Video Analysis 2: 7th grade graphing

The main purpose of the activities in this lesson was for students to identify and demonstrate the relationship between two variables in an equation. Also, students learned how equations, ordered pairs, tables, and graphs are related and how they are used. Lastly, students developed their abilities to identify patterns and formulate equations or "rules" from patterns based on real life scenarios.

1. How do you determine whether group work is appropriate and effective?

I believe that group work is effective if students are actively learning and working together to do so. I think it is important that all students within the group are learning and benefiting from the group work. Group work can be very effective in lessons that involve investigation of a new concept. In a small group, students are able to bounce ideas off of one another so that they hit fewer dead ends. Also, in instances where it is beneficial for students to explain the process in which they found their answer, or why their answer is what it is, group work can be very effective.

2. What criteria do you use to determine whether or not to use a particular task with your class?

First and foremost I consider what the task is teaching the students. In other words, what will my students come away with after doing this task? Then I ask myself, does this align with the state and NCTM standards for this grade level? I also consider the level at which my students are at and the concepts that they have mastered, are still learning, and have not yet been exposed to. Where would this task fit into those categories? Is it logical to do this task now, or at another time during the year? Also, it is important to me that my students do tasks that are directly related to the real world. I will consider this when evaluating a task.

3. Describe how you generally deal with student mistakes and misconceptions that arise during a lesson?

This topic is discussed during one of the videos in which Ms. Allen was being interviewed after the lesson. One of the interviewers offers a compliment to Ms. Allen on how she deals with "errors" by bringing them to the attention of the class and having students talk about the error. I think that this is an extremely effective strategy; however, it must be used with caution as not to embarrass students. Ms. Allen explains that this is common practice in her classroom and students are accustomed to it. It is clear through watching her video that she has a good rapport with the children and an encouraging classroom environment, two things that are vital for this strategy to be effective. Allowing students to really understand why the mistake they made was incorrect will prevent them from making similar errors in the future. Bringing this to the attention of the entire class will help all of the students to also avoid the same error.

It is clear to me why NCTM has chosen this lesson as an exemplary one to place on their website. What first strikes me as most different from how I was taught, yet most like how I am currently being taught to teach is the emphasis on students talking about math. Since I have not been taught in this way, it is helpful for me to view videos of this style of teaching to better understand how it is actually done in the classroom. I also liked the fact that all of the problems the students did were connected to real life scenarios that the children could relate to. For example, starting with ten dollars and earning three dollars each week is something most seventh graders could easily do by doing household chores or helping a neighbor. Real world connections to math were also evident during the first part of the lesson in which students worked in groups to develop stories to premade graphs. I thought this was an excellent start to the lesson and helped make graphs meaningful to students.