How Etodist analyses a lesson

Only what can be heard on the recording. Every quote is checked by code. Ten indicators by open formulas — and one concrete step for the next lesson, with a ready-made phrase.

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Principles

The analysis should help the teacher, not grade them. So we rely on evidence, not on the model's impressions.

  • 1

    Only what can be heard

    The board, notebooks, gestures and handouts stay out of scope — we don't invent what isn't on the recording.

  • 2

    Evidence is required

    Every event in the report has a timecode and a verbatim quote. Code checks the quote against the transcript; an invented or changed one is removed.

  • 3

    Normal is 6–7, not 5

    An anchored scale: 4 — a noticeable gap, 6 — an ordinary working lesson, 8 — a technique used consistently, 10 — exemplary.

  • 4

    Code does the scoring

    The model marks events, the score is added up by an open formula. The teacher sees what it is made of.

  • 5

    Context changes the norm

    Age, language level, format and a single classroom microphone are taken into account — the evidence stays the same.

  • 6

    Every indicator leads to action

    Not a list of 30 tips but one main step: what to do, with which phrase, and how to tell it worked.

Ten indicators

Nine are scored 0–10; the tenth has no score — only flags with quotes.

  1. I1Lesson goal and routeA goal in the first minutes, transitions with a summary, a wrap-up by the students«By the end of the lesson you'll be able to…» and a student wrap-up
  2. I2Explanation: clarity and small stepsThe longest monologue, worked examples, links to what students know«I — we — you», a stop question every 4 minutes
  3. I3Teacher questionsShare of «explain» and «reason» questions, follow-ups, students' questions«+1 why», «agree — prove it»
  4. I4Who answers and how long we waitPause after a question, how many different students answered, the teacher answering themselves3 seconds of silence, the name after the question
  5. I5Student talkShare of student talk, extended answers, questions students ask themselves«Turn and talk», answers in full sentences
  6. I6Checking for understandingWhole-class checks and whether they change the lesson, «got it?» instead of a checkA task for everyone instead of «got it?», an exit ticket
  7. I7Responding to answersBuilding on an answer, asking about the cause of an error, praise with a reason«Why so?», praise for something specific
  8. I8Instructions and transitions«What — how — how long», repeats and clarifying questions, organisational time«What — how — how long — what you'll show»
  9. I9Student practiceShare of practice time, «together → on your own», whether everyone works«Everyone writes», practice after an example
  10. I10Climate and languageNo score: only flags with quotes (sarcasm, shouting, threats of grades) and warm momentsShown only when flagged

How the analysis works

Two model passes with code in between: the model finds events, code checks and counts.

  1. 01

    A transcript without names

    Speech becomes text with timecodes and voices. Students' names are replaced with labels before the text reaches the AI.

  2. 02

    Events with quotes

    The model marks goals, questions, checks, explanations and errors — with a verbatim quote. Code checks every quote against the transcript.

  3. 03

    Scores by formulas

    Code counts pauses, talk shares and monologues and adds up indicator scores by open rules: base 6, pluses and minuses — each with evidence.

  4. 04

    One step for the next lesson

    The report starts with the main step: what to change, a ready phrase for the lesson and how to check the result. Then strengths and details.

A score without chasing numbers

A single lesson is an unreliable measure of a teacher — large classroom-observation studies have shown it. So the score is a hint, not a ranking.

  • The lesson score is the mean of the scored indicators, with confidence next to it: how much of the lesson is audible and how many indicators were scored
  • If less than 60 % of the lesson is audible, no score is shown at all
  • Teachers are never sorted by score; trends start from three lessons
  • A school head sees indicators and steps, and the transcript only if the teacher has opened it

What we build on

The indicators come from research linking observable teacher behaviour to student outcomes, and are checked for being measurable from a recording.

  • Rosenshine, Principles of Instruction

    Small steps, worked examples, guided practice and checking for understanding — the basis of I2, I6 and I9.

  • Dylan Wiliam, formative assessment

    Whole-class checks, exit tickets, responding to answers — I6 and I7.

  • Mary Budd Rowe, wait time

    A 3-second pause after a question changes the length and quality of answers — I4.

  • Doug Lemov, Teach Like a Champion

    Concrete speech techniques: «no opt out», «cold call», «what — how — how long» — I4 and I8.

  • Danielson and CLASS

    Classroom observation rubrics: questioning and discussion, quality of feedback — I3, I5, I7.

  • MET and Ofsted

    Why one lesson can't be a teacher's grade — hence confidence and no ranking.

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