"GANAG Overview: Making Connections to High-Yield Strategies"

GANAG Overview: Making Connections to High-Yield Strategies
Dr. Jane E. Pollock is using the Schema for Master Learners as she works with a group of Rogers Schools educators.  The Schema is based on the components of the "Big Four" which are 1.) Use of a well-articulated curriculum 2.) Plan for delivery 3.) Varied assessment and 4.) Criterion-based feedback.  The Schema includes a set of sequenced lesson planning steps abbreviated, "GANAG", which allows the teacher to plan for the student use of research-based instructional strategies. For more in-depth information, please refer to the book, Improving Student Learning One Teacher at a Time or contact your academic facilitator. 



 Teacher Planning Student Production
Beginning of the Lesson                                                                                                    
G Goal Setting for the Learners

Reinforcing Effort and Providing Recognition
Setting Objectives                                           
Feedback should be embedded into each component of Curriculum, Instruction, and Assessment.  It is the critical element of the whole process that can have dramatic difference on student learning.
A Access Prior Knowledge

Non-linguistic Representations
Cooperative Learning
Cues, Questions, Advance Organizers    
Middle of the Lesson
N Acquire New Information - Declarative, Procedural, or Both

Summarizing and Note Taking
Homework and Practice
The result of students "Applying their Knowledge" through thinking skills or practice, can end with a product.  These student products can range from graphic organizers or models to multimedia productions.
A Apply Knowledge - a Thinking Skill or Practice

Identifying Similarities and Differences
Generating and Testing Hypotheses
Cues, Questions, Advance Organizers
End of the Lesson

Revisit the Goal
Reinforcing Effort and Providing Recognition
Setting Objectives and Providing Feedback


Assessment includes both formative and summative assessment.  Formative assessment is "for instruction".  It occurs while the instruction or program is still in progress.  Summative assessment is "of instruction", occurring after the program or instruction is concluded.
Adapted from Pollock 2007 Copyright

GANAG Links and Resources

Shared GANAG Lessons



  Improving Student Learning One Teacher at a Time (2007, ASCD) 

  Improving Student Learning One Principal at a Time (2009, ASCD)  
  Classroom Instruction that Works (ASCD, January 2001) 
by Marzano, Pickering, and Pollock.
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