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Jane E. Pollock, Ph.D.
www.learninghorizon.net
Jane E. Pollock, Ph.D.
jpollock@learninghorizon.net
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 longterm 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.
Goal:
Improve Student Learning
Research on Feedback
by changing Pedagogical Automaticity
Goal Accounting Templates
Interactive Note-taking
Clipboard – Live scoring
Ave. Effect
Size (ES)
Percentile
Gain
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
advance organizers
.59
+22%
Chapter Number
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 Reform
using Feedback
1. Piece of Paper
Goal accounting template
Students engage with lesson goals and objectives (standards)
2. Spiral Notebook
Students interactively take notes to make learning visible
by maximizing feedback
3. Clipboard
Teachers engage with lesson goals and objectives (standards)
by scoring live or providing formative assessment
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
Understanding
Rating (0- Before lesson
5)
(0-5)
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
Pre:
Post:
After Lesson
(0-5)
A Notebook &
High-yield Strategies
IN9
Note-taking
Non-linguistic Representations
Cooperative Learning
Questions
Thinking Skills and
Strategic Practice
Left Side
Right Side
STUDENT
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)
Goal/objective Review
Setting Goal/Feedback (8)
Effort (4)
TEACHER
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
Note taking systems
Kinder
Art – Shade using color
Clipboard- Live Scoring
Goal:
Improving Student Learning
by changing pedagogical automaticity
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.