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# Anatomy of an outstanding lesson

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### 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   observed  The  bit  that  makes   it  outstanding
4. 4. The Learning Loop observing  learning   feedback   deliberate   prac6ce   success   modelling   &  failure   Teaching     of  new   repeat   assessment  of     knowledge   reﬂec6on  exis6ng  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•  h=p://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. Challenge Low to high StressHigh to low
10. 10. Ques6oning
11. 11. LEARNING:     OUTCOME:     To  be  able  to   Evaluate   So  that  we  can   analyse   Steinbeck’s  characterisa6on     inten6ons     So  that  we  can
12. 12. Your questions (QFT)•  Which  of  your  3  best  ques6ons  will  allow  you   to  meet  the  learning  outcome?  •  Choose  1  which  you  will  rewrite
13. 13. Second Ques:on   Is?/ Did?   Can?   Could?   Will?   Might?   Grid   Past   Possibility   Probability   Predic0on   Imagina0on   Does?   Present   What?   Event   Where?   Place  First When?   Time   Who?   Person   Why?   Reason   How?   Meaning
15. 15. Review LEARNING:     OUTCOME:     To  be  able  to   Evaluate   So  that  we  can   analyse   Steinbeck’s   characterisa6on     inten6ons    •  Proofread  your  work  •  Highlight  where  you’ve  taken  a  risk  •  Explain  how  well  you’ve  met  the  outcome  •  Peer  assess
16. 16. moment?
17. 17. …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…
18. 18.   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
19. 19.   It’s always better to ask for forgiveness rather than permission Be brilliant and people will forgive you anything
20. 20. David Didau @LearningSpylearningspy.co.uk