred independent practice)
The teacher will ask each student to
Asking students to draw a favourite

part of the day is differentiating the
draw their favourite part of the day, either at
lesson by interest. This increases
school or before or after school. They will
motivation and engagement which is
also draw a second picture of either their
crucial to the success of the learning
least favourite part of the day or their second
program (Tomlinson, 2003).
favourite part of the day (up to them

whatever they find more motivating). The
This activity is not differentiated by
teacher will also complete this activity. Once
readiness as this lesson has a big
they are finished, they will take turns pegging
focus on collaboration and all the
one picture up on the clothes line at a time.
activities involve some element of
As each student pegs their drawing up, the
group work. The teacher will be
teacher will ask the group to check that the
present to provide any
order is correct. Use the post-it notes from
scaffolding/prompting/support
earlier to label the approximate times that
necessary.
the events happen during the day.

5 mins
Extension: Sharing/Class book
The class book is used as a strategy to
(Student-centred learning)
add to the safe learning environment
The students will share one of their
where all students feel included and
illustrations with the group and explain why
part of the community. It also
that is their favourite/least favourite part of
increases their self-esteem and
the day. The teacher will then ask each
provides practice for skill
student to narrate their picture using one of
generalisation as they can take the
11
Daniella Porcaro
the parts of the day words and making
book home and explain the concept
reference to the picture before or after
of sequencing/parts of the day to
theirs. This will be turned into a class book
their families.
that each child will have a turn to take home

and show their families.
5 mins
Closure

questions.
2013). The teacher will read the card
Before they leave, the students will fill out loud and give students time to
out a short exit card and hand it to the
think about the answer. The teacher
teacher in exchange for a sticker of their
will then sit with each student so they
choice.
can point or orally give their answers

the teacher will record the numbers
for them.
ASSESSMENT
Formative Assessment The teacher will make notes throughout the lesson based on
observations made throughout the group discussions (e.g. when sorting the images on the
timeline). Things to look out for include: students are using the correct vocabulary to describe
times of the day, and can tell you what happened first, and uses next for subsequent events.
this to determine whether the students have understood the content well enough to continue
to the next lesson.
12
Daniella Porcaro
REFLECTION/NOTES
The students had another great lesson today. They were very excited when I pulled out the
photographs that their class teacher had taken throughout the week. They also seemed to really
like that I had included some photos of myself in there. I think this was a great strategy to not
only build rapport with the students, but to increase the sense of community it is obvious
that they feel like we are a team, which is exactly what I wanted!
They all seemed to handle the content really well today, although the conversation was
dominated by Patrick. The Think-Pair-Share strategy was effective as it gave Tamara and
Anthony a chance to process their thoughts without worrying about Patrick jumping in with the
answer right away.
The exit card shows that they understand the basic concept of sequencing in that they can
identify what events occurred first, second, third, etc.
I feel that they are ready to move on to slightly more complicated sequencing tasks in the next
lesson.
Name ___________________
Number these events in the order that
we did them today.
We drew pictures.
We made a special book.
We created a timeline with photos of us.
We walked to Room 18.
13

TIME: 45 minutes
Daniella Porcaro

TOPIC: Sequencing Events
100% success.
LEARNING OUTCOMES
(ACMMG007)
LEARNING OBJECTIVES
ESSENTIAL QUESTIONS
Why do we do some things in the same order every day?
Does it matter what time you do certain activities?
14
Daniella Porcaro
Whiteboard + markers
Word Wall
Examples of timetables
Tiered Timetable templates
Laminated cards to match each template
Exit cards
LESSON SEQUENCE
TIME
LESSON CONTENT
5 mins
(laminated)

The group chat at the beginning of
Admin
the lesson allows the teacher to begin
forming positive relationships with all
seats.
1999). Beginning the lessons in the

same way every week establishes a
familiar routine for the students
group chat the question this week is
which helps add to the positive
What did you do at recess today?
learning environment (Lewis &
Doorlag, 2011).
word wall.
5 mins
Introduction: Sequencing Game

(Teacher facilitated, student-centred)
To begin the lesson, the teacher will
Revising previously taught content is

important in order to allow students
lead a discussion about the timelines they
to commit it to long-term memory
created last week. The teacher will ask
and also to shift it from domain-
students to recall what the three parts of the
specific knowledge to general
day are called. This will be followed with a
knowledge (Woolfolk & Margetts,
quick game that allows students to revise the
2010). Active participation finger
content, and also shows the teacher whether
signals.
or not they are retaining previous lesson

understandings.
The teacher will pose a series of
statements to the students and they will
Introducing the new content by

linking it via an activity based on the
previous lessons content also allows
15
Daniella Porcaro
have to respond with a thumbs up (yes) or a
the students to make connections
thumbs down (no). For example, the teacher
between what they are learning. They
will ask You go to school before you have
will also feel more comfortable given
dinner, You have recess before you have
that they are familiar with the
lunch You go to school and then you have a
previous lessons content, which will
shower, and then you go home, etc.
allow them to more readily take on
10 mins Explanation: Timetables

(Direct Instruction)
new ideas and understanding.
The teacher will explain to the

students that sometimes people use a form
The teacher explicitly teaches the
of a timeline called a timetable or schedule
definition of timetable/timeline as
that helps them organise their time (after
this is one of the time-related words
defining timetable the teacher will add this
that they will need to know in order
to the word wall and have the students
to meet their performance objectives
explain the definition in their own words to a
(Price & Nelson, 2010). Active
partner teacher will partner with Tamara).
Participation strategies (turn and talk)
The teacher will model making a timetable
are then used so that the students
on the whiteboard, drawing illustrations to
can practice reciting the definition.
accompany the labels. The timetable will

include Arrive at school, Check my
emails, Organise materials for the day,
Work with Room 9, Work with Room 20,
Recess Yard Duty, Staff meeting, etc. The
teacher will ask students if they have ever
seen a timetable/schedule before, and
where.
5 mins
Brain-break: Find a Timetable in the

Classroom
The brain-break activity was
(Interactive learning)
scheduled in so that students would
not be sitting down for a long period
explore the classroom and see if they can
of time. This activity allows them to
find any examples of timetables anywhere
use their energy and refocus (Briggs &
16
Daniella Porcaro
there are several (some that the students will
Potter, 1999). It also indicates to the
easily recognise, like the schedule on the
teacher whether or not students are
whiteboard, and others that are more
starting to generalise their
challenging, like the NIT timetable above the
understanding of timetables or not.
teachers desk). The students will complete

this independently, until it becomes apparent
that they will not be able to find any more. At
this point the teacher will begin giving clues
until they eventually find the trickier
examples.
15 mins Practice: Creating a Daily Timetable
The daily timetable activity has been
(Student-centred teaching)
tiered to meet the students different
The teacher will explain the next task
levels of readiness. This allows them
to the students. They will be creating a
to extend their knowledge,
timetable of their school day, starting with
understanding and skills beyond what
getting to school, and finishing with going
they can do independently
home. The students will be given a
(Tomlinson, 2001). All three tasks are
laminated template sheet and set of
the same in that they require the
laminated cards (that can be velcroed to the
students to sequence parts of the day
template). They will be required to put the
in the correct order, thus ensuring
cards in the correct order.
that they are all meeting the stated
For Tamera Her template will have
learning objectives. However, they
the arrive, recess, lunch and home time
are all provided with scaffolding that
symbols already printed on. She will have to
is appropriate for their readiness
place 3 cards (one between each of the
level.
printed symbols) on her template morning

routine, maths, and relaxation.
For Anthony His template will have
The sequence boards should be kept

on the students desks in their
the arrive, recess, lunch and home time
classroom. Their classroom teacher is
symbols already printed on. She will have to
encouraged to refer to it throughout
place 5 cards (two between arrive and
the day in order to generalise the skill
recess, one between recess and lunch,
of sequencing.
17
Daniella Porcaro
and two between lunch and home time)

on his template morning routine, literacy,
maths, relaxation and pack up.
For Patrick His template will have no
symbols printed on it. Instead, he will be
given 7 cards that he has to attach to the
template in the right order (arrive, morning
routine, literacy, recess, maths, lunch,
relaxation, pack up, hometime).
The students will be able to move
around and change the order of the cards
until they have determined the correct order.
Once they have finished, the teacher will take
a photo (on the iPad) of each for her own
records so that the students can take their
finished timetables with them back to class.
They will be encouraged to keep them on
their desks and follow them throughout the
day.
5 mins
Closure

questions.
2013). The teacher will read out the
Before they leave, the students will fill instructions and describe the
illustrations to ensure that the
choice.
18
Daniella Porcaro
ASSESSMENT
Formative Assessment The teacher will use the photos of the timetables created by the
students and assess whether or not they have met the learning objectives (i.e. they were able to
correctly sequence a series of familiar events in chronological order).
to the next lesson. If they do not all answer the question correctly, there will be another lesson
about timetables to solidify this learning.
REFLECTION/NOTES
The students were very restless today! It seemed unanimous among the three of them. I
reminded them of our rules using the rules poster they created which seemed to settle them a
little bit.
All three students participated in all of the activities, although I think Anthony did not try his
best (he kept placing his cards in random spots on his template until I sat with him to keep him
on track even then he was still not as focused as he has been). Tamara put her cards in the
wrong order, but when asked to explain her choices to me, she was able to tell me the correct
order of the activities. She eventually placed them in the correct order. Patrick seemed most
confident with this activity, although he made a few mistakes and had to go back and correct
himself.
All three students got the exit card question (see below) correct which I was impressed with as I
thought Tamara and Anthony may have difficulty. This indicates they are ready to move on.
Name ___________________
Circle the correct timeline.
19

TIME: 45 minutes
Daniella Porcaro

TOPIC: Days of the Week
LEARNING OUTCOMES
(ACMMG007)

LEARNING OBJECTIVES
that some activities or events are only appropriate on certain days
the names of the days of the week
differentiate between weekdays/the weekend
ESSENTIAL QUESTIONS
What is the difference between weekdays and weekends?
Why dont we go to school every day?

20
Daniella Porcaro
Big Rain Coming by Katrina Germein
Word Wall
Portable clothes line + pegs
Exit Cards
Days of the week song
Computer
(https://www.youtube.com/
Days of the week cards
watch?v=yIvQOab00OQ)
A4 and A3 weekly timetable
Coloured paper, pencils
LESSON SEQUENCE
TIME
LESSON CONTENT
5 mins
template

Admin
seats.

group chat this week each group member
has to share one interesting thing they did
over the past week.
Doorlag, 2011).

word wall.
5 mins
Introduction: Picture book
Picture books are effective tools
(Teacher directed)
when teaching mathematics as they
The teacher will read Big Rain
are particularly engaging for students,
Coming by Katrina Germein to the students,
and often create real world contexts
showing them the pictures and prompting
for maths concepts.
discussion. The teacher will use questioning

to provoke oral active participation ask the
students what happened on each of the days
of the week.
21
Daniella Porcaro
Explanation: Days of the Week

10 mins
(Direct Instruction, Modelling, Interactive

Learning)
The teacher will play the days of the
The song is used as an attention

grabber, ensuring that all students
week song on the computer at least one
are focused and participating (all
time, encouraging the students to sing along
students should be singing the song).
as they should all know it. The teacher will
Active Participation strategy choral
then show the students the days of the week
response when reading out the
cards in order and read the names of the
names of the days of the week. This
days of the week. After each card, the
gives students the opportunity to
students will repeat the name of the day of
practice saying each name and
the week three times. The teacher will use
commit it to memory if they havent
pegs to display all of the days in order on the
already.
portable clothes line. Go through each of the

days and recall events from the text,
enforcing the one student speaks at a time
rule.
The teacher will then ask the students
which days they go to school. The teacher
The post-it notes provide a good
will hand each of the students a yellow post
visual representation of how many
it note and ask them to put it on one of the
weekdays and how many weekend
days they go to school, providing assistance
days there are, as well as where they
as needed. The teacher will then ask if there
are situated in the week.
are any other days that they go to school,
Active Participation Strategy the
allowing students to put on the last two post-
students turn and talk to define the
it notes. The teacher will then take out pink
terms weekend and week day to a
post-it notes and place them over Saturday
partner. This is good practice for
and Sunday, asking students if they know
them, but also serves as a method for
what we call those two days. The teacher will
the teacher to check their
introduce the concept of weekdays vs
understanding.
weekend, and then have students define the
22
Daniella Porcaro
terms to the person next to them (the

teacher will join Tamara).
The teacher will turn the clothes line
Another Active Response strategy is
around so that the students can no longer
using response cards. This is a quick
see the post-it notes, and then will hand out
way to establish whether or not
2 response cards per student (one saying
students are understanding the
weekday and one saying weekend). The
concepts being taught.
teacher will read out the names of the days

of the week (out of order) and students will
have to hold up the appropriate response
card.
10 mins Guided Practice: Week Timeline
(Teacher-directed)
Using an A3 recording frame (one box
Having the teacher model the process

of identifying familiar events that
for each day of the week), the teacher will
occur on particular days of the week
model creating a weekly timetable depicting
scaffolds students learning and
events that occur on each day. For example,
allows for them to hopefully achieve
on Monday she draws a picture of the library
the same task independently. Note
(as that is when these 3 students have a
that Tamaras worksheet will be
library lesson) and on Saturday she draws a
differentiated so that the weekend
recreational activity such as going to the
days are clearly identified.
beach).
Active Participation: Think-Pair-Share
The teacher asks students to think of
check for understanding.
examples of activities that they do on certain

days. Think-Pair-Share so that students can
share some of their ideas before creating
their own version of the weekly timetable (on
an A4 version of the template). The students
will draw pictures and the teacher will help
caption them.
23
Daniella Porcaro
Independent Practice: Creating a Class Book

10 mins
(Student-centred)
The teacher will ask each student to
The class book is used as a strategy to

add to the safe learning environment
choose 2 days out of the week (must be
where all students feel included and
different to each other) and recreate their
part of the community. It also
drawings from the timetable on a bigger
increases their self-esteem and
sheet of coloured paper. They will describe
provides practice for skill
the drawing in a sentence so that the teacher
generalisation as they can take the
can write it down (e.g. On Sundays, I visit my book home and explain the concept
grandmothers house. She makes cookies and of weekdays vs weekend to their
reads me stories). The teacher will then
families.
choose whatever day of the week was left

out and complete the same activity. Once all
of the drawings are finished, they will create
another class book to take home to families.
5 mins
Closure
questions.
Before they leave, the students will fill 2013). The teacher will read out the
instructions and describe the
choice.
ASSESSMENT
Formative Assessment The teacher will collect the weekly timetables created by students to
determine whether or not they were able to correctly identify familiar events that occur on
particular days of the week.
24
Daniella Porcaro
to the next lesson. If they do not all answer the question correctly, there will be another lesson
about days of the week to solidify this learning.
REFLECTION/NOTES
The students worked very well today. They were really engaged when they saw I was going to
start with a picture book particularly Tamara. They are very familiar with the days of the
week song so enjoyed singing along to that too. They also seemed to enjoy the clothes line
activity again.
I did have to speak to Patrick several times about calling out answers straight away, even when
questions were not directed at him. This is preventing the other two students from giving it a
go. He did seem to be trying towards the end of the lesson, however.
The students explained the terms week day and weekend very well during their turn-and-talk
exercise, which is great as this was a concept they all struggled with in the pre-assessment.
The exit cards, and my general observations/notes from the lesson, indicate that they have
understood the content from todays lesson. I will not hesitate to move forward with the
instructional program.
Name ___________________
Circle the WEEK DAYS

Sunday
Monday
Thursday
Tuesday
Friday
Wednesday
Saturday
Draw a quick picture of

something you do on the
WEEKEND:
25

TIME: 45 minutes
Daniella Porcaro

TOPIC: Describing Durations
2. Describe the duration of a familiar event using at least two time vocabulary words (e.g.
hours, days, weeks, months, long, short, fast, slow, tomorrow, yesterday) with 100%
success.
LEARNING OUTCOMES
(ACMMG007)

LEARNING OBJECTIVES
describe the duration of familiar situations (e.g. how long until we come to school?)
ESSENTIAL QUESTIONS
How can we measure time?
What activities in our daily lives take a really long time? What takes a really short time?
How do we describe the passing of time?
26
Daniella Porcaro
How long is a minute? Video
Word Wall
Computer
Exit Cards
Work books
Sand timer
Pencils
Battery-operated timer
Whiteboard + markers
Mini whiteboards
LESSON SEQUENCE
TIME
LESSON CONTENT
5 mins

Admin
seats.

group chat this week the question is
What takes you a really long time to do?.
Doorlag, 2011).
word wall.
15 mins
Introduction: Informal time measurements
The introduction provides students
(Teacher directed, interactive learning)
with interactive learning
The teacher will discuss the concept
opportunities that are designed to
of measuring time with students some of
allow them to practice using informal
the different units we use for measuring time
measurements. The video is played at
are minutes, hours, days and weeks. The
the beginning to engage them in the
teacher will use questioning to prompt
lesson and introduce the topic. Asking
student responses which ones are shorter
the students to come up with their
than the others? Which are longer? The
own ideas about how to measure
teacher will ask the students to move in front
time ensures that they are all
of the computer that is closest to their
participating and engaging with the

content.
27
Daniella Porcaro
learning area to watch the video called How

long is a minute? They will watch 3:40 - 5:30.
come and sit at the table again. The teacher
will ask the students to recall the different
ways they recorded time in the video e.g.
with claps. The teacher will write a list of
short activities on the whiteboard (e.g. walk
around the table, walk around the whole
classroom, do 10 star jumps, write your name
on a mini whiteboard) and will record how
many claps it takes the students to complete
each activity, recording this on the
whiteboard.
think of some other ways to measure how
long it takes you to do something (e.g. how
many jumps does it take you to tie up your
shoelaces?) and test out their suggestions.
10 mins
Explore: What can you do in a minute?
This activity allows students to
(Direct Instruction, Modelling, Interactive
develop a sense of one minute, one
Learning)
second, etc. through practical
experiences, rather than simply
sit at the computer again to watch 9:00
recalling that there are 60 seconds in
11:00 from the video. After it is finished, they
one minute. This is an important
will return to the table again.
foundation skill that students must
The teacher will divide up a large
have before they are able to think
sheet of poster paper into three columns and
more abstractly about time.
write the word One Hour on the right side.
Active participation strategy
The teacher will ask the students to recall
brainstorming. This is a collaborative
some of the things that the video suggested
group brainstorm.
28
Daniella Porcaro
you could do in an hour (e.g. bake a cake) as

well as some of their own ideas.
The teacher will then write One
Minute in the middle column. The teacher
will ask the question How long is a minute?
and show the students a one minute sand
timer. They will turn it over and watch it
silently. Afterwards, the teacher will ask if it
felt like a long time? What else can they do in
one minute? The teacher will time the
students doing various quick activities and
record these on the poster.
The teacher will then write One
Second in the left column and will set the
electric timer for one second. The teacher
will ask if that felt like a long time or a short
time. The teacher will ask for suggestions of
things that they can do in one second (testing
some of them out) and adding them to the
poster.
10 mins Guided Practice: Fast/Slow drawings
(Teacher-directed, student-centred)
The teacher will introduce the words
Active Participation choral oral

responses (repeating the words).
They will then do a turn and talk to
fast, slow, short, long etc. and add them
recite the definitions.
to the word wall. The teacher will ask the
Another Active Participation strategy
students to explain each of the words to the
is the use of whiteboards to record
person next to them (The teacher will work
their responses.
with Tamara for this).
The three students will complete the
The teacher will read out a series of
same main task in this lesson.
activities/events (e.g. hop once, go to school,
However, Tamara will be given
click, sleep all night) and ask the students to
additional scaffolds to ensure that

she is working in her zone of proximal
29
Daniella Porcaro
write either L for Long or S for Short on
development. She will be given hint
their mini whiteboards from earlier.
cards reminding her what the
Students will be given their work
duration terms (e.g. fast/slow,
books and asked to open up to a double
long/short) mean. The teacher will
sided page. The teacher will draw a similar
also work closely with the three
outline on the whiteboard so that she can
students to ensure they understand
model the activity. On the left hand side, the
the task.
students will draw a picture of an activity or

event that does not take a very long time
(something fast/short). On the right hand
side, they will draw a picture of something
that takes them a very long time. The teacher
will help them write a sentence for each
(structured It takes me a long/short amount
of time to ____________. E.g. It takes me a
long amount of time to bake cookies with
Nanna).
Closure
5 mins
questions.
Before they leave, the students will fill 2013). The teacher will read out the
instructions and describe the
choice.
30
Daniella Porcaro
ASSESSMENT
Formative Assessment The teacher will collect the students work books to assess whether or
not they were able to correctly identify two activities that are either fast or slow.
to the next lesson. Unfortunately as there is only one lesson left (that will be taken up largely by
the summative assessment), another lesson on durations will not be possible, but if necessary
the teacher can discuss the need for extra practice with the class teacher.
REFLECTION/NOTES
The students loved the hands-on activities planned for todays lesson. They were very engaged
during the lesson introduction and came up with lots of great ways to informally measure time.
Unfortunately, starting the lesson with this activity meant that they were very excited and
energetic for the rest of the lesson which did not translate well for the book-based activity. They
were restless and unsettled, but with a few reminders they were able to complete the task
successfully.
Tamara needed lots of support during this activity. She struggled with the concept of fast and
slow, and long and short even with her additional scaffolds.
While all three students completed the exit card successfully, I am not 100% confident that they
fully understand the concepts taught today. Unfortunately as there is only one more lesson left
and I need to conduct the summative assessment in that time, I will not be able to provide a
follow up lesson on durations. I will, however, discuss the need for further exploration with
their class teacher.
31
Daniella Porcaro
Name ___________________
Match the time lengths on the left with

2 words on the right.
One Year
Fast
Slow
One Second
Long
Short
32

TIME: 45 minutes
Daniella Porcaro

TOPIC: Summative Assessment
2. Describe the duration of a familiar event using at least two time vocabulary words (e.g.
hours, days, weeks, months, long, short, fast, slow, tomorrow, yesterday) with 100%
success.
100% success.
LEARNING OUTCOMES
(ACMMG007)

LEARNING OBJECTIVES
the every day language of time (e.g. tomorrow, yesterday, before, after)
the names of the days of the week
33
Daniella Porcaro
differentiate between weekdays/the weekend
describe the duration of familiar situations (e.g. how long until we come to school?)
ESSENTIAL QUESTIONS
Why do we have time?
How can we measure time?
How do we describe the passing of time?
Final Assessment Booklet
Word Wall
Computers x 3
Stickers
Study Ladder
Timer
Pencils
LESSON SEQUENCE
TIME
LESSON CONTENT
5 mins

Admin
seats.

34

Daniella Porcaro
group chat this week the question is
Doorlag, 2011).
What is one thing you found interesting/fun

from this program?.
Review all past lessons discuss the
last exit card and then review the word wall +
all of the posters on display that they have
made over the course of the program.
35 mins
Summative Assessment
(Independent student work)
The summative assessment has been
Accommodations/adaptations for the

final assessment the assessment
designed as a booklet that each student will
has been designed as a short booklet
complete individually with assistance from
so that students are not
the teacher (i.e. the teacher will read the
overwhelmed by multiple questions
questions and assist with recording answers).
on the same page. They will be tested
Thus, the students will need to be taken
one at a time and are provided with
aside one at a time to complete the booklet.
illustrations to accompany the text.
While one student is being assessed,
All text will be read out loud by the
the other two students will be working on
teacher. Students do not have to
the computers using Study Ladder the
write as they are not yet fluent. When
teacher has set a program of 5 time-related
being tested, the students are in a
activities for them to complete at their own
well-lit area with minimal visual or
pace.
noise distractions.
Each student will be given 10 minutes
for the assessment. However, extra time will

be allowed if deemed necessary.
15 mins
Closure
for all of their hard work over the course of
rapport. Sharing positive experiences
the instructional program. The teacher will
builds the sense of community
give students the opportunity to ask any
between the group.
35
Daniella Porcaro
lingering questions and will encourage

students to share one thing they enjoyed
about working with this group.
ASSESSMENT
Summative Assessment A final summative assessment will be conducted in his lesson that
mirrors the pre-assessment given prior to the commencement of the program. This will indicate
whether or not the students have achieved their performance objectives and desired learning
outcomes.
REFLECTION/NOTES
The students worked very well today. The students who were not being tested worked quietly
at their computers (using headphones) so there were minimal distractions for the student who
was being tested.
When tested, all three students seemed to give it their best try. All three students finished the
test within the 10 minute time limit so no extensions were needed.
Overall, I am very pleased with the achievement of all three students. I would have liked just
one more lesson to really work on durations/comparing and describing lengths of time, but
given the 6 week time limit I think the students all achieved a huge amount.
Comparing their final results with their pre-assessment results, it is obvious that they have all
come a long way.
One thing I do question though is whether I pushed Patrick far enough. Perhaps he could have
been extended even further and made even more progress than he did.
36
Daniella Porcaro
Reference List
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2015). The Australian
Curriculum, v. 7.4. Mathematics Foundation to Year 10. Retrieved from
http://www.australiancurriculum.edu.au/mathematics/curriculum/f-10
Briggs, F., & Potter, G. (1999). The early years of school: teaching and learning (3rd ed.) Sydney,
NSW: Pearson.
Lewis, R., & Doorlag, D. (2011). Coordinating the classroom learning environment. In R. Lewis &
D. Doorlag (Eds.), Teaching students with special needs in general education classrooms
(8th ed., pp. 148 161). Upper Saddle River, NJ: Pearson.
Porter, L. (2007). Student behaviour: theory and practice for teachers (3rd ed.). Sydney, NSW:
Allen & Unwin.
Price, K., & Nelson, K. (2011). Planning effective instruction: diversity responsive methods and
management (5th ed). Belmont, CA: Wadsworth Cengage Learning.
Tomlinson, C. (2001). Grading for success. Educational Leadership, 58(6), 12-15.
Tomlinson, C. (2003). Teacher response to student needs: rationale to practice. In C. Tomlinson
(Ed.), Fulfilling the promise of the differentiated classroom: strategies and tools for
responsive teaching (pp. 36 55). Melbourne, VIC: Hawker Brownlow Education.
Woolfolk, A., & Margetts, K. (2010). Learner differences and learner needs. In A. Woolfolk & K.
Margetts (Eds.), Educational psychology (2nd ed., pp. 130 158). Frenchs Forest, NSW:
Pearson.
37
APPENDIX C Final Assessment
Daniella Porcaro
APPENDIX C
Final Post-Assessment
Daniella Porcaro
All About Time! Post-assessment

Teacher Instructions
The post-assessment has been designed as multi-page booklet that the students will complete
using a pencil (colour or graphite). The only question that will require the teacher to record an
answer is Question 3.
When administering the post-assessment:
Assess one student at a time in the Special Education room (the other
students will be working quietly on the computers in the same room).
Explain to the student that you will be asking them some questions about
time. Make it clear that there is no reason to be nervous because it is all
work that they have been doing in class.
Ask the student to put their name and room number on the front page.
Have the student turn the page.
Read the first question out loud.
Give them time to process the question, and then read out each of the
answers provided (giving at least a 2 second pause between each
answer).
Repeat the question again as many times as necessary.
Move on to Question 2 Read the instruction out loud and give them
time to draw their picture. If necessary, ask them to explain the drawing
and caption it for them.
Move on to Question 3 Read the instruction out loud (Point to the
activities in the order that you do them during the school day)
Point to each picture and state what it illustrated. Repeat this twice.
Allow the child enough time to process this instruction and make their
decisions.
Number the images from 1 5 in the order that the student pointed (in
the boxes provided).
Administer the remainder of the test using the same procedure described
for Question 1 (e.g. read the question, allow time for processing, read the
answers, repeat the question if necessary, allow the student enough time
to complete)
Once finished, congratulate the students on a job well done!
Daniella Porcaro
All
About
Time!
Name: ______________
Room: ______________
Daniella Porcaro
1. Circle the weekdays:

Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Daniella Porcaro
2. Draw a picture of
something you do on a
Sunday:
Daniella Porcaro
3. Point to the activities in

the order that you do them
at school:
Have lunch
Relaxation
Arrive at
school
Leave
school
Story time
Daniella Porcaro
4.
Which of these is the
shortest? Circle your
answer.
1 second
1 hour
1 minute
Which of these is the

longest? Circle your
answer.
1 day
1 week
1 month
Daniella Porcaro
5. What do you do in the

morning?
Circle your
answer.
Have dinner
Go to sleep
Get dressed
Daniella Porcaro
6. What do you do in the

afternoon?
Circle your
answer.
Arrive at school
Have lunch
Sleep
Daniella Porcaro
7. What do you do at
night?
Circle your
answer.
Watch the stars
Arrive at school
Have breakfast
10
Daniella Porcaro
Student 1 Anthony
*I apologise for the low quality
images my scanner is broken
at the moment so I had to rely
on taking photos. If it is too
hard to read please let me
know and I will try to find
another way to upload the
assessments.
11
Daniella Porcaro
Student 2 Patrick
assessments.
12
Daniella Porcaro
Student 3 Tamara
assessments.
13
Daniella Porcaro
Summary of Student Results
= question answered correctly
= question answered incorrectly or not at all

Student
Anthony
Patrick
Tamara
Total
Score
11/12
(91.6%)
12/12
(100%)
10/12
(83.3%)
Q1
Q2a Q2b Q2c Q2d Q2e
Q3
Q4a Q4b
Q5
Q6
Q7
14

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EDUC4731

Assessment and Programming in Special Education

Name: Daniella Porcaro

EDUC4731: ASSESSMENT AND PROGRAMMING

1. Planning Instruction Using Backwards Design . p. 3

Assessment and Programming in Special Education

1. Planning Instruction Using the Principles of Backwards Design

2. Creating a Positive and Well-Managed Learning Environment

3. Rationale for Active Participation Strategies

4. Final Post-Assessment Task and Student Results

5. Evaluation of the Instructional Program

What students are required to do

Achievement of Performance Objectives

Word count (excluding tables and headings): 2497

Sullivan, P. (2011). Teaching mathematics: using research-informed strategies. Camberwell,

APPENDIX A Unit Plan

APPENDIX A Unit Plan

Backwards By Design Unit Plan

YEAR LEVEL: Foundation/Year 1

STRAND: Measurement and Geometry

UNIT LENGTH: 6 lessons

SUBSTRAND: Using units of measurement (Time)

Desired Results/Goals (What do I want my students to learn?)

APPENDIX A Unit Plan

Assessment Evidence (What evidence am I looking for to show

Learning Activities (What are the learning and activities

APPENDIX A Unit Plan

LESSON 2: Sequencing Events Timelines

APPENDIX B Lesson Plans

APPENDIX B Lesson Plans

LEARNING AREA: Mathematics

YEAR LEVEL: Foundation/Year 1

Connect days of the week to familiar events and actions (ACMMG008)

that time is organised to create order and predictability

At the end of the lesson students will know:

the different parts of the day (e.g. morning, afternoon, night)

At the end of the lesson students will be able to:

recognise familiar events within their own everyday routines

categorise events according to when they occur in the day

What do you do in a day?

What are the different parts of a day?

How can we tell what time of day it is without using a clock?

APPENDIX B Lesson Plans

MATERIALS AND RESOURCES REQUIRED

Group Rules poster

Poster paper and Textas

Box of objects to do with different parts of

Laminated Parts of the Day cards

9x square sheets of paper

Pencils and Textas

SUPPORT AND STRATEGIES

Education room prior to the program

bring them to Special Education room.

implementation in order to familiarise

Students will sit in the seats they chose as

them with the classroom and allow

their own at the end of last term (the name

them to be involved in the setting up

plates they made will be placed in front of

of their area. They were also involved

their seat to remind them).

in the development of a set of rules