Jane E. Pollock, Ph.D. jpollock@learninghorizon

1. 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

2. Jenn Sykora314.481.8400 x161 sykoraj@stmaryshs.com Jenn teaches high school Spanish and health in Saint Louis, Missouri. She has an M.A. in Secondary Education in and is working on her Doctorate in Educational Leadership at Saint Louis University. As a professional development specialist, she has conducted workshops and presentations for teachers throughout the United States on the IN9 and instructional strategies to engage students and improve student achievement. Jenn’s work is featured in Pollock’s Minding the Achievement Gap One Classroom at a Time (2012). Jenn received the Archbishop Burke Teacher Recognition Award in 2011 for her classroom success.

3. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock (2001)

4. Feedback is the hinge that swings the information about goals and progress between teacher and student. J. E. Pollock 2012 office.microsoft.com Feedback reduces the gap between what is known and what is aimedto be known. J. Hattie and H. Timperley 2008

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

6. For High School or Middle School

7. For Elementary School

8. With S.I.O.P – For English Language Learners

10. For Special Education and ELLs

11. GANAG – structured lesson G - set a goal (declarative or procedural) A – access prior knowledge N – new information A– apply thinking/practice G– generalize & goal review

12. Left Side • STUDENT • Goal/objective: • Setting Goal/Feedback (8) • Effort (4) • Access Prior Knowledge: • Nonlinguistic (6) • Coop Learning (7) • Questions/Cues (10) • STOPto Interact • Coop Learning (7) • Question/Cue (10) • Summarize (3) • APPLY thinking skills or procedures (2, 5, 9. 10) • Goal/objective Review • Setting Goal/Feedback (8) • Effort (4) • 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

13. Sample Scoring Guide

14. Technology