How to Plan a Better Lesson with GANAG

3/18/2013
How to Plan a Better Lesson
with GANAG
Jane E. Pollock, Ph.D.
Susan Hensley
Ian Mulligan, M.Ed
2013
Jane E. Pollock, Ph.D.
[email protected]
Jane, former ESL and classroom teacher, worked as a
district administrator and researcher for a research
laboratory. She works worldwide with schools on longterm 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 (2013).
From Caracas, Venezuela, Jane earned degrees at the
University of Colorado and Duke University.
www.learninghorizon.net
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Ian Mulligan, M. Ed., works with
teachers to improve student learning
and teaching. A native of St. Louis,
MO, he earned his Bachelor Degree at
the University of Dayton and Master of
Education degree at Regis University
along with his administrative license.
Ian teaches Biology & Physics and
coaches soccer in Denver, Colorado.
Ian contributed to Feedback: The
Hinge-Factor that Joins Teaching and
Learning(2012).
Susan Hensley, elementary curriculum
specialist, works in Rogers,
Arkansas. Susan has been an educator
for 26 years, teaching Kindergarten, 1st
grade, and 3rd grade. She coordinates
the work of more than fifteen K-5
teachers as the Literacy Facilitator. She
is a Northwest Arkansas National
Writing Project Teacher Consultant and
is currently working on her ESL
endorsement in her graduate
program. Susan contributed a chapter
to Minding the Gap One Classroom at a
Time (2012)
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Goal to improve student
•Engagement
• Achievement
By changing Pedagogical Automaticity
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Update Lesson Planning
GANAG
GANAG – an acronym for a lesson
planning schema where students
learn to apply the (9) high-yield
learning strategies
Highlands of
Bolivia
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Invisible in Plain Sight
The Soup and the Ladle
School Analogy?
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Positive Deviance:
1. Science
2. Invisible in plain sight
3. The “flip” or “twist”
4. A simple solution
www.positivedeviance.org
Percentile Gain
1. The Science
Category of Strategies
Chapter
Effect Size
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%
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Feedback is the hinge that swings
the information about
goals and progress
between teacher and student.
J. E. Pollock 2012
office.microsoft.com
Feedback reduces the gap between
what is known and what is aimed to be known.
J. Hattie and H. Timperley 2008
The 9 high-yield strategies
increase feedback
GANAG
is a lesson plan
created to increase
student use of 9 strategies
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Update your schema
Mastery TEACHING ‘70s
21st Century
O – set objective
A – anticipatory set
I/M – input/modeling
GP – guided practice
IP – independent practice
G - set a goal
A – access prior knowledge
N – new information (d or p)
A – apply thinking/practice
G – generalize, goal review, grade
Check for Understanding/Monitor
and Adjust
C – closure
Master LEARNERS
With Lots of Feedback
Homework Optional
Assessment Timely
Lesson Planning
G - set a goal
A – access prior knowledge
N – new information (d or p)
A – apply thinking/practice
chapters 2/9/10 and 5
G – goal review, grade
chapters 8/4
chapters 8/4 (CITW)
chapters 6/7/10
chapters 3/5
Homework/Assessment
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GANAG Plus
G - set a goal
Select method such as:
Parallel Teaching
A – access prior knowledge
Select method such as: Team Teach
One Teach, One Assist
N – new information (d or p)
Select method such as:
One Teach, One Observe
A – apply thinking/practice
Select method such as:
Stations Teach, Small Group/Large
Group
G – generalize, goal review, grade
Select method such as:
One Teach, One Score
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Left Side
Right Side
STUDENT
TEACHER
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)
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
Goal/objective Review
Setting Goal/Feedback (8)
Effort (4)
Gs of GANAG
Goal-
Set a learning goal based on the standards.
Access Student Prior Knowledge
New information (declarative/procedural)
Application
Goal- Revisit the goal. Score to the standards.
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The Gs = Opportunities for…
Student Self-Scoring
Teacher Scoring &
Formative Assessment
Secondary English Language Arts - CCSS
Reading
Standard 1: Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when
writing or speaking to support conclusions drawn from the text.
LA 8.1.1 Actively read texts to draw conclusions and make inferences based on
information from texts.
explicit (literal) v. implicit
cite specific textual evidence
LA 8.1.2 Actively read texts to draw conclusions and make inferences based on
information from texts.
explicit (literal) v. implicit
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Student Effort and Understanding Self-Assessment
United States History Objectives
Unit: ____________________________________________________________________________
Name: ___________________________________________ Period: ________________________
Project for Unit: ___________________________________________________________________
Date
Text Section
Objective / Goal for the Day
Effort
Rating
(0-5)
Understanding
After Lesson
Before lesson
(0-5)
(0-5)
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
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Scoring Guide
1 (F) = I do not know anything about ...
2 (D) = I know that I've heard about ...
before, but I need a refresher.
3 (C) = I remember a few things about ...
4 (B) = I know a lot about ...
5 (A) = I could teach ... to another student.
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The first A of GANAG
G-
Set a learning goal based on the standards
Access Student Prior Knowledge
New information (declarative/procedural)
Application
G- Revisit the goal.
Score to the standards.
APK= Opportunity for 3 Strategies
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Five (strategies) in Five (minutes)
YouTube Videos
Goal: I can quote accurately from a text.
APK: Boomerang accuracy video
Goal: I can analyze a text
(using systems analysis)
APK: Lucy candy assembly line video
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The NI of GANAG
G-
Set a learning goal based on the standards
Access Student Prior Knowledge
New information (declarative/procedural)
Application
G- Revisit the goal.
Score to the standards.
NI = Opportunities for Strategies
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Note taking systems
2 Strategies:
Nonlinguistic
Interactivity or
Cooperative Learning
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The 2nd A of GANAG
G-
Set a learning goal based on the standards
Access Student Prior Knowledge
New information (declarative/procedural)
Application
G- Revisit the goal.
Score to the standards.
APPLY = Opportunity for 4
Strategies
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Neuroscience findings
blended with
Eduscience findings:
Follow Complex Instructions
Focus on the Goal
Reduce impulsivity
Stick to a task
Associate
Classify
Compare
Make Analogies
Analyze
Perspectives
Argument
Persuade with Fallacies
Systems
Decide
Investigate
Solve a Problem
Create a Test
Invent
Choose among alternatives
Identifying Similarities and Differences
Comparing
Making an Analogy
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System Analysis
Cinderella
Stepmom
Stepsisters
Prince
Genetic Engineering
Standard: Understands the principles of heredity and
related concepts
Knows the chemical and structural properties of DNA
and its role in specifying the characteristics of an
organism
•DNA is a large polymer formed from four kinds of
subunits
• genetic information is encoded in genes as a string of
these subunits
•each DNA molecule in a cell forms a single
chromosome and is replicated by a templating
mechanism
•ethical issues surrounding the practice of genetic
engineering in reproductive medicine
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Analyze Perspectives
Identify an issue
State a perspective, the logic, and
evidence that support it
State a different perspective with the
logic and evidence that support it
Repeat
Summarize the similarities and
differences among viewpoints
Sample Teacher Scoring Guide
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1st Grade
Multiple Clipboards
iPad
Small Group
Mrs. Minardi’s 4th Grade
RI.4.5 Describe the overall structure (e.g, chronology, comparison,
cause/effect, problem solution) of events, ideas, concepts, or
information in a text or part of a text.
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Mrs. Minardi explains
how technology has
helped her provide
better feedback.
RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
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Jennifer Collins
8th Grade Math Lesson Plan
SPI 0806.1.3 Calculates rates involving cost per unit to determine the best price.
Goal:
I can determine the best price by calculating cost per unit. (Score sheets)
APK:
Sam’s Club website and Food City website. Think-Pair Share: Discuss with
your partner, the reason your parents might prefer to buy specific items at Sam’s rather
than Food City. Go to websites.
New Information Unit Rates PowerPoint with Student Note Taking
Teacher modeling/Student White Board Practice
Textbook Pages OBB 294 #4-23
Application: Use websites again to show how to use in “real life” by completing a
comparison matrix for Sam, Food City, and at least one more store.
(Teacher scores student work during classroom application. Teacher provides formative
assessment /score. )
Students requiring accommodations according to IEP’s will have their work reduced
They also receive teacher assistance.
Revisit the Goal Thumbs up/ Thumbs Down: Do we have an understanding of today’s
goal. (Score sheets)
Bonnie M. Davis, Ph.D.
Educating For Change
Taught secondary
English for 30 years
Ph.D. in English
Prof. Dev. at U. of MO
Six books, several articles
Taught at five colleges
and universities, homeless shelters, and a
men’s prison
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The Soup and the Ladle
G9
A
N
A
G
Photographs were downloaded from
Microsoft Office, FreeFoto.com, Wikipedia Commons and MorgueFile,
sites that identify no known copyrights for photos.
Contact Info:
Jane E. Pollock, Ph.D.
[email protected]
www.learninghorizon.net
Ian Mulligan
[email protected]
Susan Hensley
[email protected]
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