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? (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. Activities
• http://www.newtools.org/showtxt.php?docid=737

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

12. LEARNING: OUTCOME:
To be able to
So that we can Evaluate
analyse
Steinbeck’s
characterisation
intentions
ZOOM So that we can
ZOOM
IN OUT

13. Your questions (QFT)
• Which of your 3 best questions will allow you
to meet the learning outcome?
• Choose 1 which you will rewrite

14. 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

15. 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!

16. 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

17. moment?
• How might “the best laid plans
o’ mice and men” go wrong?
• Who might die?!

18. …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…

19. 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

20. It’s always better to ask
for forgiveness rather
than permission
Be brilliant and people
will forgive you anything

21. Sapereaude!
David Didau
@LearningSpy
learningspy.co.uk