Ganag Presentation

8/4/2019 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

[email protected]

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 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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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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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.

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