anatomy of an outstanding lesson

Anatomy of an outstanding

lesson

David Didau

Anatomy of an outstanding

lesson

David Didau

The  bit  that’s  observed  

The  bit  that  makes  it  outstanding  

The Learning Loop

assessment  of    exis6ng  knowledge  

Teaching    of  new  

knowledge  

modelling  

deliberate  prac6ce  

observing  learning  

feedback  

success  &  failure  

reflec6on  

repeat  

Planning Principles

•  Time is precious

•  Marking is planning

•  5 planning questions

•  Focus on learning not activities

•  ‘Break’ your plan

1.  How will last lesson relate to this lesson? 2.  Which students do I need to consider

in this particular lesson? (pen portraits) 3.  What will students do the moment they

arrive? (anticipation) 4.  What are they learning, and what

activities will they undertake in order to learn it?

5.  How will I (and they) know if they are making progress?

5 planning questions

Activities

•  h=p://www.newtools.org/showtxt.php?docid=737  

During the lesson

1.  Explain why to the observer

2.  Observe the learning

3.  Questioning

4.  Take the temperature

5.  Take risks

Ch

alle

ng

e

Low

to

hig

h

Stress High to low

Ques6oning  

LEARNING:    To  be  able  to  

analyse  characterisa6on    

OUTCOME:    

So  that  we  can   Evaluate  Steinbeck’s  inten6ons    

So  that  we  can  

Your questions (QFT)

• Which  of  your  3  best  ques6ons  will  allow  you  to  meet  the  learning  outcome?  

•  Choose  1  which  you  will  rewrite  

Ques:on  Grid  

Is?/Does?  Present  

Did?  Past  

Can?  Possibility  

Could?  Probability  

Will?  Predic0on  

Might?  Imagina0on  

What?  Event  

Where?  Place  

When?  Time  

Who?  Person  

Why?  Reason  

How?  Meaning  

First

Second

Your questions

•  Choose  a  quota6on  about  your  character  

•  Answer  your  ques6on  by  ZOOMING  IN  and  OUT  on  your  quota6ons  

•  Take  a  risk  –  do  something  surprising!  

Review

•  Proofread  your  work  •  Highlight  where  you’ve  taken  a  risk  •  Explain  how  well  you’ve  met  the  outcome  •  Peer  assess  

LEARNING:    To  be  able  to  

analyse  characterisa6on    

OUTCOME:    

So  that  we  can   Evaluate  Steinbeck’s  inten6ons    

moment?

…try  to  read  between  the  lines  and  evaluate  the  writer’s  inten6on  a  bit  

more…  

The  use  of  the  word  ‘poison’  likens  Curley’s  wife  to  something  that  kills  and  

damages.  Also  it  makes  the  reader  think  of  plo[ng  and  secrets  which  could  explain  why  the  men  are  wary  of  her  because  she  can  get  them  

into  trouble…  

  Show me a teacher who doesn’t fail every day and I’ll show you a teacher with low expectations for his or her students.

Dylan Wiliam

  It’s always better to ask for forgiveness rather than permission

Be brilliant and people will forgive you anything

David Didau @LearningSpy

learningspy.co.uk