The video begins by introducing Mr.

Ormsby, an eighth grade math teacher who has planned a

collaborative lesson for his students to review graphing linear equations. His students are already

sitting in groups of four desks facing each other. Mr. Ormsby gives each group of students sitting

together a single packet of linear functions to graph and they are instructed to share. The students

are accustomed to working in pairs. Because giving each group a single packet, the students are

encouraged to communicate and collaborate if they wish to successfully complete the assignment.

In order to ensure students’ success, I would have opted to establish group norms prior to asking

the students to work in their groups. Modeling effective group communication and collaboration

would also have been beneficial for this lesson’s success.

Mr. Ormsby instructs his students to graph in any way they know how as long as they do

it correctly. He then asks for a volunteer to explain one way to graph. He then asks for the other

method that they know how to graph lines. By giving students the freedom to graph using a method

of their choice, he has the ability to see the various levels of understanding that students have for

each method (i.e. plotting the intercept first as opposed to plotting values from a table) and which

methods they understand how to use. The use of this strategy in his lesson was great and hard to

improve upon in this specific context. Giving the students the freedom to use the method they are

most comfortable with will ensure the most immediate success in the lesson. If Mr. Ormsby knows

that students have issues with a specific method, he could address the need by asking the students

to use that specific method instead of having them use a method of their choice.

After the initial discussion about prior knowledge and graphing instructions, Mr. Ormsby

has an immediate question from a student about how the group is to work together. He answers

and moves to a table beside him that has another question. He realizes that there may be an issue
with his initial instructions because they are using a new learning strategy. He calls for their

attention counting down from five, a class norm all his students understand, and explains in detail

what he wants them to accomplish. Students then realize what their roles are and what is being

asked of them. Establishing class norms such as the countdown ensures his students follow

classroom behavior expectations and makes giving instruction easier. Having norms like the ones

exhibited are essential because I do not believe effective learning occurs if the students are not

willing to listen to the instructor.

Mr. Ormsby then goes around the class to check on how each group is progressing. One

student asks him a question about how he would multiply whole numbers and fractions. Rather

than explain this concept, he tells the student which numbers he should use instead. At the next

table, a girl asks him how to make a table of values. Rather than simply explain the process of

using a table and obtaining values, he again suggests which numbers should be used by the student.

By giving the students these types of feedback, he helps the students avoid having to work with

fractions and decimals. Additionally, he reduces the amount of time they need to complete their

work. We see towards the end of the class that Mr. Ormsby made a good decision time wise here

because most of the students did not finish their assignment in the period. On the other hand, I am

very conflicted with the decision to offer this type of feedback because of the learning moments

that could have been. When students struggle and find tasks time-consuming, they naturally search

for patterns and methods that make their job easier. If this were my class, I would have had the

students struggle for at least the first few pages of the activity. Following that, I would have the

students come together and discuss the methods that each group was using. I would have chosen

one group that was calculating sequential values and one that was choosing values that canceled

out with the denominator so the students would see the difference.
 Toward the end of the period, he tells the students to bring the work back on Monday. He

also tells them that they can expect a discussion about graphing and what he intended them to learn

through the process graphing the lines. By telling his students that they will be continuing their

work and discussing it, Mr. Ormsby is insinuating to them that they need to remember what they

were doing and reflect on what they learned throughout the activity.