Jane E. Pollock, Ph.D. www.learninghorizon.net Jane, co-author of ASCD bestseller, Classroom Instruction That Works (2001), works worldwide with teachers, coaches and principals on instruction and supervision. Her work results in improved student achievement at the classroom and school levels. A former ESL and classroom teacher, Jane has worked as a district administrator and Senior Researcher for McREL Research Laboratory. Jane wrote Improving Student Learning One Teacher at a Time (2007) and Feedback: the Hinge that Joins Teaching and Learning (2011). She coauthored Dimensions of Learning Teacher and Training Manuals (1996), Assessment, Grading and Record Keeping (1999), Improving Student Learning One Principal at a Time (2009) and Minding the Achievement Gap One Classroom at a Time (2012). Her current manuscripts pending publications are: i5: teaching thinking, teaching innovation and The Teacher Knowing-Doing Gap. Born and raised in Caracas, Venezuela, Jane earned degrees at the University of Colorado and Duke University.

The Big Four: Learning Intentions Jane E. Pollock, Ph.D. www.learninghorizon.net

GANAG

As Einstein observed, Science should be made as simple as possible, but no simpler.

Preparation: Blueprints – charette - the intense final effort made by architectural students to complete their solutions to a given architectural problem in an allotted time or the period in which such an effort is made Materials

Goal To improve student learning by scoring to standards Formative – during instruction & Summative – on culminating tasks and for reporting

Focus = Student, Learning, Standards Well Articulated Curriculum Plan for Instruction Varied Assessment Standards-based Feedback The Big Four Framework GANAG Last time we talked about the first two tenets of the Big Four. Today we will talk about the remaining two. Focus = Student, Learning, Standards

Goal: Prepare Grade-level Documents Curriculum Standards Year – at – a Glance By Reporting Term Unit Weekly

Category of Strategies Chapter Category of Strategies 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 8 Setting objectives and providing feedback .61 +23% 9 Generating and testing hypotheses 10 Questions, cues, and advanced organizers .59 +22% Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock (2001) Experimental-Control Research We have seen this.

Step 1: Prepare Yearly Document first My Tweet Research – Experimental/Control shows that…

A. Search for Curriculum Standards online: CCSS – English, Math NGSS Australian Standards Colombian Standards State Standards National My Tweet

Structures v Instruction

B. Prepare Standards Documents with minimal formatting for Term and Unit Distribution Times New Roman 12 No Tabs Text and Bold, only My Tweet

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using a matrix document to C. Prepare Standards Documents by sequencing across the terms, semesters using a matrix document to show the sequence My Tweet

C. Prepare & View Documents in Matrix Format to distribute standards by reporting period My Tweet

C. May also view vertical alignment, if necessary for some subject areas My Tweet

D. Create a Map of Unit Titles to guide standards distribution My Tweet

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C. Prepare Each Term Document by Saving the Standards document multiple times, once for each reporting terms Then, delete standards from that term document that are not taught/assessed in that term. D. Repeat for the Units within the term based on the unit map. My Tweet

Shared Drive Folder Example: English Curriculum Philosophy English Standards Grade 5 5 Standards by Term 5 Grade Unit Titles 5 Unit 1 Playing with Words 5 Unit 2 Renaissance Thinking 5 Unit 3 Clues to a Culture 5 Unit 4 America in Conflict 5 Unit 5 Experiences Real & Imagined My Tweet

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E. Prepare Each Term Document by identifying assessments, formative (daily and weekly) and summative for units. F. Repeat for the Units, identifying assessments, formative and summative My Tweet

What is racial equality? Why is telling or writing a narrative important? How does reading about the past help me understand the present? RI.2.3 W.2.3

Traditional Grade Books Traditional grade books track points on activities. Feedback is based on the completion of the activity.

Scoring Guides Our scoring guides help us track levels of student performance based on subject-area criteria or benchmarks- not activities.

Shift Master TEACHER Master LEARNER

Exit Ticket Today I realized… Now I know… The most significant thing I learned was…