Jane E. Pollock, Ph.D.

www.learninghorizon.net

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

Goal: Improve Student Learning

Research on Feedback

by changing Pedagogical AutomaticityGoal Accounting TemplatesInteractive Note-takingClipboard – Live scoring

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)

3 Tools to School Reformusing Feedback

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

2. Spiral NotebookStudents interactively take notes to make learning visible by maximizing feedback

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

Student Effort and Understanding Self-Assessment

United States History ObjectivesUnit: ____________________________________________________________________________

Name: ___________________________________________ Period: ________________________Project for Unit: ___________________________________________________________________

Date Text Section Objective / Goal for the DayEffort

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:

Note-takingNon-linguistic Representations

Cooperative LearningQuestions

Thinking Skills and Strategic Practice

A Notebook & High-yield Strategies

IN9

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

Note taking systems

Kinder

Art – Shade using color

Goal:Improving Student Learningby changing pedagogical automaticity

Clipboard- Live Scoring

Sample Scoring Guide

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, 3rd 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.