Improving Student Learning One Principal at a Time by Jane E. Pollock

By Jane E. Pollock

Eventually, a advisor that makes a speciality of the genuine crux of instructor supervision: how freshmen are studying. utilizing the six-part educating Schema for grasp freshmen brought within the ASCD best-seller enhancing pupil studying One instructor at a Time, Jane E. Pollock and Sharon M. Ford aid you aid lecturers make the suitable alterations within the parts that experience the main impression on scholar success: curriculum, guide, review, and suggestions practices.

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After setting the goal (G), the teacher should help students “fire their neurons” by using strategies such as physical representations, open-ended questions, cues, or novelty to engage them and prepare them for the learning ahead; we call this process “accessing prior student knowledge” (A). Engaging students to learn or make memories requires capturing their attention. David Ghoogasian, a brain-based learning scholar, reminds us that when a student pays attention to a cue, pathways in the brain are activated, focused, and strengthened, 38 I M P R O V I N G S T U D E N T L E A R N I N G O N E P R I N C I PA L AT A T I M E making them stronger and more efficient at transporting data into long-term memory (personal conversation with J.

7 useful when observing or conversing with a teacher. The strategies in this figure are discussed in the chapters to come. 7 A Strategy Map to the Teaching Schema for Master Learners G: Goal Setting for the Learners: Benchmarks and Objectives Read it Predict it Rewrite it Connect it Score it A: Access Prior Knowledge Picture or object Story or analogy Summary or review Question or hypothesis Partner strategies N: Acquire New Information—Declarative, Procedural, or Both To acquire declarative knowledge: Gather and organize To acquire procedural knowledge: Follow steps and practice A: Apply Knowledge—a Thinking Skill or Practice To process declarative knowledge: Knowledge Recall (facts or method); Classify Comprehension Concept/convention formation; Predict (if, then) Apply Compare; Make an analogy Analyze Express a point of view; Identify a system or structure Synthesize Form and test a hypothesis; Solve a problem Evaluate Make a decision; Argue or persuade; Make a judgment or critique To process procedural knowledge: Shape and use in a new situation Use self-regulating skills and character traits G: Generalize or Summarize Knowledge Learned Paper-and-pencil Physical representations Computer-assisted Anecdotal examples Partner strategies • Homework to extend the school day, as needed • Assessment tasks, including quizzes, tests, or common assessments 50 I M P R O V I N G S T U D E N T L E A R N I N G O N E P R I N C I PA L AT A T I M E In each case, the grade-level curriculum standard (benchmark) ties the conversation about the prepared lesson plan to the data collected by the supervisor during the observation.

But clearly, this focus on teachers and their instruction just wasn’t enough. Working Hard, but Stuck Our district curriculum was written and comprehensive, but the content was still a hodgepodge of activities, textbook chapter titles, state standards, and 28 I M P R O V I N G S T U D E N T L E A R N I N G O N E P R I N C I PA L AT A T I M E power standards. By trying to include everyone’s interests, the curriculum had evolved without a guiding principle to provide clarity of purpose about student learning.

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