1. Improving Student Learning One Teacher at a Time Jane E. Pollock, Ph.D. www.improvestudentlearning.com

2. Goal to Improve: Student Learning Pedagogical Automaticity Communication Through Leadership Through Feedback

3. Nine Dots --- Four Lines

4. Directions: Solve the puzzle Identify popular phrase Predict how we will apply

5. Think Outside the Box

6. Think Inside the Box Focus on the Classroom

7. Research … Research shows it is more important to consider the teacher effect, rather than the school effect on student achievement.

8. Research … “It is not so much that teachers matter, as that the variance within schools indicates that some teachers matter more than others! ” (J. Hattie, 2009).

9. 2001 Research: It’s the teacher

10. d =.50 or greater In CITW we recommended :

11. Category Ave. Effect Size (ES) Percentile Gain No. of ESs Standard Deviation Identifying similarities and differences 1.61 +45% 31.31 Reinforcing effort and providing recognition.80 +29%21.35 Homework and practice.77 +28%134.36 Nonlinguistic representations.75 +27%246.40 Cooperative learning.73 +27% 122.40 Setting objectives and providing feedback.61 +23% 408.28 Generating and testing hypotheses.61 +23% 63.79 Questions, cues, and advance organizers.59 +22% 1,251.26 Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock Summarizing and note taking 1.00 +34% 179.50

12. 2009 - Research: It’s still the teacher

13. Sharing Intentions with Students Directly teaching to Intentions Feedback, lots of feedback

14. Almost all innovations work.

15. d =.15 -.35 Because almost all innovations…

16. The Hawthorne Effect

17. Setting objectives and providing feedback d = 0.61 or 23 points To Improve Student Learning

19. Daily Instruction GANAGGANAG

20. G - set a goal A – access prior knowledge N – new information (d or p) A – apply thinking/practice G – generalize, goal review, grade

21. Daily Instruction G - set a goal chapters 8/4 A – access prior knowledge chapters 6/7 N – new information (d or p) chapters 3/5/11 A – apply thinking/practice chapters 2/9/10 G – generalize, goal review, grade chapters 8/4 Feedback/Homework/Assessment

22. GANAG organizer GANAG organizer page 82 Just-right targets APK, not review, KWL or oops True – new information (declarative/procedural) Think to apply, not organize/follow steps Goal review – not “there’s the bell!”

23. Systems Analysis Identify as a system Functions of each part Change on part Make a prediction about the results Summarize

24. GSet Goals Select method such as: Parallel Teaching A Access Prior Knowledge Team Teaching One Teach, One Assist N New InformationOne Teach, One Observe A ApplyStations Teaching G GeneralizeSmall Group, Large Group GANAG Plus Co-Teaching

25. In summary… 2 Stars ** & ~1 Wish

26. Bibliography

27. Think Inside the Box

28. The Big Four 1. Curriculum Learning Targets 2. Planned Instruction 3. Planned Formative Assessment 4. Record Keeping and Reporting

29. The Big Four 1. Curriculum Learning Targets “Just-right targets” 2. Planned Instruction GANAG daily lessons, robust instruction – units 3. Planned Formative Assessment Frequent and timely feedback 4. Record Keeping and Reporting Criterion-based scoring