Improving Student LearningOne Teacher at a Time

Jane E. Pollock, Ph.D.720.985.1137

www.learninghorizon.net

Goal to Improve:

Student Learning

Pedagogical Automaticity

Communication

From C.I.A. to The Big Four:

1. Curriculum Learning Targets2. Planned Instruction3. Varied, Formative Assessment4. Grading, Record Keeping, and

Reporting

Master LEARNERS 21st C G - set a goalA – access prior knowledgeN – new information (d or p)A – apply thinking/practiceG – generalize, goal review,

grade

With lots of feedbackHomework OptionalAssessment timely

Mastery TEACHING ‘70s

O – set objectiveA – anticipatory setI/M – input/modelingGP – guided practiceIP – independent practice

Check for Understanding/Monitor and Adjust

C – closure

Daily Lessons:Update your schema

Chapter

Category Average

Effect Size

Percentile Gain

2 Identifying similarities and differences

1.61 +45%

3 Summarizing and note taking

1.00 +34%

4 Reinforcing effort and providing recognition

.80 +29%

5 Homework and practice .77 +28%6 Nonlinguistic

representations.75 +27%

7 Cooperative learning .73 +27%8 Setting objectives and

providing feedback.61 +23%

9 Generating and testing hypotheses

.61 +23%

10 Questions, cues, and advanced organizers

.59 +22%

Daily Instruction

G - set a goal chapters 8/4 (CITW)

A – access prior knowledge chapters 6/7/10

N – new information (d or p) chapters 3/5/11

A – apply thinking/practice chapters 2/9/10 and 5

G – generalize, goal review, grade chapters 8/4Homework/Assessment

RI.K.1 With prompting and support, ask and answer questions about key details in text.

Teacher started with the standard she wanted the students to perform.

Unit 2 Pacing Guide- Kindergarten

January 2012English Language Arts

46 Benchmarks  Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. LA 8.1.1 Actively read texts to draw conclusions and make inferences based on information from texts.

explicit (literal) v. implicitcite specific textual evidence

 LA 8.1.2 Actively read texts to draw conclusions and make inferences based on information from texts.

explicit (literal) v. implicit  

Lesson Plan -

G - set a goal

A – access prior knowledge

N – new information (d or p)

A – apply thinking/practice

G – generalize, goal review, grade

GANAG Plus

Select method such as:Parallel Teaching

Select method such as: Team TeachOne Teach, One Assist

Select method such as:One Teach, One Observe

Select method such as:Stations Teach, Small Group/Large Group

Select method such as:One Teach, One Score

The Soup and the Ladle

G9

ANAG

Good luck with GANAG!

Jane, former ESL and classroom teacher, worked as a district administrator and researcher for a research laboratory. She works worldwide with schools on long-term projects to improve teaching and supervision in order to improve student learning.

Jane is the co-author of Dimensions of Learning Teacher and Training Manuals (1996), Assessment, Grading and Record Keeping (1999), Classroom Instruction That Works (2001), Improving Student Learning One Principal at a Time (2009) and Minding the Achievement Gap One Classroom at a Time (2012).

Jane wrote Improving Student Learning One Teacher at a Time (2007) and Feedback: the Hinge that Joins Teaching and Learning (2011). Her current manuscript pending publication is i5: teaching innovation (2012).

From Caracas, Venezuela, Jane earned degrees at the University of Colorado and Duke University.

www.learninghorizon.net

Jane E. Pollock, Ph.D.jpollock@learninghorizon.net