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 Today we are going to discuss strategies to improve student learning, by changing our pedagogical automaticity -- communicating effectively just helps. Improving student learning and improving communication may be obvious (give examples) to you, but the phrase “pedagogical automaticity” may be new. Take a minute to think about what it means to you. Pause thirty seconds. Pedagogy is the study of teaching and automaticity is habit. Research shows that if you want to change student learning habits so they learn better in your class (or school), then you will have to change your teaching habits (as opposed to the schedule, the class size, or any other structural reform). Yes, you will have to change your teaching habits and in our brief conversation today, we will focus on changing our vocabulary teaching habits – just as one example.

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 At the macrolevel, we found that a teacher who uses The Big Four (describe) will show gains despite a child’s out of school factors (explain).

Daily Lessons: Update your schema Mastery TEACHING ‘70s O – set objective A – anticipatory set I/M – input/modeling GP – guided practice IP – independent practice Check for Understanding/Monitor and Adjust C – closure Master LEARNERS 21st C G - set a goal A – access prior knowledge N – new information (d or p) A – apply thinking/practice G – generalize, goal review, grade With lots of feedback Homework Optional Assessment timely For those of you interested, GANAG is the updated version of M. Hunter’s schema (explain) that was updated from the 1840s!

Chapter Category Average Effect Size Percentile Gain 2 1.61 +45% 3 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%

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 Using all nine strategies

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.

Lesson Plan -

GANAG Plus Select method such as: Parallel Teaching Select method such as: Team Teach One Teach, One Assist One Teach, One Observe Stations Teach, Small Group/Large Group One Teach, One Score G - set a goal A – access prior knowledge N – new information (d or p) A – apply thinking/practice G – generalize, goal review, grade

The Soup and the Ladle G9 A N 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 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