1. Jane E. Pollock, Ph.D. www.learninghorizon.net

2. Jane, former ESL and classroom teacher, worked as a district administrator and researcher for McREL 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 the ASCD best seller Classroom Instruction That Works (2001), 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). 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 (2013). From Caracas, Venezuela, Jane earned degrees at the University of Colorado and Duke University. Jane E. Pollock, Ph.D. jpollock@learninghorizon.net www.learninghorizon.net

3. Goal : Improve Student Learning Research on Feedback by changing Pedagogical Automaticity Goal Accounting Templates Interactive Note-taking Clipboard – Live scoring

4. Chapter Number Ave. Effect Size (ES) Percentile Gain 2 Identifying similarities and differences 1.61 +45% 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% 10 Questions, cues, and advance organizers.59 +22% 3 Summarizing and note taking 1.00 +34% Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock (2001)

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

7. Student Effort and Understanding Self-Assessment United States History Objectives Unit: ____________________________________________________________________________ Name: ___________________________________________ Period: ________________________ Project for Unit: ___________________________________________________________________ DateText Section Objective / Goal for the Day Effort Rating (0- 5) Understanding Before lesson (0-5) After Lesson (0-5) Pre: Post: Pre: Post: Pre: Post: Pre: Post: Pre: Post: Pre: Post: Pre: Post: Pre: Post: Pre: Post:

8. Note-taking Non-linguistic Representations Cooperative Learning Questions Thinking Skills and Strategic Practice A Notebook & High-yield Strategies IN9

9. Left Side STUDENT Goal/objective: Setting Goal/Feedback (8) Effort (4) Access Prior Knowledge: Nonlinguistic (6) Coop Learning (7) Questions/Cues (10) STOP to 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

10. Note taking systems

11. Kinder

12. Art – Shade using color

13. Goal: Improving Student Learning by changing pedagogical automaticity Clipboard- Live Scoring

14. Sample Scoring Guide

15. Publication Pollock, J. E. (2014 pending) i5: teaching thinking, teaching innovation. Pollock, J. E., Ford, S. M. & Black, M. (2012). Improving student learning by minding the gap. Association for Supervision and Curriculum Development, Alexandria, VA Pollock, J. E. (2011). Feedback: the hinge factor that joins teaching and learning. Thousand Oaks, CA: Corwin Press Pollock, J. E., Ford, S. M. (2009) Improving student learning one principal at a time. Association for Supervision and Curriculum Development, Alexandria, VA Pollock, J. E. (2007) Improving student learning one teacher at a time. Association for Supervision and Curriculum Development, Alexandria, VA. Marzano, R.J., Pickering, D., Pollock, J.E. (2001) Classroom instruction that works. Association for Supervision and Curriculum Development, Alexandria, VA. Marzano, R.J., Pollock, J.E. (2001) Developing Minds, 3 rd Edition: Chapter 6 “Standards-based Thinking and Reasoning Skills.” Association for Supervision and Curriculum Development, Alexandria, VA. Marzano, R.J., Whisler, J.S., Dean, C.B., Pollock, J.E. (2000) Research into practice series: effective instructional practices. Aurora, CO: McREL. Marzano, R.J., Zeno, B., Pollock, J.E. (2000). Research into practice series: assessment, grading, and record keeping. Aurora, CO: McREL. Marzano, R.J., Pickering, D., Pollock, J.E., et. al. (1997). Dimensions of learning, Teacher's Manual, 2nd Edition, Association for Supervision and Curriculum Development, Alexandria, VA. Marzano, R.J., Pickering, D., Pollock, J.E., et. al. (1997). Dimensions of learning Trainer's Manual, 2nd Edition, Association for Supervision and Curriculum Development, Alexandria, VA.