This document discusses defining what makes a lesson "outstanding" without relying on external criteria. It suggests collaborating to salvage worthwhile parts of existing frameworks while discarding the rest. Participants then share what qualities make a great lesson feel outstanding from their perspective. The document outlines exploring lesson structures, activities, and behaviors that influence outcomes. It concludes by considering what great teaching entails and how teachers can embody those qualities each day.

1. Outstanding…your way
Chris Hildrew
Deputy Headteacher
Chew Valley School
@chrishildrew

2. Who defines “outstanding”?

3. Step 1 – RIP IT UP!

6. Collaborate #1 - Salvage

Pick up some of the tattered remains of the Ofsted / SLT /
LA / Academy Trust lesson observation criteria

Keep anything of value

Discard the rest

7. Share #1 – Core Principles

What defines an great lesson?
 Try
to think beyond what you’ve been told to think
 Try
to think about what an outstanding lesson feels like
to you when nobody’s watching
 What
qualities do those experiences have?

8. Teach – Lesson Structures

4 part:

Objectives on the board
1.
Starter

WALT / WILF
2.
Introduction

Starters
3.
Main Activity
Plenaries
4.
Plenary


Mini-plenaries

3 Part?

Bell Work

9. Teach – Lesson Activities

10. Behaviour
Teacher Behaviours
Student Behaviours

11. Outcomes

Concrete

Knowledge

Skills

Abstract

Emotional

12. Collaborate #2 - Definitions

What is a great lesson?

13. Share #2 - Definitions

14. Final Thoughts

If that’s a great lesson, what’s great teaching?

What are the qualities of a great teacher?

And how can we embody those in our classroom, whether
or not there’s anybody watching?

Contact: @chrishildrew

Blog: chrishildrew.wordpress.com