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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
                     observing learning



         feedback                           deliberate
                                             practice



       success                               modelling
       & failure
                         Teaching
                          of new
                                                         repeat
  assessment of         knowledge
                                          reflection
existing knowledge
Planning Principles
• Time is precious

• Marking is planning

• 5 planning questions

• Focus on learning not activities

• ‘Break’ your plan
5 planning questions
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? (bell work)
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?
Activities




http://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
ANXI      FLOW
                      ETY
Challenge
        Low to high




                      INERTIA   APATHY



                           Stress
                         High tolow
@Pekabelo
TLA Berkhamsted - Anatomy of an outstanding lesson
TLA Berkhamsted - Anatomy of an outstanding lesson
LEARNING:                       OUTCOME:
 To be able to
                 So that we can    Evaluate
    analyse
                                  Steinbeck’s
characterisation
                                  intentions




 ZOOM            So that we can
                                  ZOOM
  IN                               OUT
Your questions (QFT)
• Which of your 3 best questions will allow you
  to meet the learning outcome?

• Choose 1 which you will rewrite
Second
        Question   Is?/Doe Did?   Can? Could?                 Will?        Might?
        Grid               Past   Possibility   Probability   Prediction   Imagination
                   s?
                   Present

        What?
        Event

        Where
        ?
First




        Place

        When?
        Time

        Who?
        Person                                     How deep
        Why?
        Reason
                                            do you want your
        How?                                 questions to go?
        Meaning
Your questions
• Choose a quotation about
  your character

• Answer your question by
  ZOOMING IN and OUT on
  your quotations

• Take a risk – do something
  surprising!
Review
       LEARNING:                       OUTCOME:
      To be able to
                      So that we can    Evaluate
         analyse
                                       Steinbeck’s
     characterisation
                                       intentions

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

• How might “the best laid plans
  o’ mice and men” go wrong?

• Who might die?!
…try to read between the
  lines and evaluate the
  writer’s intention 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 plotting 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
Two pieces of advice
It’s always better to ask for
  forgiveness rather than
  permission

 Be brilliant and people will
 forgive you anything
Sapere aude!

              David Didau
             @LearningSpy
         learningspy.co.uk
       ddidau@gmail.com

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TLA Berkhamsted - Anatomy of an outstanding lesson

  • 1. Anatomy of an outstanding lesson David Didau
  • 2. Anatomy of an outstanding lesson David Didau
  • 3. The bit that’s observed The bit that makes it outstanding
  • 4. The Learning Loop observing learning feedback deliberate practice success modelling & failure Teaching of new repeat assessment of knowledge reflection existing knowledge
  • 5. Planning Principles • Time is precious • Marking is planning • 5 planning questions • Focus on learning not activities • ‘Break’ your plan
  • 6. 5 planning questions 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? (bell work) 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?
  • 8. During the lesson 1. Explain why to the observer 2. Observe the learning 3. Questioning 4. Take the temperature 5. Take risks
  • 9. ANXI FLOW ETY Challenge Low to high INERTIA APATHY Stress High tolow
  • 13. LEARNING: OUTCOME: To be able to So that we can Evaluate analyse Steinbeck’s characterisation intentions ZOOM So that we can ZOOM IN OUT
  • 14. Your questions (QFT) • Which of your 3 best questions will allow you to meet the learning outcome? • Choose 1 which you will rewrite
  • 15. Second Question Is?/Doe Did? Can? Could? Will? Might? Grid Past Possibility Probability Prediction Imagination s? Present What? Event Where ? First Place When? Time Who? Person How deep Why? Reason do you want your How? questions to go? Meaning
  • 16. Your questions • Choose a quotation about your character • Answer your question by ZOOMING IN and OUT on your quotations • Take a risk – do something surprising!
  • 17. Review LEARNING: OUTCOME: To be able to So that we can Evaluate analyse Steinbeck’s characterisation intentions • Proofread your work • Highlight where you’ve taken a risk • Explain how well you’ve met the outcome • Peer assess
  • 18. moment? • How might “the best laid plans o’ mice and men” go wrong? • Who might die?!
  • 19. …try to read between the lines and evaluate the writer’s intention 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 plotting and secrets which could explain why the men are wary of her because she can get them into trouble…
  • 20. 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
  • 21. Two pieces of advice It’s always better to ask for forgiveness rather than permission Be brilliant and people will forgive you anything
  • 22. Sapere aude! David Didau @LearningSpy learningspy.co.uk ddidau@gmail.com

Notes de l'éditeur

  1. Previous lesson- Jigsaw groups – characters - QFT
  2. breaking the plan – quotes around room (stuck stations)