1. 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.

2. The Big Four: Learning Intentions
Jane E. Pollock, Ph.D.

3. GANAG

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

5. 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

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

7. 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

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

9. 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.

10. Step 1: Prepare Yearly Document first
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Research – Experimental/Control shows that…

11. A. Search for Curriculum Standards online:
CCSS – English, Math NGSS
Australian Standards
Colombian Standards
State Standards
National
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12. Structures v Instruction

13. B. Prepare Standards Documents with minimal formatting for Term and Unit Distribution
Times New Roman 12
No Tabs
Text and Bold, only
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15. using a matrix document to
C. Prepare Standards Documents by sequencing across the terms, semesters
using a matrix document to
show the sequence
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16. C. Prepare & View Documents in Matrix Format
to distribute standards by reporting period
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17. C. May also view vertical alignment, if necessary for some subject areas
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18. D. Create a Map of Unit Titles
to guide standards distribution
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21. 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.
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22. 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
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26. 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
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27. 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

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

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

30. Shift
Master TEACHER
Master LEARNER

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