I didn't realize that using highlighter was as good a strategy as it is, until it was observed by my new teacher coach, Kari. New teacher coach? Okay, I celebrated my first year in Clark County last week so I'm still new here. There are a couple of "alternate route to certification" teachers she also consults, so I'm just a stop on the way (and a place to pick up ideas for struggling first year teachers who are really wet behind the ears.) Kari had become the resident specialist in the professional development department in strategies for teaching math to students with disabilities, and she felt this is a winner.
I'm a big fan of Judy Clocks. Since the minute hand is geared to the hour hand, the minute hour hand moves with the minute hand, students can see how the hour hand is part way to the next large number on the clock face before the hour arrives. I always ask, as I work with students with the Judy clocks "Has it gone past the 8 yet? No? Then it's 7:45, not 8:45.
Students with learning disabilities will continue to confuse the hour hand and the minute hand. Rather than 7:15, they may write 35:15, or 7:3. By going through an assignment to name clocks and highlighting the hour for each time, the students don't need you to come back for every clock: you can go through the whole set of clocks on their paper together. Don't just name the hour. I point out different clues for the correct hour. When you leave them to move on and help another student, they have already differentiated between the hour and the minutes.
Over time, you should fade your help. Don't be surprised if they continue to use a highlighter. For some students that routine will help them to continue to pay attention to the important information they are getting on the clocks.
