GANAG
How to create lesson plans using the
teaching schema of GANAG
One 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 general
Do be specific
Make 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
Inchorus, have the students read the strategy
from your board,
STRATEGY #2- REWRITE IT
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.
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:__________________________
Class Assignment Understanding
Date Text Objective/goal for the day effort 1-4 effort 1-4
section
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.
Picture
STRATEGY or object strategies. Use a non-
#1
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 WHAT DO YOU WANT WHAT HAVE YOU
KNOW? TO KNOW? 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
EXAMPLES
When 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:
Video
Lecture and note taking
Read
View
Experience
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/APPLICATION
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.
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.
Usinggraphic 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 progression
3-2-1-
Exitslips
Questions-
STRATEGY #2
Computer-Assisted
Email wrap-up
Blogging the lesson
Create a spreadsheet charting progress
Message board
STRATEGY #3
Partner strategies-
Summary exchange
Walking summaries
Collective summaries
STRATEGY #4
Physical representations
Trafficlight
Hand 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 Share 2 questions
can change in your you still have.
lesson planning
immediately. Share the most
important 1 item
you learned.
