Observation of Algebra I Honors, taught by Amanda Addison, Tuesday, January 20,

Room 10, 10:30-11:25, 10 students (3 boys, 8 girls, all in the 8 th grade)

Amanda,
I enjoyed observing your Algebra I Honors class last week.
Class began with students being asked to work on three warm-up problems that
you had displayed in the front of the classroom. They worked individually on
solving these pairs of two-variable equations. Once they had completed them, you
asked three different students to write their solutions on the board in the back of
the class. Next, the rest of the class was asked to check and comment on the work
of their peers. The discussion was productive and helpful, requiring students to
think beyond the easy solution and explain the steps taken to reach the correct
answer. With the last problem involving two pairs of solutions, students had to
make a conceptual leap in identifying that the square root in one equation meant
that there would be two sets of correct answers. Students were also required to
listen, explain, and work with others, all important skills.
The next activity involved a word problem that would require the use of fractions.
This was done in pairs, and again, students were on task and fully engaged. A
lively discussion followed.
The next task was the boat race in which students were divided into three teams
to compete in solving a set of three problems. Work was done both individually
and collaboratively, though one member of each team was asked to explain the
groups solution in order to advance their boat. Students took to the friendly
competition and worked diligently, and towards the end, frenetically, to beat the
others to the correct answer. In this exercise, there were personalities that
emerged as well as differing abilities. I noted that Drew struggled more than his
two partners, but he insisted on working through the problems on his own. The
group nearest the door seemed the least collaborative, preferring to solve the
problems individually. For the most part, students worked well together and were
able to explain to each other how they approached solutions. The extra incentive
of the competition worked well.
The final activity was a cool down problem involving a graphing calculator.
Again, students were on task and engaged, despite the fact that time was running
out.
It did occur to me as students did this last exercise that there had been little
graphing or visualization of the problems. Although you and the students had
occasionally described what the graph of an equation would look like, projecting it
would help students to visualize and see patterns and properties.
My overall impression was of a well-taught class with a good range of activities.
You project both an appropriate seriousness and an accessibility to the kids that
makes the class atmosphere conducive to learning. The pacing of class activities

and of your explanations was well suited to this group as well. Your combination of
calmness, understated authority, and cheerfulness enhances the experience of
students in your class. Thank you for your professionalism and for your
contributions to Newark Academy.

Donald Austin
Head of School
1/29/2015