Building an excellent lesson (Part Two)

Yesterday I wrote about an activity we had used in our department CPD session to consider the component parts of an excellent lesson – you can read about it here.

The outcome was this graphic which shows the things that we, as a department, currently feel are effective ways to ensure that learning happens in a lesson as well as whether we feel these things are actually done.


Department view of effective practice

At the end of the session someone asked if my own version of this would look very different so I thought I would give it a go.

This is what I came up with for my own teaching.

ENS Components

My own views on effective teaching practice. 

I think there are more things that I am happy to say I just don’t find effective but a few that I still occasionally do. I also seem to be more likely to do the things that I feel are effective. I am less keen on written feedback and peer assessment than the department and favour verbal and whole-class feedback instead. A similarity is that there is nothing that the department found ineffective that I find effective.

Another difference I have just notice is that “Quizzes” has vanished – that would be quite a striking difference. I would put them as highly effective and increasingly frequent.

A useful strategy for thinking about your own teaching practice and how individual ideas might vary with in a team. The others are going to complete their own versions and to share.


2 thoughts on “Building an excellent lesson (Part Two)

  1. It would be interesting to do this anonymously as well because I can well imagine from my experience of CPD sessions that some don’t feel confident to say that they think certain things are ineffective. It’s a personality thing but worth bearing in mind for some people.


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