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David Didau

About David Didau

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So far David Didau has created 931 blog entries.

Breadth trumps depth

2018-12-02T20:53:30+00:00December 2nd, 2018|curriculum|

According to Teacher Tapp, 56% of teachers reckon their schools start GCSE courses at some point during Year 9. Part of the justification for this approach is that Key Stage 3 has sometimes had a reputation for being a bit of an intellectual wasteland. In 2015, Ofsted publish a report entitled Key Stage 3: The wasted years? which argued that "in too many schools the quality of teaching and the rate of pupils’ progress and achievement were not good enough." Clearly, doing something purposeful is an improvement over three years of colouring in, poster making and young adult class readers. The other [...]

A tribute to my best teacher

2023-02-11T10:54:55+00:00November 26th, 2018|Featured|

There's little doubt in my mind that my English teacher, Roy Birch, was the best teacher I had at school. He became my teacher in what is now known as Year 10. I was part of the first ever cohort to take the GCSE and none of us really knew what to expect, but I do remember dreading having Birch as a teacher. He was a physically imposing man - well over 6 and a half foot tall, with a spade beard and size 13 Dr Marten boots. He was widely considered terrifying and there were rumours that one 1st [...]

“It’s all about relationships”

2019-10-14T14:19:34+01:00November 11th, 2018|behaviour|

Every now and then I come across the argument that the success or failure of a teacher is due to the quality of their relationships with students. Poor behaviour? Ineffective lessons? "It's all about relationships."* Most people are incapable of maintaining much more than 50 relationships and the number of people we actively care about tends to be far fewer. Most of the people we encounter we know slightly if at all. How then do we contend with the Hobbesian idea that the natural human condition is a "war of all against all"? Why don't we just take what we want from [...]

How to explain… structured discussion

2021-12-16T20:39:12+00:00November 9th, 2018|literacy|

Over the years I have become increasingly convinced that there is something particularly cognitively 'sticky' about speech. We are more likely to remember that which we have said than that which we have merely read or heard. One of the big problems teachers regularly encounter is that children who are able to articulate interesting opinions and make useful connections orally will often struggle to record these observations in writing. All too often this is because the way children have expressed themselves is the only way they have of expressing themselves. As literate adults, we have the ability to instantaneously translate between [...]

How to explain… schema

2018-10-31T20:39:37+00:00October 31st, 2018|Featured|

I've spent a fair bit of time trying to explain various psychological concepts in a way that is easily grasped by busy teachers and have come to the conclusion that some of my explanations might be worth recording on the blog. First up is a simple explanation of what a schema is, how it is formed and why this is worth knowing. Because we have no capacity to introspect our long-term memories no one has any idea what actually happens in there. We know we must have a long-term memory because we can think about something, stop thinking about it and [...]

An argument for order

2020-07-07T21:23:03+01:00October 24th, 2018|behaviour|

The second law of thermodynamics tells us that entropy within a system will always increase over time. What starts off as order descends, sometimes quickly, sometimes slowly, but inexorably into chaos. In simple words: everything deteriorates over time. Fending off chaos and bolstering order requires continual effort and careful maintenance. Whatever else it is, a school is a system. The orderly running of schools is something most people take completely for granted, but the balance between order and chaos, especially in secondary schools, is precarious. As they become teenagers, children begin to desire greater independence and autonomy. They believe themselves ready [...]

Garbage in, garbage out

2019-01-02T11:32:38+00:00October 16th, 2018|assessment|

This is my latest article for the rather wonderful Teach Secondary magazine. Schools are awash with data but do we know any more about how children are performing? Are we clear how likely they are to achieve particular targets? Can we diagnose what’s preventing them from making progress? All too often the answer is no. The problem can be simply summed up as data ≠ knowledge. Here’s a lovely video of celebrity chef, Jamie Oliver, showing a group of youngsters what goes into chicken nuggets. https://www.youtube.com/watch?v=mKwL5G5HbGA After whizzing up a mixture a skin, bone and “horrible bits” he explains that manufacturers squeeze [...]

Survivorship bias and the enduring appeal of bad ideas

2021-09-13T18:43:09+01:00October 9th, 2018|Featured|

Survivorship bias occurs when we draw conclusions only from examples which have passed some sort of selection criteria and systematically discount those which have not. During World War II, British bombers were suffering a fairly awful attrition rate. Understandably, the RAF were keen to try to improve the survivability of their aircraft. Most of the bombers that limped back to base showed signs of heavy damage around the cockpit and wing tips and so the prevailing opinion was that if these sections of the aircraft were reinforced more planes would survive. Then, along came statistician, Abraham Wald who pointed out that [...]

Modelling and observation: a low threat model for teacher development

2020-08-03T12:09:59+01:00October 7th, 2018|training|

For some years now I've been of the opinion that while lesson observations can be useful learning opportunities the person doing the observation learns far more than the person being observed. This is a bit of a problem as, in the main, the people who observe the most teach the least. This means many schools end up with a class of teachers who know an incredible amount about teaching but don't do all that much of it. Consequently, I usually advise school leaders to use some of their non-contact time to free up colleagues to be able to observe more. As [...]

A measurement checklist

2019-11-05T12:41:01+00:00October 3rd, 2018|Featured|

Campbell's Law: The more any quantitive social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to measure. Goodhart's Law: Any measure used for control is unreliable. Metrics can be great. We can be so preoccupied at seeing only what’s right in front of us that it’s all too easy to miss anything peripheral. Having one eye on data helps us to think statistically instead of relying only on anecdote and heuristics. It’s hard to argue that metrics [...]

What’s the best (and easiest) way to teach?

2020-08-14T15:09:24+01:00September 25th, 2018|Featured|

I thought I'd said all I ever wanted to say about group work until, responding to a tweet from an education professor exhorting all teachers to add group work to their teaching repertoires, I unwisely suggested that maybe that wasn't such great advice. Unless you teach PE, drama, or some other subject where outcomes require cooperation this may not be good advice. Instead think very carefully about what the purpose of asking children to work in groups might be. All too often it adds little and costs much. https://t.co/psx985tnSS — David Didau (@DavidDidau) September 23, 2018 In all honesty, I really [...]

The school leadership bubble

2018-09-24T21:43:59+01:00September 24th, 2018|leadership|

Some years ago the English faculty I led was subject to a week-long leadership review. Knowing that every member of the department was to be observed and that we would be expected to showcase loads of 'student centred learning' I made sure everyone had planned plenty of group work and taken steps to minimise whole class instruction. At the end of the week the headteacher congratulated me on the quality of all of the lessons he'd seen and how student centred they had been. Despite this, I could see he looked a bit troubled and asked whether anything was wrong. He cleared [...]

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