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Improving Student Learning One Teacher at a Time

Improving Student Learning One Teacher at a Time. Jane E. Pollock, Ph.D. www.improvestudentlearning.com. Goal to Improve:. Student Learning. Pedagogical Automaticity. Through Feedback. Communication Through Leadership. Nine Dots --- Four Lines. Directions:. Solve the puzzle

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Improving Student Learning One Teacher at a Time

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  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 Through Feedback Communication Through Leadership

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

  11. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock

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

  13. 2009 - Research:It’s still the teacher Sharing Intentions with Students Directly teaching to Intentions Feedback, lots of feedback

  14. Almost all innovations work.

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

  16. The Hawthorne Effect

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

  18. Daily Instruction G A N A G

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

  20. 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

  21. 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!”

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

  23. GANAGPlus Co-Teaching

  24. In summary… 2 Stars ** & ~1 Wish

  25. Bibliography

  26. Think Inside the Box

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

  28. 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

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