This document summarizes David Didau's framework for planning and delivering outstanding lessons. It discusses the learning loop of observing learning, feedback, deliberate practice, modelling, and reflection. Key planning principles are outlined, including focusing on learning over activities. Five essential planning questions are provided. During lessons, teachers should explain their reasoning, observe learning, use effective questioning techniques, check student understanding, and be willing to take instructional risks. Effective questioning and developing students' analytical skills are emphasized.

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
prac6ce
success
modelling
&
failure
Teaching
of
new
repeat
assessment
of
knowledge
reflec6on
exis6ng
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
• h=p://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. Challenge
Low to high
Stress
High to low

11. Ques6oning

12. LEARNING:
OUTCOME:
To
be
able
to
Evaluate
So
that
we
can
analyse
Steinbeck’s
characterisa6on
inten6ons
So
that
we
can

13. Your questions (QFT)
• Which
of
your
3
best
ques6ons
will
allow
you
to
meet
the
learning
outcome?
• Choose
1
which
you
will
rewrite

14. 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. Your questions
• Choose
a
quota6on
about
your
character
• Answer
your
ques6on
by
ZOOMING
IN
and
OUT
on
your
quota6ons
• Take
a
risk
–
do
something
surprising!

16. 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

17. moment?

18. …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…

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. David Didau
@LearningSpy
learningspy.co.uk