November

GRREC November ISLN Meeting November 22, 2011

All activities from today's meeting involved RIGOR. It is important that your administrative team decide which characteristics of RIGOR are most important in your district. As you view the videos made available today, discuss as a group which components of rigor are evident OR ways to embed your characteristics of RIGOR. Please keep in mind that we have no context for these lessons. We do not know what the teacher did or said before and after these segments.







**__Videos__** The following videos were shown during our meeting. Also find below the LOOK FOR document used to chart evidence of rigor.



**__ELA__ **  Elementary: High School: [|The Pearl] Rigor in the Common Core Writing Standards:  [|America's Choice] **__Math__ ** High School: [|Algebra I - Slope] During this "whole brain teaching" classroom, the teacher uses bodily-kinesthetic movements to help students remember characteristics of slope. Elementary: [|Math Solutions Video] In this 3rd grade teacher's classroom questioning is used to assess student understanding. Videos from grades 3-8 can be found on this Marilyn Burnes website.

Understanding in Mathematics: [|Student Understaning Mathematics] This video is actually a pencast. During the pencast, we listen in as a 5th grader, who has been placed in the top math class, describes his thinking when subtracting fractions. The facilitator of this pencast recorded the conversation so teachers in her district could 'watch' student thinking. Because this 5th grader had been taught steps for computing fractions, he has no conceptual understanding of fractions. If we want students to be able to tackle problems rich in rigor, we must teach conceptually.