- Cognitive Science – Retrieval Practice and more
- From Peps Mccrea The 7 habits of highly effective lesson plans
- Note too from the same author some recommended books to improve lesson planning
- and books to make your teaching more memorable
- Know Thy Impact – on John Hattie
This emphasis on thinking about what the students are learning aligns with the extremely worthwhile read: What makes great teaching? Review of the underpinning research.
Robert Coe, Cesare Aloisi, Steve Higgins and Lee Elliot Major
October 2014. And have a look at these comments from Year 9 on good maths teachers!
Thinking also about observing lessons I have been reading various articles and blogs and came across David Didau’s ‘Where Lesson Observations Go Wrong’. Many of David’s comments really struck a chord with me, particularly his comment ‘no one knows my kids in my classroom like I do‘. That is so true; I think we would all like to think that any observer coming into our lesson has that in mind. If I observe a lesson in any capacity I want the teacher to know that I appreciate how well they know their students. Note David’s updates since writing that post: Ofsted has stopped grading individual lessons and his most recent post on the subject.
- Where does this lesson fit into your sequence of teaching?
- What have students had to learn in order to get to this point?
- What did they already know?
- How will you develop what students have done so far?
- How might the next lesson be adapted in light of what happened this lesson?
- How do you know if students are making progress?
- Why did you make the decision you made today?
- Is there anything you might do differently?.
These questions are useful for reflection – have an imaginary conversation with yourself even if you are not being observed. Actually come to think of it – isn’t that best of all – to get really good at observing ourselves?!