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Transcript of Ganag Presentation
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How to create lesson plans using the
teaching schema of GANAG
One Principal at a Time
Jane E. Pollock ASCD 2009
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YOU WILL UNDERSTAND AND BE ABLE TO
INCORPORATE THE TEACHING SCHEMA OF
GANAG.
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What do you think of when you hear the
words lesson plans? What comes to mind and
what does it mean to you?
Share with a partner when you finish.
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Jane E. Pollock720.985.1137
Jane E. Pollock, Ph.D., Learning Horizon, Inc.,works long-term with schools worldwide toimprove student learning, teaching, and supervisionpractices. Dr. Pollock is the co-author ofDimensions of Learning Teacher and Training
Manuals (1996), Assessment, Grading and RecordKeeping (1999,) and Classroom Instruction ThatWorks (2001). Dr. Pollock authored ImprovingStudent Learning One Teacher at a Time (2007) andco- authored Improving Student Learning OnePrincipal at a Time (2009). Her currentmanuscripts pending publication include i5:teaching innovation, about using technology toteach thinking skills, and Minding the Gap, forteachers of ELL, special education and distinctive
school students. She is adjunct faculty for ASCD.A native of Caracas , Venezuela, Dr. Pollock earneddegrees at the University of Colorado in Boulderand Duke University.
www.improvestudentlearning.com
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G - set a goalA - access prior knowledge
N - new information
(declarative or procedural)
A - apply thinking/practice
G - generalize, goal review, grade
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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 today.
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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.
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Deliberately plan for declarative (facts and
information) and procedural (skills and
processes) knowledge, taking into accountthat each one requires different activities
to boost knowledge retention.
- declarative knowledge (lecture??)
- procedural (follow steps and practice)
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Students need to be able to use the
declarative and the procedural knowledge
they learn in the school both in the classroomand 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)
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and your homework is
..or the BELL
Closure, on the other hand, is that time after new learning occurs when thelearner reflects on or summarizes what she now knows about the benchmarksand 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 activityat the beginning of the lesson.
If the teacher summarizes, its the teacher who gets the benefit of theclosure exercise, not the students.
KEEP LEARNING ACTIVE EVEN TO THE LAST MINUTE
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Page 49
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Page 82
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Page 40
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Goal to Improve:
Student Learning
Pedagogical Automaticity
Communication
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It is our job to communicate withteachers that:
Pedagogical Automaticity
Teaching Works!
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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.
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1. Use a well-articulated curriculum
2. Plan for delivery
3. Vary assessment
4. Give criterion-based feedback
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GANAG- When implemented it enables a teacher
to incorporate the 9 different research based
teaching strategies. Classroom Instruction That Works, Marzano, Pickering,Pollock. 2001
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What will you be teaching? What is it that
you want students to know, or be able to do?
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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
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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.
There are five identified strategies. Choose
one.
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In chorus, have the students read the strategy
from your board,
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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.
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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.
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Ask students to conjecture what they think they
will learn about during that day.
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Ask students how might improving their effort
impact their learning?
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Name__________________________Period_____________
Overall personal goal for this chapter:___________________
Plan for achieving this goal:__________________________
Date Text
section
Objective/goal for the day Classeffort 1-4Assignment
effort
Understanding
1-4
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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 howeffectively they taught the lesson.
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What do students already know about the
content?
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APK- Can take 30 seconds, or 20 minutes,
depending upon the activity.
Accessing prior knowledge gives students
intellectual traction on which to build abetter foundation.
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The importance of APK cannot be
overlooked. Without it the teacher is
building content with a weak foundation.
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Story telling
Show a video clip
Brainstorming
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There are five identified strategies. Choose
one.
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Picture or object strategies. Use a non-
linguistic picture or object to generatediscussion.
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Story telling or analogy- tell a story about
yourself, read a book, or newspaper article.
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Summary or review- This is what I woulddetermine to be the easiest. Review the
previous lessons.
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K-W-L chart
K W L
WHAT DO YOU
KNOW?
WHAT DO YOU WANT
TO KNOW?
WHAT HAVE YOU
LEARNED?
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Question or hypothesis- Present IF/THEN
statements.
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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. Thehouse catches on fire.
What if the state of Florida refuses to recognize
the gay marriage of Maine?
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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?
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SCIENCE-
What would happen if we didnt
have trees?
What would happen if we didnt
have water?
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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.
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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.
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This is the presentation of the new content,
eitherprocedural or declarativeknowledge.
This is the material identified in your goaland objective.
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New information can be in the format of any
of the following:
Video
Lecture and note taking
Read
View
Experience
Listen
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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.
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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.
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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, activemethods of engaging students.
Differentiate instruction for various types of
learning styles.
Using graphic organizers is a great tool in this stage Non-verbal linguistics
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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.
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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 thecontent taught. It is the icing on the cake.
Is the most critical stage to answer the
question, did the students get it?
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There are five identified strategies. Choose
one or two.
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Paper and pencil-
Self scoring-
Objective Score Sheet
Index card progression
3-2-1-
Exit slips
Questions-
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Computer-Assisted
Email wrap-up
Blogging the lesson
Create a spreadsheet charting progress
Message board
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Partner strategies-
Summary exchange
Walking summaries
Collective summaries
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Physical representations
Traffic light
Hand signaling
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Anecdotal-
Create a slogan- Thesaurus- to explain a
dinosaurs, use a thesaurus
ABC review
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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.
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This is the time to determine how well studentsunderstood 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?
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Dos and do nots
Do not do it for the student, you do not bear the
weight of learning.
It should be active
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Objective score
sheet. Did they
make the
connection? Didthey nail it? Or
not?
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Share 3 things you
can change in your
lesson planning
immediately.
Share 2 questions
you still have.
Share the mostimportant 1 item
you learned.