Using Research-Based Strategies in the Classroom

1. Jane E. Pollock, Ph.D., Learning Horizon, Inc., works long-term with schools worldwide to improve student learning, teaching, and supervision practices. Dr. Pollock is the co-author of Dimensions of Learning Teacher and Training Manuals (1996), Assessment, Grading and Record Keeping (1999,) and Classroom Instruction That Works (2001). Dr. Pollock authored Improving Student Learning One Teacher at a Time (2007) and co-authored Improving Student Learning One Principal at a Time (2009). Her current manuscripts pending publication include i5: teaching innovation, about using technology to teach thinking skills, and Minding the Gap, for teachers of ELL, special education and distinctive school students. She is adjunct faculty for ASCD. A native of Caracas, Venezuela, Dr. Pollock earned degrees at the University of Colorado in Boulder and Duke University. www.improvestudentlearning.com

4. Hattie: Six Factors � 134 contributions (e.g.) Child Home School Curriculum Teacher Approaches to Teaching Child gender d = 0.12 Home television d = - 0.18 School class size d = 0.21 Curriculum vocabulary d = 0.67 Teacher subject knowledge d= 0.09 Approaches to Teaching feedback d = 0.73

8. Improving Student Learning One Principal at a Time

12. Nine Dots --- Four Lines

13. Directions: Solve the puzzle Identify popular phrase Predict how we will apply

15. Think Inside the Box

16. Research shows� Research shows it is more important to consider the teacher effect, rather than the school effect on student achievement.

17. Research shows � �It is not so much that teachers matter, as that the variance within schools indicates that some teachers matter more than others!� What teachers do matters�but the clich� masks the fact that the greatest source of variance in our system actually relates to teachers. Hattie, Visible Learning, 2009

20. Research into Practice G A N A G With feedback, feedback, feedback

21. Daily Lessons Master LEARNERS G - set a goal A � access prior knowledge N � new information (d or p) A � apply thinking/practice G � generalize, goal review, grade With lots of feedback J. E. Pollock 2005

22. Every Day, Every Lesson G - set a goal chapters 8/4 CITW 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

23. 9 Strategies Re-organized into the Beginning, Middle and End of a Lesson : Set goals, track, and seek help Effort and Praise Take Notes and Say it in Your Words Pictures, Places, Things (and stories) Ask questions Talk, talk, talk Practice Compare, Classify and Use Analogies Test, solve, invent, look it up, change Set goals, track, and seek help Effort and Praise

27. Reflection Red light: I need more information about� Yellow Light: I still have some questions about� Green Light: I�m good to go�

28. 2009 - Research:It�s still the teacher

29. J. Hattie: Six Factors Child Home School Curriculum Teacher Approaches to Teaching Child gender d = 0.12 Home television d = - 0.18 School class size d = 0.21 Curriculum vocabulary d = 0.67 Teacher subject knowledge d= 0.09 Approaches to Teaching feedback d = 0.73

33. At best, students receive �moments� of feedback in a single day. 

34. Feedback = 0.73

38. Think PairShare

39. Goal setting � Jill

43. APK: Access, Activate Assess, Anticipate,Analogy

44. Jim�s Right Triangles

48. Take Notes and Use Your Words Pictures, Places, Things (and stories) Ask questions Talk, talk, talk Practice

52. Middle of the Lesson Apply Thinking & Practice Compare, Classify and Use Analogies Test, solve, invent, look it up, change Practice

57. End of the Lesson Goal Review Generalize 25 ways to end a lesson

62. The Remarkable Feature is that the biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own learners. Hattie, p.22

63.  End Note 

64. Note to Principals

67. In summary� 2 Stars ** & ~1 Wish

68. References