1. Concept: Time Dr. Louis Benjamin (2015) Focus of this session on time:
Aware that this session needs to be applicable from R to Grade 3
In Basic Concepts talk we are very aware of the importance of concepts building concepts and that certain formative concepts lead to the establishment of more complex concepts… and we are also very aware of the many assumptions that concepts have been established when they have not
So in essence what is being offered is a concept teaching approach to time… there should be nothing new here (for mediators of the bcp)
Dr. Louis Benjamin (2015)

2. Concept: Time Focus of this session on time:
Aware that this session needs to be applicable from R to Grade 3
In Basic Concepts talk we are very aware of the importance of concepts building concepts and that certain formative concepts lead to the establishment of more complex concepts… and we are also very aware of the many assumptions that concepts have been established when they have not
So in essence what is being offered is a concept teaching approach to time… there should be nothing new here (for mediators of the bcp)
Dr. Louis Benjamin (2015)

3. 1a. FOCUSSING 6. TRANSFERRING 1b. NAMING 2. IDENTIFYING 5. APPLICATION
BASIC CONCEPTS TEACHING MODEL
1a. FOCUSSING
6. TRANSFERRING
1b. NAMING
2. IDENTIFYING
5. APPLICATION
4. BRIDGING
Its not about the content or methodology silly, but about the concept and it’s associated sub-concepts… really like building a house from the bottom up… you know it is about the concept when the approach focuses on just a few core universal general principles and the steps help to embed these into mental processes/actions… we use mediation to teach… its not about remembering content
So the first thing a teacher might do when presenting time would be…. Sing a time song, start with saying the time, gives rhymes/devices to learn that 60minutes makes an hour and 60 seconds makes a minute
So today’s session will more or less take you through the thinking to start to teach the concept of time (Step 1 and 2 mainly of the teaching model)… it does not aim to be prescriptive about the how to teach but the what to teach (general principles)…
3. INTERNALISING

4. Concept: Time
Time is a measure in which events can be ordered from the past through the present into the future, and also the measure of durations of events and the intervals between them
When you think about time what thoughts come up? There are many expressions related to time. Circle Map and then join maps NOW what is your definition of time?
What is time?
Time presents to us in many different ways.
We measure time, keep time, meet and greet in time and our daily lives are completely wrapped around the onward rush of time.
We perceive time as past present and future.  
In physics time plays a major role in the measurement of motion and forces. 
Time also gives us a place like feeling to it suggesting that time is a dimension. This has sprung a whole culture around the concept of time travel leading to numerous science fiction stories, and movies.
The many facets of time suggest that time is an emergent phenomenon that is arising from  some underlying process that we need to identify.

5. Concept: Time Core Concepts: Before (to) – After (past) First – Last
Long – Short
Circle – Semi-circle
Order – Sequence – Pattern
Clockwise – Anti-clockwise
Whole – Half – Quarter - Third
Hour – Minutes – Seconds
Day – Night
Morning -- Afternoon – Evening
Numbers: and
What are the underlying sub-concepts associated with teaching time and here I am referring to how it is represented on an analogue clock?
When teaching (mediating) time what are the associated core concepts that you cannot do without: remember they mostly come in pairs
Where have you seen many of these concepts before?
Dr. Louis Benjamin (2015)

6. Concept: Time Step 1: Focus and Name Introduce the conceptual domain
How do we know that time is passing… the most concrete manifestation is in day and night
Conceptual Vocabulary:
Day-time and Night-time
Light and Dark
Sun and Moon
Awake and asleep
Activities associated with day and night: also see next slide
Time = when we do certain things and the order we do them in (during the day)

7. Concept: Time
Step 1 cnt
When (at what time) would you do these activities?
You can order them: 1 – 6 and also according to day- and night-time
You could also continue to develop more nuanced times: morning, afternoon, evening
You could develop even more nuanced times: early (mid) late
For younger children continue with the teaching model: Steps 3 -6
Time = things/events happen in a certain order and we can tell when they have happened/will happen

8. Concept: Time 1 4 3 2 CONCEPTS Clock Circle Half Quarter Divide Equal
Step 2: How do you know this a time machine is a clock?
Have two clocks in the session: one that works + one that you can work on
WORK WITH A BIG CIRCLE (NOT THE CLOCK)
What do you see?
Blue circle
Line dividing the blue circle in half (2 equal parts) = semi circle
Another line dividing the circle into quarters (4 equal parts)
Divide the clock into half and quarters with a piece of board = so a clock has halves and quarters

9. Concept: Time 12 11 1 10 2 9 3 4 8 7 5 6 CONCEPTS Divide Equal Thirds
Numbers
Hours
Day – Night
Mid (middle) day
Mid (middle) night
Concept: Time 12 11 1 10 2 9 3
Step 2 ctn
What do you see?
Two lines dividing the quarter into three equal parts (thirds)
Questions
Ask learner to continue to divide each quarter into thirds
How many parts are there:
Let’s number the parts: 1 – 12, but we start with 1 here (first slice)
Reference the clock: It has number from
What are these numbers? Hours 6-6 (daylight hrs) Hours 6-6 (night time hrs – next slide) 4 8 7 5 6

10. Concept: Time 12 11 1 10 2 9 3 4 8 7 5 6 CONCEPTS Divide Equal Thirds
Numbers
Hours
Day – Night
Mid (middle) day
Mid (middle) night
Concept: Time 12 11 1 10 2 9 3 4 8 7 5 6

11. Concept: Time 12 midnight 6 morning 12 noon (midday) evening NIGHT DAY
Let do this practically with a clock: Go from 12-6 night hours (6), etc. After each section count the number of hours (6hrs) … so how many day light hours (12) and how many night time hrs?
Every day has 24 hrs (12+12): count the hours together now
The hands of the clocks (short one) go around twice in a day

12. Concept: Time 12 1 11 10 2 9 3 4 8 7 5 6 CONCEPTS Divide Equal Minutes
half an hour - hour
Concept: Time 12 1 11 10 2 9 3 4 8 7 5 6

13. Concept: Time 12 1 11 10 2 9 3 4 8 7 5 6 CONCEPTS hands Hour Minute
Seconds
Long – Short
Fast - Slow
Concept: Time 12 1 11 10 2 9 3 4 8 7 5 6

14. Concept: Time 5 min 15 min 5min 30 min 60 min (1 hr) 30min whole half
quarter
third