A series of carefully selected video clips will provide you with a sense of how scaffolding strategies in combination with the project experience come together during preparation for presentations. It is here that you will see and read about 1) how I reflect on my assumptions about what it means to support student learning 2) how I address it, 2) and how students respond. You will hear Kenny grappling with mathematical language, conquering it, and becoming a mentor to Steve and Donny while they all consider their audience. In the background, you will hear the energy emerging from the other students while beginning to incorporate negatives into Lab Gear modeling. Helping boys to prepare for presentation I emphasize presentations as not only a form of assessment but as an opportunity for students to demonstrate their learning. Over the course of the first semester, these three boys have prepared and given several presentations and are well practiced in using presentation rubrics to prepare their content and delivery. They have been painting, writing, and talking about multiplying expressions that result in quadratic equations for several days. I assumed that making the transition from their experiential practice to delivery would be easy given last semester's success with presentations. What I do not realize is that although they have the experience, language, and concepts, they are lacking organization and order. You will notice that I pass the yellow sheet to Kenny. It was his effforts during preparation time that brought this to my attention. He could vocalize the importance of dimensions, color choices, and their results but struggled to decide on what to talk about first and why. Paintings and Kenny flipping through toolkits While the boys have a clear outline, you can hear Steve referring to his painting while voicing his equation. A close up on his painting reveals the terms that he is combining like terms and when a certain color is left out of his equation, you hear him saying with concern, "I forgot those!" Similarly, Donny is actually touching the terms on his painting that he is combining and then recording. Kenny begins to concentrate on using his toolkits to address content requirements. He knows that the audience will be looking for him to talk about multiplying, area, dimensions, combining like terms, and factoring. You will hear my voice in the background talking about how to show "negative" and how to" make zeros." The new algebra students have practiced multiplying using the dimension tool and lab gear but without the painting project. I am taking this opportunity to introduce negatives into their multiplication models while Kenny, Steve, and Donny are preparing their presentations. "I ain't feelin' it right now" As the boys are interviewed about their preparation, it is clear that "audience" is not only a motivating factor but also provides a foundation for accountability. Steve is keenly aware that his success depends on whether or not he can accurately describe this process to classmates who did not do this project. When Donny asks "What does she mean by dimension choices?" Kenny's confidence begins to emerge as he incorporates "symmetry" into his justifications. He applies his understanding of symmetry versus balance to the other boy's paintings. He is becoming an excellent resource for Donny and Steve. Building negative with Lab Gear While Kenny, Steve, and Donny are feverishly preparing for their presentation, the newer algebra students are modeling "minus" for the first time. Not on this clip, Ricky recently described his apathy with my math class as feeling like "it's just gonna happen again" (meaning that he expects failure) Coupled with some encouraging words from other staff members and students, it seems like the opportunity to use Lab Gear has lightened his mood. And it is important to note that Ricky's sense of doom is not different from many of the other boys. He is just willing to vocalize it. To see and hear the mood generated by Lab Gear and Minus, view the next video clip titled "Can We Build It? Yes We Can!" " Can we build it? YES WE CAN!" Kenny is hopeful about his "explanation plan" During an interview, Kenny lists all of the math concepts he will be presenting and describes how he is going to use what Desiree summarizes as "artistic terms and mathematical terms" to explain his painting. She is modeling for him how to use language to describe his efforts and he reciprocates by saying "I'm trying to explain to the new people about the art of it in mathematical terms. Hopefully I can get both of them down." Kenny searching for the right "math" words Although I feel confident that Kenny has a solid grasp of the topics he will address and the poise to do it, I have to remain patient while I help him to verify his wording. Here is where he relates the technique of combining like terms with his version of "making it shorter." Simplify means making simple Kenny and I solidify the use of the mathematical term "simplify" as a substitute for "making shorter." You will notice Donny's posture and body language showing his lack of patience with not only this process but my constant attention toward Kenny. Reflecting on this video clip makes me realize now that Kenny is using all the right resources to help him build the rightquestions that will engage me as a teacher. Helping to build Donny's confidence will be a challenge for me.