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David Didau

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So far David Didau has created 936 blog entries.

Coming soon… the secret of literacy revealed

2014-01-13T09:53:19+00:00January 10th, 2014|Featured|

This isn't really a post, more a shameless piece of self-promotion. I would normally cringe at the idea of publicly bathing in the warm glow of congratulations but in this case it feels exciting enough to be worth making an exception for: one of my education heroes, Doug Lemov, the mastermind behind the Uncommon Schools network in the US and best selling author of the marvellous Teach Like A Champion and Practice Perfect took time out of his hectic schedule to say he likes my new book! In a review for The Secret of Literacy: making the implicit explicit, Doug says: [...]

What you may have missed on The Learning Spy in 2013

2013-12-18T10:01:14+00:00December 17th, 2013|blogging|

It is a truth universally acknowledged, that a teacher in possession of an internet connection, must be in want of an annual review for each of the education blogs to which they're subscribed. As is traditional, the descent into the dark days of December demands that education bloggers will be preparing their annual statements. Here, not to be left out or out done, is mine. 2013 has been something of a watershed for the blog. It's racked up almost 350,000 hits (over 200,000 of which have been this year) and has been ranked by Onalyptica as one of the most influential [...]

Principled curriculum design: the English curriculum

2014-07-29T21:27:26+01:00December 16th, 2013|English, Featured|

The tragedy of life is that one can only understand life backwards, but one must live it forwards Søren Kierkegaard Back in March 2013, I wrote about the principles underlying my redesign of a Keys Stage 3 English curriculum. It received a mixed response. Since then Joe Kirby and Alex Quigley have published their ideas on redesigning this area of the curriculum and have, in different ways, influenced my thinking. Recently, I've presented my ideas on the English curriculum to over 100 English teachers and the consensus seems to be that there is no consensus. Having thought quite a bit about [...]

Can a good teacher teach anything well?

2016-09-03T16:06:52+01:00December 14th, 2013|learning|

I used to work for a headteacher who was fond of saying "We're teachers of children, not teachers of subjects." This was justification for having non-specialist teachers in certain shortage subjects. Like any axiom, there's some truth in this statement: teaching children is an art unto itself. There's definitely a case to be made for the fact that I might do a better job of teaching a maths lesson than a random maths graduate. My years of teaching experience mean that I'm well-versed in the essentials of persuading teenagers to sit down and do some work instead of snap-chatting each other. [...]

Get ahead of the curve: stop grading lessons

2014-06-04T20:39:29+01:00December 11th, 2013|blogging|

Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has. Margaret Mead Over the past few years I’ve been articulating my objections to Ofsted in general and classroom observation specifically. Being a simple soul I was under the impression that whilst these observations may have struck a chord with some teachers, the rest of the world continued rotating in blithe indifference. Other education bloggers seem to be regularly name checked by Michael Gove or invited to meeting at the DfE, but not me. Altogether now… So imagine my [...]

Black space: improving writing by increasing lexical density

2013-12-10T08:40:46+00:00December 9th, 2013|writing|

Style ... is not—can never be—extraneous Ornament... ‘Whenever you feel an impulse to perpetrate a piece of exceptionally fine writing, obey it—whole-heartedly—and delete it before sending your manuscript to press. Murder your darlings.’ On the Art of Writing, Sir Arthur Quiller-Couch So, what is lexical density? Basically, all texts are made up of lexical words which carry meaning (nouns, verbs, adjectives and adverbs) and grammatical words which act as the glue which hold the lexical words in place (Conjunctions, prepositions, articles, auxiliary verbs, some adverbs, determiners, and interjections.) It is the lexical words that explain information. As a general rule texts with lots of [...]

With great power comes great responsibility: an apology

2014-06-25T20:51:07+01:00December 8th, 2013|blogging|

Every now and then I'm faced with the realisation that I can be a bit of a twat. I'm sure I regularly upset people by making carelessly forthright assertions about what they should or shouldn't be doing, but this week someone chose to write a blog post about it to let me know how they felt. They accused me of a "thoughtless and unnecessary abuse of [my] status", and described me, with some degree of irony I'm sure, as "the esteemed and highly regarded teacher, blogger and author of The Perfect Ofsted English Lesson". I want to make it clear that [...]

Awards Season 2013 – my votes in the Edublog Awards

2013-12-07T09:48:11+00:00December 7th, 2013|blogging|

It's that time again. The rhythm of the year inevitably reaches a staccato climax as the Edublog Awards, or Eddies, trundle laboriously into view. And happily the voting process appears much less flawed than in past years with every individual only able to vote once for each entry. Even better you can actually see who has voted for you. So I will know! Back in 2011 I was nominated for Best New Blog and got very over excited. In my self-depreciatory way I tried to mobilise my very modest Twitter following, and my mum, to vote for me. With almost imperceptible results. [...]

Some dichotomies are real: the ‘and/or debate’

2018-09-24T23:29:26+01:00December 6th, 2013|Featured|

I get quite cross when I hear people who really should know better dismissing the knowledge/skills debate as a “mindless dichotomy". It’s not. The ideological opposition between proponents of these views is real, pervasive and powerful. The attempt by some educators to pretend that these differences don’t really exist is unhelpful. For the record, here is what I believe: Knowledge is transformational. You can’t think about something you don’t know. Once you know a thing it becomes possible to think about it. The thinking, in whatever form it takes, is a 'skill'. Not all knowledge is equal. Some propositional knowledge has [...]

What 3 things would you do to help a teacher improve?

2013-12-04T22:54:12+00:00December 3rd, 2013|training|

If there was no OfSTED, no league tables, no SLT... just you and your class. What would you choose to do to make it GREAT? Do that anyway... Tom Sherrington Every teacher needs to improve. Not because they're not good enough but because they can be even better. Dylan Wiliam It's been said before but, I think, bears repeating: Ofsted have a lot to answer for. No one wants failing schools going unchecked but the medicine is often worse than the cure. I spent the morning at a lovely primary school who have just been 'done'. And they really do feel [...]

Has lesson observation become the new Brain Gym?

2013-11-17T11:30:15+00:00November 16th, 2013|training|

I've thought a lot about lesson observation over the past couple of years and have come to the conclusion that it is broken. What is most worrying is that it is almost universally accepted as the best way to bother hold teachers accountable and to drive improvements in the quality of teaching and learning in a school. My contention is that these beliefs are, at least in the way the observations are currently enacted, wrong. Lesson observation distorts teaching, makes teachers focus on performance instead of learning and creates a system which is more interested in short term fluff than real [...]

The shocking mediation of Ofsted criteria by 'rogue' inspectors

2013-11-10T17:06:41+00:00November 10th, 2013|training|

There's a lot said and written about what Ofsted do and don't want to see in lessons, and it turns out a lot of it is nonsense. Fortunately though we have Michael Wilshaw, the chief inspector, saying all kinds of sensible things: Ofsted should be wary of trying to prescribe a particular style of teaching, whether it be a three part lesson; an insistence that there should be a balance between teacher led activities and independent learning, or that the lesson should start with aims and objectives with a plenary at the end. We should be wary of too much prescription. [...]

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