Dylan Wiliam
Sustaining formative Assessment through teacher learning communities
Need current teachers to improve
Focusing on students' Learning styles is Waste of time
Need to vary teaching style - push students beyond preferred learning style and out of their comfort zone
Changes that make the biggest differences are those changes made in the classroom - invest in teachers already in our schools -
Assessment is the crucial process in teaching - students do not learn what we teach - assessment is the bridge between what we teach and what students learn.
Higher achievement = increased lifetime salary, improved I health, longer life (1.7 years of life) Society benefits by 210,000 a year per student - more in taxes, less in health care and criminal justice costs
Routine cognitive jobs are disappearing - jobs that use math to calculate difficult algorithms. Low skilled labor will eventually be replaced as well.
HS dropouts worse off today than in 1973. U.S. is still the leading manufacturer in the world - what has changed is the role of technology in manufacturing. Technology also allows jobs to be moved off-shore. 10 years ago 2 surgeons in NY operated on a patient in Strasbourg Farnce - nobody's job is safe
So - we need to produce people who know how to act when faced with situations for which they're not specifically prepared.
Educ creates smart venturesome consumers
Robots can't do creativity!!
U.S. falling behind in # of 23 yr olds with BA
Schmoker like - too many standards!! The best teachers are known by the number of valuable standards they decline to teach. We KILL learning and the desire to learn. We have to leave out good stuff to do the better stuff better!
Gates foundation throwing money at creating smaller high schools.
Smaller HS don't mean higher achievement - you still need high quality teachers in those small HS.
Vision without execution is probably hallucination
Pedagogy trumps curriculum every time! Bad curriculum well taught is better than good curriculum poorly taught. Pedagogy is curriculum!
Wiliam has seen great lessons with technology - but many more without.
Teacher creativity makes teaching effective, not technology
25 million more words are spoken to children by the age of 3 in middle class homes compared to homes of children on welfare
Quality of teaching in private schools is worse than public when you compare achievement of like students - as long as you go to school it doesn't much matter what school. What matters is the effectiveness of the classroom teachers. In the classrooms of the most effective teachers, students from disadvantaged backgrounds learn at the same rate
With a great teacher students learn in 6 months what takes 2 years with a bad teacher. Good teachers benefit children for 2 years after they leave their classroom
Teachers value most the small evidence of student growth/achievement
Teachers fail daily!
Left on their own, teachers improve slowly.
Need to combine PLCs with prof development of best practice classroom instruction. - TLC baby! Stop doing marginally good things and instead focus spending time on higher quality activities (scripting questions instead of grading)
unpacking Formative Assessment:
Where the learner is going
Where the learner is right now
Where we want the learner to go
Where is the learner going:
Clarify, share and understand learning intentions
Note:Sometimes telling kids where you're going spoils the lesson
Get halfway through lesson and have students determine target.
We are never interested in kids doing what we teach but rather taking what they learned and applying it elsewhere
where the learner is:
Engineer effective discussions, tasks, and activities that elicit evidence of learning.
how to get there
Providing feedback that moves learners forward
We need to:
Activate students as learning resources for one another
Activate students as owners of their own learning
schools can't be places where students go to watch teachers work. students should work harder than the teachers - what is the division of labor in your classroom?
See Teaching/learning trap
One big idea:
Use evidence about learning to adapt instruction to meet student needs
Formative Assessment steps!
Establish where students are at
Identify where you want them to go
Plan!
Begin learning journey
Make regular checks along the way
Make adjustments
See learning intentions slide
***Get kids to write test questions on what they've been learning is more impactful than taking a practice test
The starting point for providing better feedback is to ask the right questions. Those questions need to be planned in advance and with another person.
Questioning should cause thinking and Provide data that informs teaching
Don't worry about whether it's and open or closed question
Give time for a thinking question - average teacher wait time is 0.9
Teachers must plan questions, ask it and then shut up.
****Ask a student a question, ask another student if the response is correct and ask a 3rd student why the response is correct
Emphasized Importance of cold calling - no hands up
Having talent changes the environment you experience - that experience Feeds the talent - magnifies it.
The no-opt out technique
****Kid says I don't know - go to 3 other kids and get 3 answers and then go back to the I don't know kid and ask which answer he likes best
or...
Yes - but if you did know, what would you say?
Cold call also increases leverage - gets all students to answer the question even though you've only called on one student
Every 20-30 minutes we should use an all class response system
*****ABCD cards help make atmosphere safe - students see others who got the same wrong answer. Students slowly mind being wrong less.
Group students by answer (A,BC,D) and make groups come up with a persuasive argument as to why they're correct! Have groups present - allow students to move to the group with the best reasoning for their correct response. I can use this with the clickers! Consider using multiple option answer
**Wiliam loves dry erase board as a way to assess real-time
***Plastic sheets (football call sheet holder) with an overhead marker and sock (to erase) for students to use in answering questions.
Wiliam believes we should frame questions more like statements to create an atmosphere of discussion.
There is no point in asking the question if you don't have time to hear why the students answered the way they did.
If Kids with the right thinking and kids with the wrong thinking give you the same answer it is a horrible question. You want to ask questions that inform how the student is thinking. errors students make are not random - they often get the same wrong answer for a reason - they're incorrect thinking is the same.
praise lowers achievement! We should praise improvement not effort or achievement.
Love this way of providing feedback (and praise):
-
=
+
****They get a -, =, or + based on how the level of work has changed since it was last completed. If students get a - or a =, why aren't they showing progress?
feedback should cause thinking - it can't elicit an emotional response because the emotion will take away the learning.
Essay - match the comments to the essay
Less feedback has more impact. Students can't do everything all at once. Focus on one or two ways to improve.
Never work harder than your students
Feedback should be more work for the recipient and should cause thinking!
**peer feedback: 2 stars and a wish (write on a post-it note)
"I like that..." "I like that..." "I wish you would have...."
end of lessons review - have the kids do it. Have the kids review what they learned.., or have them write a practice test.
Red, yellow, green discs
Green means I'm ready to teach this to someone else
Red means stop - I don't get this
Could also use colored cups
Might just use red/green
***if a student has a red color, cold call someone to answer their question (someone whose cup is green!)
High achievers don't want to risk getting questions wrong. If they've been told they're smart they won't take risks and love doing easy work. They'll only answer questions they know they'll get correct.
No comments:
Post a Comment
Thanks so much for continuing the conversation!