Improving Student Learning
One 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 Targets
2. Planned Instruction
3. Varied, Formative Assessment
4. Grading, Record Keeping, and
Reporting
Daily Lessons:
Update your schema
Mastery TEACHING ‘70s
Master LEARNERS 21st C
O – set objective
A – anticipatory set
I/M – input/modeling
GP – guided practice
IP – independent practice
G - set a goal
A – access prior knowledge
N – new information (d or p)
A – apply thinking/practice
G – generalize, goal review,
grade
Check for
Understanding/Monitor and
Adjust
C – closure
With lots of feedback
Homework Optional
Assessment timely
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%
Questions, cues, and
advanced organizers
.59
+22%
10
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 8/4
Homework/Assessment
Unit 2 Pacing Guide- Kindergarten
Teacher started with the
standard she wanted the
students to perform.
RI.K.1 With prompting and support,
ask and answer questions about key
details in text.
January 2012
English 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. implicit
cite 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 -
GANAG Plus
G - set a goal
Select method such as:
Parallel Teaching
A – access prior knowledge
Select method such as: Team Teach
One Teach, One Assist
N – new information (d or p)
Select method such as:
One Teach, One Observe
A – apply thinking/practice
Select method such as:
Stations Teach, Small Group/Large
Group
G – generalize, goal review,
Select method such as:
One Teach, One Score
grade
The Soup and the Ladle
G9
A
N
A
G
Good luck with GANAG!
Jane E. Pollock, Ph.D.
jpollock@learninghorizon.net
Jane, former ESL and classroom teacher, worked as a
district administrator and researcher for a research
laboratory. She works worldwide with schools on longterm 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