Jane E Pollock Ph D www learninghorizon net

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 Mc. REL 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: i 5: 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.

The Big Four: Learning Intentions Jane E. Pollock, Ph. D. www. learninghorizon. net

GANAG

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

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

The Big Four Framework Well Articulated Curriculum Plan for Instruction GANAG Varied Assessment Standards-based Feedback Focus = Student, Learning, Standards

Goal: 1. Prepare Grade-level Documents Curriculum Standards Year – at – a Glance l By Reporting Term l Unit l Weekly

Chapter Classroom Instruction That Works: Research. Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock (2001) Category of Strategies Percentile Gain Effect Size 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 +27% 8 Setting objectives and providing feedback . 61 +23% 9 Generating and testing hypotheses . 61 +23% Questions, cues, and advanced organizers . 59 +22% 10

Step 1: Prepare Yearly Document first

A. Search for Curriculum Standards online: CCSS – English, Math NGSS Australian Standards Colombian Standards State Standards National

B. Prepare Standards Documents with minimal formatting for Term and Unit Distribution Times New Roman 12 No Tabs Text and Bold, only

C. Prepare Standards Documents by sequencing across the terms, semesters using a matrix document to show the sequence

C. Prepare & View Documents in Matrix Format to distribute standards by reporting period

C. May also view vertical alignment, if necessary for some subject areas

D. Create a Map of Unit Titles to guide standards distribution

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.

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

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

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

Traditional Grade Books

Scoring Guides

Shift Master TEACHER Master LEARNER

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