improving student learning one teacher at a time jane e. pollock, ph.d
TRANSCRIPT
Improving Student Learning
One Teacher at a Time
Jane E. Pollock, Ph.D.
www.improvestudentlearning.com
Goal to Improve:
Student Learning
Pedagogical Automaticity
Communication Through Leadership
Through Feedback
Nine Dots --- Four LinesNine Dots --- Four Lines
Directions:Directions:
Solve the puzzleIdentify popular phrasePredict how we will apply
Think Outside the Box
Think Think Inside Inside the Boxthe Box
Focus on the Classroom
Research …Research …
Research shows it is more important to consider the teacher effect, rather than the school effect on student achievement.
Research …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).
2001 Research: 2001 Research: It’s the teacherIt’s the teacher
d = .50 or greater
In CITW we recommended :
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
2009 - Research: 2009 - Research: It’s still the teacherIt’s still the teacher
2009 - Research:2009 - Research:It’s still the teacherIt’s still the teacher
Sharing Intentions with Students
Directly teaching to Intentions
Feedback, lots of feedback
Almost all innovations
work.
d = .15 - .35
Because almost all innovations…
The Hawthorne Effect
Setting objectives and providing
feedback
d = 0.61 or 23 points
To Improve Student Learning
Daily InstructionDaily Instruction
G
A
N
A
G
Daily InstructionDaily Instruction
G - set a goal
A – access prior knowledge
N – new information (d or p)
A – apply thinking/practice
G – generalize, goal review, grade
Daily InstructionDaily 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
GANAG organizerGANAG 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!”
Systems AnalysisSystems Analysis
Identify as a system
Functions of each part
Change on part
Make a prediction about the results
Summarize
G Set Goals
Select method such as:Parallel Teaching
A Access Prior Knowledge
Team Teaching
One Teach, One Assist
N New Information One Teach, One Observe
A Apply Stations Teaching
G Generalize Small Group, Large Group
GANAGPlus Co-Teaching
In summary…In summary…
2 Stars **
&
~1 Wish
BibliographyBibliography
Think Think Inside Inside the Boxthe Box
The Big FourThe Big Four
1. Curriculum Learning Targets
2. Planned Instruction
3. Planned Formative Assessment
4. Record Keeping and Reporting
The Big FourThe Big Four1. 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