Jane, former ESL and classroom teacher, worked as a district administrator and researcher for a research 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 Dimensions of Learning Teacher and Training Manuals (1996), Assessment, Grading and Record Keeping (1999), Classroom Instruction That Works (2001), 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 (2012).

From Caracas, Venezuela, Jane earned degrees at the University of Colorado and Duke University.

www.learninghorizon.net

Jane E. Pollock, Ph.D.jpollock@learninghorizon.net

Jenn teaches high school Spanish and health in Saint Louis, Missouri. She has an M.A. in Secondary Education in and is working on her Doctorate in Educational Leadership at Saint Louis University.

As a professional development specialist, she has conducted workshops and presentations for teachers throughout the United States on the IN9 and instructional strategies to engage students and improve student achievement. Jenn’s work is featured in Pollock’s Minding the Achievement Gap One Classroom at a Time (2012).

Jenn received the Archbishop Burke Teacher Recognition Award in 2011 for her classroom success.

Jenn Sykora314.481.8400 x161 sykoraj@stmaryshs.com

ChapterCategory of Strategies

Effect Size

Percentile Gain

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%

10 Questions, cues, and advanced organizers

.59 +22%

Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock (2001)

Feedback reduces the gap betweenwhat is known and what is aimed to be known.

J. Hattie and H. Timperley 2008

Feedback is the hinge that swings the information about goals and progress

between teacher and student.

J. E. Pollock 2012

office.microsoft.com

3 Tools to School Reformusing Feedback

1. Piece of PaperGoal accounting templateStudents self assess and engage with lesson goals and objectives (standards)

2. NotebookStudents interactively take notes to make learning visible while using high yield strategies and maximizing feedback

3. ClipboardTeachers engage with lesson goals and objectives (standards)by scoring live or providing formative assessment

For High School or Middle School

For Elementary School

With S.I.O.P – For English Language Learners

For Special Education and ELLs

GANAG – structured lesson

G - set a goal (declarative or procedural)

A – access prior knowledge

N – new information

A – apply thinking/practice

G – generalize & goal review

Left SideSTUDENT

Goal/objective: Setting Goal/Feedback (8)Effort (4)

Access Prior Knowledge:Nonlinguistic (6)Coop Learning (7)Questions/Cues (10)

STOP to InteractCoop 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 SideTEACHER

New InformationIncludes:

Notes – Organizers (3)

Content – Procedures (5)

Teach Thinking Skills:(2, 9. 10)CompareClassifyCreate an ArgumentAnalyze (system, perspective)Solve problems/Decide

Sample Scoring Guide

Technology