GANAGHow to create lesson plans using the

teaching schema of GANAGOne Principal at a Time

Jane E. Pollock ASCD 2009

GANAG Presentation by Jill Cullis

TODAY’S OBJECTIVE: YOU WILL UNDERSTAND AND BE ABLE

TO INCORPORATE THE TEACHING SCHEMA OF GANAG.

QUESTIONS? 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.

WHY GANAG? 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.

THE BIG FOUR 1. Use a well-articulated curriculum 2. Plan for delivery 3. Vary assessment 4. Give criterion-based feedback

OTHER REASONS GANAG- When implemented it enables a

teacher to incorporate the 9 different research based teaching strategies. Classroom

Instruction That Works, Marzano, Pickering, Pollock. 2001

G=GOAL SETTING What will you be teaching? What is it

that you want students to know, or be able to do?

HOW TO WRITE A GOAL? Do’s and don’ts

Your goal should be in “kid language”. Do not be too generalDo be specificMake the goal attainable for all students

STRATEGIES FOR GOAL SETTING 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.

STRATEGY #1- READ IT In chorus, have the students read the

strategy from your board,

STRATEGY #2- REWRITE IT

Have students document in their notebook, or ontheir “Objective Score Sheet” the objective for the day. Have students rewrite in their own words or draw a non-linguistic representation.

STRATEGY #3-SCORE IT 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.

STRATEGY #4- PREDICT IT Ask students to conjecture what they think

they will learn about during that day.

STRATEGY #5- CONNECT IT

Ask students how might improving their effort impact their learning?

Name__________________________Period_____________Overall personal goal for this chapter:___________________Plan for achieving this goal:__________________________

Date

Text section

Objective/goal for the day

Class effort 1-4

Assignment effort

Understanding1-4

WHY SO IMPORTANT? 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

how effectively they taught the lesson.

A=ACCESSING PRIOR KNOWLEDGE What do students already know about

the content?

ACCESSING PRIOR KNOWLEDGE APK- Can take 30 seconds, or 20

minutes, depending upon the activity. Accessing prior knowledge gives

students intellectual traction on which to build a better foundation.

APK The importance of APK cannot be

overlooked. Without it the teacher is building content with a weak foundation.

APK EXAMPLE Story telling Show a video clip Brainstorming

APK STRATEGIES There are five identified strategies.

Choose one.

STRATEGY #1 Picture or object strategies. Use a non-linguistic picture or object to generate discussion.

STRATEGY #2 Story telling or analogy- tell a story

about yourself, read a book, or newspaper article.

STRATEGY #3 Summary or review- This is what I would

determine to be the “easiest.” Review the previous lessons.

APK EXAMPLE K-W-L chart

K W L

WHAT DO YOU KNOW?

WHAT DO YOU WANT TO KNOW?

WHAT HAVE YOU LEARNED?

STRATEGY #4 Question or hypothesis- Present IF/THEN

statements.

APK EXAMPLE-HIGH SCHOOL 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. The house catches on fire.

What if the state of Florida refuses to recognize the gay marriage of Maine?

WHAT IF, ELEMENTARY EXAMPLESWhen studying communities: What if firemen didn’t exist?

What if the hospital is full of patients and you need help?

What if there were not schools where you live?

WHAT IF, ELEMENTARY EXAMPLES SCIENCE-

What would happen if we didn’t have trees?

What would happen if we didn’t have water?

STRATEGY # 5 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.

CREATE YOUR OWN 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.

NI=NEW INFORMATION

NEW INFORMATION This is the presentation of the new

content, either procedural or declarative knowledge.

This is the material identified in your goal and objective.

EXAMPLES OF NI New information can be in the format of

any of the following:VideoLecture and note taking ReadViewExperience Listen

A=ACTIVITY/APPLICATION 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.

A=ACTIVITY/APPLICATIONThe 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.

WWSD? 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, active methods of engaging students.

Differentiate instruction for various types of learning styles.

Using graphic organizers is a great tool in this stage

Non-verbal linguistics

GRAPHIC ORGANIZERS

WORD OF CAUTION 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.

G=GENERALIZATION 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 the

content taught. It is the icing on the cake.

Is the most critical stage to answer the question, did the students get it?

STRATEGIES FOR VARYING LESSON ENDINGS There are five identified strategies.

Choose one or two.

STRATEGY #1 Paper and pencil-

Self scoring- Objective Score Sheet

Index card progression3-2-1- Exit slipsQuestions-

STRATEGY #2 Computer-Assisted

Email wrap-upBlogging the lessonCreate a spreadsheet charting progressMessage board

STRATEGY #3 Partner strategies-

Summary exchangeWalking summariesCollective summaries

STRATEGY #4 Physical representations

Traffic lightHand signaling

STRATEGY #5 Anecdotal-

Create a slogan- “Thesaurus- to explain a ‘dinosaurs,’ use a thesaurus

ABC review

CREATE YOUR OWN 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.

GENERALIZATION This is the time to determine how well

students understood 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?

GENERALIZATION Do’s and do not’s

Do not do it for the student, you do not bear the weight of learning.

It should be active

GENERALIZATION Objective score

sheet. Did they make the connection? Did they nail it? Or not?

GENERALIZATION Share 3 things

you can change in your lesson planning immediately.

Share 2 questions you still have.

Share the most important 1 item you learned.