Attention, meaning and mastery: The questions every teacher needs to answer every lesson| David Didau
Over the last few years I've made a habit of teaching demonstration lessons in the schools I work with in order to make it clearer how to teach effectively. One of the things that makes this useful is that I'm always teaching students I don't know and so, instead of watching a slick performance with| David Didau
Since taking the plunge with mini-whiteboards (see this post) over the past few years my ability to know whether students are paying attention, thinking and practising has dramatically increased. Because I'm usually teaching groups of children I've not met before, I always draw out a seating plan and make sure I have everyone's| David Didau
Having just gotten around to reading Matthew Evans' blog, The Earned Autonomy Trap, I feel moved to break my blogging silence of the past few months. In my book, Intelligent Accountability, I present earned autonomy as one of the principles required to balance trust and accountability and help create the conditions for teachers to| David Didau
For as long as I've been writing about education, many commentators have argued that teaching should seek to balance teacher-led and student-led activities. Although this is often presented as self-evidently obvious, it rather begs the question. What's so great about balance? Should we seek balance for its own sake, because it's intrinsically valuable, or should| David Didau