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