How to create lesson plans using the teaching schema of GANAG One Principal at a Time Jane E.

Pollock ASCD 2009

 YOU

WILL UNDERSTAND AND BE ABLE TO INCORPORATE THE TEACHING SCHEMA OF GANAG.

 What

do you think of when you hear the words lesson plans? What comes to mind and what does it mean to you?
with a partner when you finish.

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Jane E. Pollock 720.985.1137 learninghorizon@msn.com

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

G - set a goal A - access prior knowledge N - new information (declarative or procedural) A - apply thinking/practice G - generalize, goal review, grade

 Identify

the benchmarks (declarative or procedural) along with specific daily content objectives. - Eventhough the teacher will teach to one benchmark a number of days, the specific content objectives might vary from day to day.

 The

actual goal of APK is to provide stimulus that relates in some way to the lesson content. Firing neurons in the first 3-7 min. Its purpose is not to provide new information, check homework, sing a motivational song or quieting song.

 Deliberately

plan for declarative (facts and information) and procedural (skills and processes) knowledge, taking into account that each one requires different activities to boost knowledge retention. - declarative knowledge (lecture??) - procedural (follow steps and practice)

 Students

need to be able to use the declarative and the procedural knowledge they learn in the school both in the classroom and the real-world. Application of declarative knowledge (thinking skills, e.g. comparison, analysis, persuasion) Application for procedural knowledge (practices to learn a new procedure to a level of competency)

and your homework is ..or the BELL

Closure, on the other hand, is that time after new learning occurs when the learner reflects on or summarizes what she now knows about the benchmarks and objectives that she may not have known before the lesson.

It includes writing a prompt, sharing aloud, summarizing the use of a strategy, drawing a picture. (3-7 min) Known as close the neurons as a bookend to the neuron firing APK activity at the beginning of the lesson.

If the teacher summarizes, its the teacher who gets the benefit of the closure exercise, not the students.
KEEP LEARNING ACTIVE EVEN TO THE LAST MINUTE

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Goal to Improve:

Student Learning Pedagogical Automaticity

Communication

It is our job to communicate with teachers that:

Pedagogical Automaticity
Teaching Works!

 You

ask the question, why, and how is GANAG different than any other lesson plan format?
When each lesson incorporates the GANAG format it insures every lesson hits each one of THE BIG FOUR.

 1.

Use a well-articulated curriculum 2. Plan for delivery 3. Vary assessment 4. Give criterion-based feedback

GANAG- When implemented it enables a teacher to incorporate the 9 different research based teaching strategies. Classroom Instruction That Works, Marzano, Pickering,
Pollock. 2001

What will you be teaching? What is it that you want students to know, or be able to do?

 Dos

and donts

Your goal should be in kid language. Do not be too general Do be specific Make the goal attainable for all students

 Writing

your goal on the board and pointing to it is not a strategy. That is like trying to nail jello to a wall, it just does not stick.
are five identified strategies. Choose

There

one.

In chorus, have the students read the strategy from your board,

Have students document in their notebook, or on their Objective Score Sheet the objective for the day. Have students rewrite in their own words or draw a non-linguistic representation.

Give students an opportunity to score themselves on what they think they already know. You can use a thumbs up, thumbs down, or show me one, two, three or four fingers.

Ask students to conjecture what they think they will learn about during that day.

Ask students how might improving their effort impact their learning?

Name__________________________Period_____________ Overall personal goal for this chapter:___________________ Plan for achieving this goal:__________________________

Date Text section

Objective/goal for the day

Class effort 1-4

Assignment effort

Understanding 1-4

It helps students know they will be held accountable for the material taught. It holds the teacher accountable to a well structured lesson. It is a gauge for the teacher to determine how effectively they taught the lesson.

 What

do students already know about the content?

 APK-

Can take 30 seconds, or 20 minutes, depending upon the activity. Accessing prior knowledge gives students intellectual traction on which to build a better foundation.

 The

importance of APK cannot be overlooked. Without it the teacher is building content with a weak foundation.

 Story

telling Show a video clip Brainstorming

 There

are five identified strategies. Choose

one.

 Picture

or object strategies. Use a nonlinguistic picture or object to generate discussion.

 Story

telling or analogy- tell a story about yourself, read a book, or newspaper article.

 Summary

or review- This is what I would determine to be the easiest. Review the previous lessons.

 K-W-L

chart
W L

WHAT DO YOU KNOW?

WHAT DO YOU WANT TO KNOW?

WHAT HAVE YOU LEARNED?

 Question

or hypothesis- Present IF/THEN statements.

 What

if questions:

What if your intoxicated neighbor backs into your garage damaging it? What if you are babysitting and you forget to turn off the iron, (they said they would pay you extra for this service) and you walk upstairs to answer the door. While you are having a personal conversation at the door the cat jumps on the ironing board and knocks it over. The house catches on fire. What if the state of Florida refuses to recognize the gay marriage of Maine?

When studying communities: What if firemen didnt exist? What if the hospital is full of patients and you need help? What if there were not schools where you live?

 SCIENCE-

What

would happen if we didnt have trees? would happen if we didnt have water?

What

 Partner

based strategies- Any of the previous strategies can be used in small groups. Students are more likely to generate ideas when they work in groups. Two heads are better than one.

 Be

creative and create your own. Allow it to keep you up at nights as you challenge yourself to find additional ways of accessing prior knowledge.

 This

is the presentation of the new content, either procedural or declarative knowledge. This is the material identified in your goal and objective.

 New

information can be in the format of any of the following:

Video Lecture and note taking Read View Experience Listen

 This

is the assignment part of the lesson plan.

Students need time to manipulate the content. They need to see it, hear it, experience it in some way.. They need opportunities to allow the new information to become authentic to them.

The activity must be meaningful, applicable to the content taught. Apply a thinking skill, or procedure strategically in a new situation. The assignment must be tied back to the goal and objective for the day.

 Ask

the question, What would students do?

On many occasions I would hand out materials, have the students following along as I read it aloud and expect them to get it. It is essential to implement new, creative, active methods of engaging students. Differentiate instruction for various types of learning styles.

Using graphic organizers is a great tool in this stage Non-verbal linguistics

 If

during the application stage students are asking the same questions or the level of frustration grows, then the teacher needs to take a step back and do a bit of re-teaching or clarification.

 This

is formerly known as closure, but better. Is the easiest to overlook as often we run out of time. Is the most critical aspect to solidify the content taught. It is the icing on the cake. Is the most critical stage to answer the question, did the students get it?

 There

are five identified strategies. Choose one or two.

 Paper

and pencil-

Self scoringObjective Score Sheet

Index card progression 3-2-1Exit slips Questions-

 Computer-Assisted

Email wrap-up Blogging the lesson Create a spreadsheet charting progress Message board

 Partner

strategies-

Summary exchange Walking summaries Collective summaries

 Physical

representations

Traffic light Hand signaling

 Anecdotal

Create a slogan- Thesaurus- to explain a dinosaurs, use a thesaurus ABC review

 Be

creative and create your own. Allow it to keep you up at nights as you challenge yourself to find additional ways of keeping students motivated and energized and will incorporate generalizations.

 This

is the time to determine how well students understood the daily objective. Without this stage I was often asked, Jill, your students looked engaged, (butts in the air, heads in the middle) but how do you know they understood the content? How do you know they got it? Did you meet your goal?

 Dos

and do nots

Do not do it for the student, you do not bear the weight of learning. It should be active

 Objective

score sheet. Did they make the connection? Did they nail it? Or not?

 Share

3 things you can change in your lesson planning immediately.

Share

2 questions you still have. the most important 1 item you learned.

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