1. Jane E. Pollock, Ph.D. www.learninghorizon.net

2. Jane E. Pollock, Ph.D. jpollock@learninghorizon.net
Jane, former ESL and classroom teacher, worked as a district administrator and researcher for McREL 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 the ASCD best seller Classroom Instruction That Works (2001), 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).
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 (2013).
From Caracas, Venezuela, Jane earned degrees at the University of Colorado and Duke University.

3. Goal: Improve Student Learning Research on Feedback
by changing Pedagogical Automaticity
Goal Accounting Templates
Interactive Note-taking
Clipboard – Live scoring

4. Chapter Number  
Ave. Effect Size (ES)  
Percentile Gain  
2 Identifying similarities and differences 
1.61 
+45% 
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 
10 Questions, cues, and advance 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)
3 Summarizing and note taking 
1.00 
+34% 

5. 3 Tools to School Reform using Feedback
1. Piece of Paper
Goal accounting template
Students engage with lesson goals and objectives (standards)
2. Spiral Notebook
Students interactively take notes to make learning visible
by maximizing feedback
3. Clipboard
Teachers engage with lesson goals and objectives (standards)
by scoring live or providing formative assessment

7. United States History Objectives
Student Effort and Understanding Self-Assessment
United States History Objectives
Unit: ____________________________________________________________________________
Name: ___________________________________________ Period: ________________________
Project for Unit: ___________________________________________________________________
Date
Text Section
Objective / Goal for the Day
Effort Rating (0-5)
Understanding Before lesson (0-5)
After Lesson
(0-5)
Pre:
Post:

8. A Notebook & High-yield Strategies
Note-taking
Non-linguistic Representations
Cooperative Learning
Questions
Thinking Skills and
Strategic Practice
IN9

9. Left Side Right Side Goal/objective: New Information
STUDENT
Goal/objective:
Setting Goal/Feedback (8)
Effort (4)
Access Prior Knowledge:
Nonlinguistic (6)
Coop Learning (7)
Questions/Cues (10)
STOP to Interact
Question/Cue (10)
Summarize (3)
APPLY thinking skills or procedures (2, 5, 9. 10)
Goal/objective Review
Right Side
TEACHER
New Information
Includes:
Notes – Organizers (3)
Content – Procedures (5)
Teach Thinking Skills:
(2, 9. 10)
Compare
Classify
Create an Argument
Analyze (system, perspective)
Solve problems/Decide

10. Note taking systems

11. Kinder

12. Art – Shade using color

13. Clipboard- Live Scoring
Goal:
Improving Student Learning
by changing pedagogical automaticity

14. Sample Scoring Guide

15. Publication
Pollock, J. E. (2014 pending) i5: teaching thinking, teaching innovation.
Pollock, J. E., Ford, S. M. & Black, M. (2012). Improving student learning by minding the gap. Association for Supervision and Curriculum Development, Alexandria, VA
Pollock, J. E. (2011). Feedback: the hinge factor that joins teaching and learning. Thousand Oaks, CA: Corwin Press
Pollock, J. E., Ford, S. M. (2009) Improving student learning one principal at a time. Association for Supervision and Curriculum Development, Alexandria, VA
Pollock, J. E. (2007) Improving student learning one teacher at a time. Association for Supervision and Curriculum Development, Alexandria, VA.
Marzano, R.J., Pickering, D., Pollock, J.E. (2001) Classroom instruction that works. Association for Supervision and Curriculum Development, Alexandria, VA.
Marzano, R.J., Pollock, J.E. (2001) Developing Minds, 3rd Edition: Chapter 6 “Standards-based Thinking and Reasoning Skills.” Association for Supervision and Curriculum Development, Alexandria, VA.
Marzano, R.J., Whisler, J.S., Dean, C.B., Pollock, J.E. (2000) Research into practice series: effective instructional practices. Aurora, CO: McREL.
Marzano, R.J., Zeno, B., Pollock, J.E. (2000). Research into practice series: assessment, grading, and record keeping. Aurora, CO: McREL.
Marzano, R.J., Pickering, D., Pollock, J.E., et. al. (1997). Dimensions of learning, Teacher's Manual, 2nd Edition, Association for Supervision and Curriculum Development, Alexandria, VA.
Marzano, R.J., Pickering, D., Pollock, J.E., et. al. (1997). Dimensions of learning Trainer's Manual, 2nd Edition, Association for Supervision and Curriculum Development, Alexandria, VA.