How do we prepare students for a world we cannot imagine? Dylan Wiliam.
Truly Transformational Learning Practices: An Analysis of What Moves in the Best Classrooms Dylan...
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Transcript of Truly Transformational Learning Practices: An Analysis of What Moves in the Best Classrooms Dylan...
Truly Transformational Learning Practices: An Analysis of What Moves in the Best Classrooms
Dylan Wiliam
www.dylanwiliam.net
A framework for teaching (Danielson, 1996)
Four domains of teacher practice1. Planning and preparation2. The classroom environment3. Instruction4. Professional responsibilities
A framework for teaching (Danielson, 1996)
Domain 2: The classroom environment 2a: Creating an environment of respect and rapport 2b: Establishing a culture for learning 2c: Managing classroom procedures 2d: Managing student behavior 2e: Organizing physical space
Domain 3: Instruction 3a: Communicating with students 3b: Using questioning and discussion techniques 3c: Engaging students in learning 3d: Using assessment in instruction 3e: Demonstrating flexibility and responsiveness
Teacher value-added ratings
Sartain et al., (2011)
Teacher ratings and student growth
Unsatisfactory Basic Proficient Distinguished-0.6
-0.4
-0.2
0
0.2
0.4
0.6
Reading Mathematics
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Reading
Unsatisfactory Basic Proficient Distinguished-0.6
-0.4
-0.2
0
0.2
0.4
0.6
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Teac
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Mathematics
Unsatisfactory Basic Proficient Distinguished-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
2a2b2c2d2e3a3b3c3d3e
Teac
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-add
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The basic mystery
We know that teachers make a difference But what makes the difference in teachers?
An improvement of one category on the Danielson scale is associated with an increase of around: 0.2 standard deviations of teacher quality 0.04 standard deviations of student achievement 10% to 15% in the rate of learning
This is about twice the average improvement of a teacher over a career
But it’s a rather small improvement
What kind of school is this?
It’s very hard to spot good teaching11
The available evidence is that Ofsted’s framework is not even as good as the Danielson framework for detecting good teaching
This suggests that Ofsted captures less than 20% of teaching quality
And in turn suggests that we need to look in more detail at particular kinds of teacher practices.
KMOFA Project12
24 (later 36, later 48) teachers developing practice Focus on formative assessment Outcomes measures: KS3 tests, GCSE, A-level Comparison groups
similar classes taught by the same teacher similar classes taught by different teachers
Impact on student achievement 0.32 standard deviations half a grade per subject at GCSE 80% increase in the rate of learning
Wiliam, Lee, Harrison and Black (2004)
Effective learning environments
A prevalent, mistaken, view Teachers create learning The teacher’s job is to do the learning for the learner
A not so prevalent, not quite so mistaken, but equally dangerous view Only learners can create learning The teacher’s job is to “facilitate” learning
A difficult to negotiate, middle path Teaching as the engineering of effective learning environments Key features:
Create student engagement (pedagogies of engagement) Well-regulated (pedagogies of contingency) Develop habits of mind (pedagogies of formation)
Unpacking formative assessment
Where the learner is going Where the learner is How to get there
Teacher
Peer
Learner
Clarifying, sharing and
understanding learning
intentions
Engineering effective discussions, tasks, and
activities that elicit evidence of learning
Providing feedback that
moves learners forward
Activating students as learningresources for one another
Activating students as ownersof their own learning
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And one big idea
Where the learner is going Where the learner is How to get there
Teacher
Peer
Learner
15
Using evidence of achievement to adapt
what happens in classrooms to meet
learner needs
Practical techniques
Clarifying, sharing and understanding learning intentions
Sharing learning intentions
Explain learning intentions at start of lesson/unit: Learning intentions Success criteria
Consider providing learning intentions and success criteria in students’ language.
Use posters of key words to talk about learning: e.g., describe, explain, evaluate
Use planning and writing frames judiciously Use annotated examples of different standards to “flesh
out” mark schemes (e.g., lab reports) Provide opportunities for students to design their own
tests
18
Engineering effective discussions, activities and classroom tasks that elicit evidence of learning
Eliciting evidence
Key idea: questioning should cause thinking provide data that informs teaching
Improving teacher questioning generating questions with colleagues closed v open low-order v high-order appropriate wait-time
Getting away from I-R-E basketball rather than serial table-tennis ‘No hands up’ (except to ask a question) ‘Hot Seat’ questioning
All-student response systems Class poll, ABCD cards, Mini white-boards, Exit passes
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Providing feedback that moves learners forward
Providing feedback that moves learning on
Key idea: feedback should: Cause thinking Provide guidance on how to improve
Comment-only marking Focused marking Explicit reference to mark schemes/scoring guide Suggestions on how to improve:
Not giving complete solutions Re-timing assessment:
e.g., three-quarters-of-the-way-through-a-unit test
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Activating students as learning resources for one another
Students as learning resources
Students assessing their peers’ work: “Pre-flight checklist” “Two stars and a wish”
Training students to pose questions/identifying group weaknesses
End-of-lesson students’ review
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Activating students as owners of their own learning
Students owning their own learning
Students assessing their own work: With mark schemes or scoring guides With exemplars
Self-assessment of understanding: Traffic lights Red/green discs Coloured cups Choose/swap/choose +/—/interesting Learning portfolio
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