Anatomy of an outstanding lesson

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  • Previous lesson- Jigsaw groups – characters - QFT
  • breaking the plan – quotes around room (stuck stations)
  • Anatomy of an outstanding lesson

    1. 1. Anatomy of an outstanding lesson David Didau
    2. 2. Anatomy of an outstanding lesson David Didau
    3. 3. The bit that’s observedThe bit that makes it outstanding
    4. 4. The Learning Loop observing learning feedback deliberate practice success modelling & failure Teaching of new repeat assessment of knowledge reflectionexisting knowledge
    5. 5. Planning Principles• Time is precious• Marking is planning• 5 planning questions• Focus on learning not activities• ‘Break’ your plan
    6. 6. 5 planning questions1. 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?
    7. 7. Activities• http://www.newtools.org/showtxt.php?docid=737
    8. 8. During the lesson1. Explain why to the observer2. Observe the learning3. Questioning4. Take the temperature5. Take risks
    9. 9. ANXI FLOW ETYChallenge Low to high INERTIA APATHY Stress High tolow
    10. 10. LEARNING: OUTCOME: To be able to So that we can Evaluate analyse Steinbeck’scharacterisation intentions ZOOM So that we can ZOOM IN OUT
    11. 11. Your questions (QFT)• Which of your 3 best questions will allow you to meet the learning outcome?• Choose 1 which you will rewrite
    12. 12. 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 Why? How deep do you want Reason How? you questions to go? Meaning
    13. 13. 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!
    14. 14. 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
    15. 15. moment?• How might “the best laid plans o’ mice and men” go wrong?• Who might die?!
    16. 16. …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 thereader think of plotting andsecrets which could explainwhy the men are wary of her because she can get them into trouble…
    17. 17. 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
    18. 18. It’s always better to ask for forgiveness rather than permission Be brilliant and people will forgive you anything
    19. 19. Sapereaude! David Didau @LearningSpy learningspy.co.uk

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