Podcasts about Dylan Wiliam

In this episode of the ThoughtStretchers Education Podcast, Drew Perkins talks with leading education thinkers Dylan Wiliam, Jo Boaler, and Chris Harrison to explore the work and life of Paul Black and his profound impact on teaching and learning, especially the concept of assessment for learning. Links & Resources Mentioned In This Episode Have some feedback you'd like to share? You can email me at drew@thoughtstretchers.org. If you enjoyed this episode, please share it and please leave a review on Apple Podcasts or wherever you're listening. Episode Overview In this special episode, host Drew Perkins brings together a panel of world-renowned educational figures, Dylan Wiliam, Jo Boaler, and Chris Harrison, to evaluate the profound, global impact of the late Paul Black on international education policy and classroom practice. Transitioning from a distinguished background in physics and crystallography to become the absolute cornerstone of modern science education and assessment framework, Paul Black fundamentally reshaped how the world defines student evaluation. This conversation bridges historical policy milestones, such as Black's masterful chairing of the 1987 Task Group on Assessment and Testing (TGAT), with modern instructional hurdles, illustrating beautifully why assessment must serve as a vehicle for authentic meaning-making, intellectual humility, and autonomous learner agency rather than a mechanical system for tracking or ranking students. Core Themes & Key Takeaways The Historical Architecture: The 1987 TGAT Reform: Commissioned by Secretary of State for Education Kenneth Baker, Paul Black chaired the Task Group on Assessment and Testing. His team proposed a revolutionary, age-independent progressive assessment scale that reframed student growth as continuous development rather than static metrics. Despite major political pushback, this foundational blueprint successfully dictated national curriculum frameworks in England for two decades. Inside the Black Box: Moving Research directly into Practitioners' Hands: Dylan Wiliam and Chris Harrison recount the deliberate, user-centric choice to look past dense, extensive academic journal articles and publish the seminal 1998 work, Inside the Black Box, as a slim, highly accessible 28-page booklet. This targeted dissemination placed actionable research directly in front of busy classroom practitioners. Furthermore, Wiliam clarifies why their historical look was a configurative review meant to map the conceptual schema of the field rather than a simple meta-analysis. Redefining Assessment for Learning (AfL): Dialogue over Spreadsheets: The panel issues a stark, cross-continental warning against institutional evaluation frameworks (heavily prevalent in the United States) that compress formative assessment into teacher-led data entries on spreadsheets every few weeks. True Assessment for Learning is an interactive, real-time diagnostic process rooted in rich classroom dialogue, extracting student misconceptions, and adjusting the immediate pedagogical path. Cultivating Learner Agency: Releasing "Explorer Mode": Formative feedback must move toward its own redundancy, systematically transitioning students out of passive compliance ("Passenger Mode") or fragile grade-chasing ("Achiever Mode") into self-regulating agents of their own intellectual development ("Explorer Mode"). The Pedagogy of Humility and Curiosity: Jo Boaler and Chris Harrison share intimate reflections on Paul Black's style as a PhD advisor and colleague. Despite his massive national stature, Black routinely deferred to doctoral students, treating them as co-investigators and displaying immense intellectual curiosity about how young minds think. Episode Timeline & Milestone Highlights Use these timestamp tokens to jump directly to key points in the panel's conversation: 00:00:11 – Introductions, cross-continental logistics, and session framing. 00:04:25 – Unpacking the historical impact: Paul Black's transition from physics and crystallography to science education policy. 00:08:16 – Dylan Wiliam outlines his multi-decade intellectual partnership with Black starting at Chelsea College. 00:10:36 – Chris Harrison details Black's post-retirement career and managing 19 international translational action research projects. 00:13:39 – Jo Boaler discusses Black's guidance on validating qualitative research data and handling academic journal rejections. 00:19:43 – The inner workings of the 1987 Task Group on Assessment and Testing (TGAT) and Kenneth Baker's national curriculum scale. 00:22:05 – Subject-specific progression models: Unpacking the "progression is harder" vs. "progression is better" friction across disciplines. 00:26:19 – The rationale behind a configurative review over traditional meta-analysis inside poorly theorized fields. 00:31:57 – Collaborative research dynamics: Working alongside teachers to let them build localized knowledge instead of imposing top-down scripts. 00:36:06 – Integrating growth mindset structures into math classrooms via open-ended, speed-independent tasks. 00:41:44 – Cultivating student self-regulation as an alternative to US data entry tracking spreadsheets. 00:47:47 – Exploring the three distinct pathways of progression: harder, better, and more independent. 00:58:01 – Debunking the mathematical efficiency myth: Reasoning and pattern discovery vs. computational speed. 01:06:02 – Long-term learning goals vs. short-term multiple-choice testing metrics in an AI-driven future. 01:10:05 – Teachers as knowledge workers: David Daniel's research on why lab findings reverse when deployed into complex classrooms. 01:15:56 – Utilizing psychometrics (Mark Wilson's framework) to discover what a student needs to learn next rather than simply to rank them.

In this AI in Education episode, Craig Barton welcomes back Dylan Wiliam to discuss what generative and extractive AI mean for assessment, teaching and the purpose of schooling. Wiliam argues the evidence base is thin, urges caution about education's long feedback loops, and distinguishes cognitive offloading from cognitive outsourcing. Access the show notes here: podcast.mrbartonmaths.com/225-ai-in-education-with-dylan-wiliam

In this episode, Dylan Wiliam joins us for a frank, wide-ranging conversation about the real purpose of assessment and whether our systems are truly serving learning or simply feeding accountability. We explore feedback that actually changes what students do next, what responsive teaching looks like in practice, and how leaders can navigate the rise of AI without panic or posturing. It's a thoughtful, challenging discussion about what must evolve in assessment, what should never change, and how we keep learning at the centre of it all.

What does it really look like to lead with both strength and care — to be ferocious and warm at the very same time? In this episode of Well-Led Schools, I'm joined by leadership expert, author and speaker Tracey Ezard for one of the most energising conversations I've had on this podcast. We dive deep into Tracey's signature concept of Ferocious Warmth — a framework built on the infinity loop, balancing head (results, strategy, cognitive reasoning) and heart (emotional intelligence, connection, empathy). The magic, Tracey explains, isn't choosing one over the other — it's reading the context in the moment and knowing how much of each you need to pour in. In this episode, we cover: The Ferocious Warmth framework — the infinity loop, the four core values (Expansive, Connected, Authentic, Courageous) and the three intelligences Why 'soft skills' and 'hard skills' is a distinction we need to blow out of the water The Culture Ladder — from Corrosion through to Committed Collaboration — and where most schools are sitting right now How to build true leadership team alignment through intellectual friction, not the suppression of it Why naming the system tension is the first step to navigating it without losing your school's identity Leadership wellbeing as a leadership behaviour — and what happens when leaders default to the 'fearsome' or the 'enmeshed' extremes Tracey's personal strategies for protecting energy, building her squad and refusing to use the word 'busy' About Tracey: Tracey Ezard is one of Australia's most sought-after leadership experts, authors and speakers, best known for her transformational concept of Ferocious Warmth — the art of leading with both the ferocity to drive transformation and the warmth to inspire and connect people. With over 20 years' experience working across education and health, Tracey has spent her career detecting patterns in high-performing cultures and translating them into practical, evidence-based frameworks. Her career began in Victoria's state education system, where she rose through to Assistant Principal before immersing herself in industry through the prestigious Teacher Release to Industry Program (TRIP) — an experience that became the cornerstone of her thinking around leadership, collaboration and professional cultures. She later spent time in the hospitality world managing her brother-in-law's acclaimed three-hat restaurant, Ezard, where the interplay of results and relationships in high-performance environments further shaped her frameworks. Tracey is the author of Ferocious Warmth, Glue and The Buzz — and has now had over 16,000 people move through The Buzz diagnostic across almost 700 schools. She is a National Fellow of ACEL, the 2022 ACELVic Hedley Beare Educator of the Year, and a Certified Speaking Professional. Her newest book is due for release soon. Connect with Tracey: Website: www.traceyezard.com LinkedIn: Tracey Ezard Facebook: Tracey Ezard — Engage, Collaborate, Act Instagram/X: @traceyezard Books by Tracey Ezard: Ferocious Warmth (also available on Audible and Spotify Premium) Glue The Buzz Other resources mentioned: Heifetz & Linsky — Balcony and Dance Floor metaphor (from Leadership on the Line) Red Brick Thinking by Donna McGeorge The Pruning Principle by Dr. Simon Breakspear and Michael Rosenbath Esther Perel — author and speaker on workplace relationships and relational intelligence Dylan Wiliam — collective efficacy, professional learning cultures Connect with me via: My website: adriennehornby.com.au LinkedIn: linkedin.com/in/adrienne-hornby-a4126a205/ Email: hello@adriennehornby.com.au Well-Led Schools Partnership Program - https://adriennehornby.com.au/school-partnerships/ See omnystudio.com/listener for privacy information.

In this conversation, Jon and Dylan Wiliam delve into cognitive load theory, exploring its implications for teaching and learning. They discuss the distinction between biologically primary and secondary knowledge, the importance of understanding cognitive load in the classroom, and effective teaching strategies that can enhance student learning. Dylan emphasizes the need for teachers to be aware of their own cognitive load and how it affects their students, advocating for instructional methods that support all learners, particularly those with lower working memory capacity. The discussion highlights the scientific basis of cognitive load theory and its practical applications in education, encouraging teachers to adopt strategies that facilitate deeper learning and retention. Follow on Twitter: @DylanWiliam | @bamradionetwork | @jonHarper70bd Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London. After a first degree in mathematics and physics, and one year teaching in a private school, he taught in inner-city schools in London for seven years. In 1984 he joined Chelsea College, University of London, which later merged with King's College London. From 1996 to 2001 he was the Dean of the School of Education at King's, and from 2001 to 2003, Assistant Principal of the College. In 2003 he moved to the USA, as Senior Research Director at the Educational Testing Service in Princeton, NJ. From 2006 to 2010 he was Deputy Director of the Institute of Education, University of London. Over the last 15 years, his academic work has focused on the use of assessment to support learning (sometimes called formative assessment). He now works with groups of teachers all over the world on developing formative assessment practices.

This week, Amy and Adam are joined by assessment maestro Dylan Wiliam. Dylan's voice has been a mainstay of educational discourse for decades, and the episode is packed with insight and wisdom. Don't miss out!

In this episode of The Good Life EDU Podcast, welcomes Adam Spark, Nebraska native and co-founder of Short Answer, to discuss his journey from teaching at Louisville and Milford Public Schools to studying learning design and technology at Stanford University, where his idea for Short Answer was born. Adam shares how formative assessment research—particularly from Dr. Dylan Wiliam's Embedded Formative Assessment—inspired the creation of Short Answer, a digital platform designed to make peer feedback, writing practice, and student engagement more meaningful and fun. The two explore: The Nebraska roots that shaped Adam's journey—from the ESU 6 EdTech Leadership Cadre led by Dr. Lynn Herr to presenting at NETA. How Short Answer uses peer feedback, gamification, and comparative judgment to build literacy and critical thinking across all subjects. The role of AI in education, including both its risks and opportunities for literacy, writing, and teacher workload. Adam's concept of being a “radical centrist” on AI—recognizing both the benefits of AI efficiency and the challenges it poses to authentic literacy development. New features in Short Answer like “Pen Pals,” which use AI characters to help students debate and reflect on their writing. Practical AI policy, communication, and enforcement strategies for educators—featuring resources like: AI Trust You (from Laguna Beach USD) Brisk Teaching for revision-tracking in Google Docs SchoolAI for safe, monitored AI interactions The Red-Yellow-Green AI Policy Framework by Australian educator Adrian Cotterall The Washington OSPI AI Guidance Matrix, inspired by the work of Leon Furze and Mike Perkins Adam also shares his balanced take on how educators can help students develop AI literacy, writing fluency, and critical analysis skills—ensuring that technology amplifies learning rather than replacing it.

Wat is de rol van kennis in onderwijs vandaag? En waarom moet kennis opnieuw een centrale plaats krijgen in het curriculum?In deze speciale aflevering hoor je de audio van onze nieuwe film Developing Curriculum for Deep Thinking – The Knowledge Revival. Tien internationale en Vlaamse onderwijsexperten – waaronder John Hattie, Dylan Wiliam, Paul A. Kirschner, Elizabeth Rata en Daniel Muijs – leggen uit waarom kennis cruciaal is, niet alleen voor leren, maar ook voor communicatie, democratie en gelijke kansen.Een kennisrijk curriculum is geen terugkeer naar ‘feitenstampen', maar een doordachte basis waarop complexe vaardigheden zoals kritisch denken, creativiteit en samenwerking kunnen groeien.

Odebírej celé VIP díly a k tomu desítky krátkých úderných VIP dílů! na našem Spotify⁠⁠⁠⁠⁠⁠⁠⁠⁠ jen za stovku / měsíc. Odemkneš jich tím rovnou 47!⁠⁠⁠⁠⁠⁠⁠⁠⁠https://podcasters.spotify.com/pod/show/brainweare/subscribeDnes si povídáme s pedagogem Danielem Pražákem.Jak vypadá škola, kde se děti skutečně učí? Učení je prožitek, vztah a jasno v cílech. Jak vést mladé lidi, aby rostla kompetence, odpovědnost a vnitřní motivace? Jak učit férově, hodnotit smysluplně a přitom se nezhroutit? Praktické principy z terénu, které fungují. O zdravé zranitelnosti, autoritě i sebepéči učitele. O tom, jak začít rok ve třídě a zvládnout realitu dneška – od memů po AI.Co uslyšíte: Proč je bezpečné prostředí a práce s chybou základ učení* Jak dát aktivitu žákům a neztratit roli učiteleFlexibilitu kurikula v praxi (RVP, klíčové kompetence) Formativní vs. sumativní hodnocení a „mapy pokroku“Jak budovat autoritu bez nátlaku a s respektemPrevence vyhoření, rituály a hranice v učitelské praxiZdravá autorita a modelování chování (bez sarkasmu)„Pády na držku“, prevence vyhoření a sebe-péčeVIP: memy jako vzdělávací nástroj, AI ve škole, otevřená sexuální výchovaParťáci dílu:Magniflex.czMáme velkou radost, že jsme narazili na celosvětově patentované velmi kvalitní matrace od italské značky Magniflex. Magniflex je dělají z těch nejkvalitnějších materiálů a spolupracují s odborníky na biomechaniku a lékaři. Navíc mají nadstandartně dlouhou záruku proti proležení a to až 12 let. Já mám konkrétně matraci magnistretch s patentovanou technologií, která dokáže tělo při tlaku na ní trošičku protahovat a nemůžu si jí vynachválit. Tak jdi na Magniflex.cz a udělej další krok ke kvalitnějšímu spánku a zdraví s Magniflexem.Fondee.cz - ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://www.fondee.cz/⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ Unikátní platforma na investování v ČR, kterou sami používáme. Navštiv ⁠⁠⁠www.Fondee.cz⁠⁠⁠ a zadej kód "BWA" pro 3 měsíce investování zdarma! Začni třeba už s 1000,- // Investování se pojí s riziky. Zadej kód "BWA" pro slevu 10% na vybrané zboží na eshopu ⁠⁠⁠⁠⁠uplife.cz⁠⁠⁠⁠⁠Kup si jeden z našich online kurzů ⁠⁠⁠Průvodce Mozkem a Myslí⁠⁠⁠, nebo ⁠⁠⁠Mentální Modely⁠⁠⁠ a s kódem BWA je tam sleva 10% navíc! Zadej kód "BWA" pro slevu 10% na vybrané zboží na eshopu ⁠⁠⁠⁠uplife.cz⁠⁠⁠⁠ a ⁠⁠⁠⁠herbal-store.cz⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠ Sledujte Brain We Are na sociálních sítích: ⁠⁠⁠Instagram⁠⁠⁠ ( ⁠⁠⁠www.instagram.com/brain_we_are⁠⁠⁠ ) nebo⁠⁠⁠ FacebookMinutáž:00:00 Úvod a představení hosta04:35 Cesta k učitelství a Přírodní škola12:01 Co je progresivní výuka a proč je důležitá agency16:29 Aktivita na straně žáků, role učitele a smysluplné učení17:50 Klíčové kompetence vs. učivo: co je skutečný cíl školy21:10 Výchovné principy: bezpečné prostředí, práce s chybou, výzvy24:54 Survival a zážitková pedagogika: tahle zkušenost se počítá27:46 Autorita, přijímačky a spravedlnost: jak neztratit člověka v systému30:35 Formativní vs. Sumativní hodnocení (Dylan Wiliam, „mapy pokroku“)37:02 První týdny ve třídě: vztah, pravidla a zdravá autorita41:40 Modelování chování: fronty, sarkasmus, omluva a spravedlnost43:59 Když to ujede: reflexe, omluva a jak to příště uchopit53:36 Prevence vyhoření: pády na držku, signály a poučení01:00:33 Sebepéče v praxi: kalendář, rituály, příroda, hranice01:23:00 Když žáci tvoří memy: humor, emoce a hlubší pochopení01:27:57 AI vs. znalosti: interpretace, práce se zdroji a limity

This week on The Good Life EDU Podcast, we close out the summer by welcoming internationally renowned education expert Dr. Dylan Wiliam to the show for a timely conversation at the intersection of formative assessment, teacher growth, and artificial intelligence in education. As AI tools become more accessible in schools, this discussion explores how educators can respond thoughtfully, leveraging technology to enhance instruction while staying grounded in proven practices that support deep learning. Dr. Wiliam shares insights from decades of research, addresses the limitations of AI in feedback and assessment, and offers practical ideas for how teachers and school leaders can begin to navigate this emerging era. Whether you're curious about AI's role in instructional coaching, redesigning assessment, or creating space for meaningful professional growth, this episode provides a powerful and thought-provoking perspective from one of education's leading voices. Where to find the book Making Room for Impact: https://www.corwin.com/books/room-for-impact-284976?srsltid=AfmBOoqkoq2ZtYt0kKWhbVCcmHaS7C7-j5lyzoCjcQ0tHqfusVUhVKXB Connect with Dr. Dylan Wiliam at https://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.html

Drew Perkins hosts this salon-style conversation with Dylan Wiliam, Oliver Caviglioli, Carl Hendrick, and Christian Bokhove about Cognitive Load Theory. Links & Resources Mentioned In This Episode

In de 40ste aflevering gaan Wessel en Linda op zoek naar het antwoord op de vraag: Hoe ontwerp je een krachtig curriculum? Goed onderwijs vraagt om een krachtig curriculum, oftewel plan voor het leren. De vraag is, wat maakt een krachtig curriculum? Er zijn verschillende kenmerken, maar de meest bruikbaar is toch wel de lijst van 7 principes van Dylan Wiliam. Wat zijn die 7 principes? Waarom kun je nooit aan alle kenmerken voldoen? Hoe kun je hier doordachte keuze in maken? Daarover alles in deze podcast!Veel luisterplezier!Meer weten over dit onderwerp?https://www.vernieuwenderwijs.nl/podcast/Vragen of suggesties?podcast@vernieuwenderwijs.nl

Think you've got that next big project all sorted in your head? Hold that thought because today we're going to explore why sometimes those best answers often come when we dare to dream just a little bit bigger.In this episode of the organisational change series, Shane explores the 'develop' stage of the change process, where schools need to think big before narrowing down solutions. Through real examples and practical frameworks, learn why temporarily suspending practical constraints might lead to better solutions for your school.Key TopicsWhy schools need to think big before getting practicalThe power of "no limits" conversations in leadership teamsThe four Rs of de-implementation: reduce, remove, re-engineer, replaceHow one international school transformed their approach to student wellbeing through expansive thinkingThe crucial balance: adding new initiatives whilst taking things awayResources MentionedMaking Room for Impact by John Hattie, Dylan Wiliam, and Aaron HamiltonPrevious episode with Aaron Hamilton on De-implementationEpisode PartnersThe International Curriculum Association | Learn more at internationalcurriculum.com.The University of Warwick's International Programmes | Learn more at warwick.ac.ukThank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on LinkedIn. My website is shaneleaning.com and email address is shane@shaneleaning.com.About the hostShane Leaning, an organisational coach based in Shanghai, supports international schools globally. He co-founded Work Collaborative and hosts the chat-topping school leadership podcast, Global Ed Leaders. Previously, he worked as Regional Head of Teaching Development for Nord Anglia Education. Passionate about empowering educators, he is currently co-authoring 'Change Starts Here.' As a CollectivEd Fellow, Teacher Development Trust Associate, and TEDx speaker, Shane has extensive experience in the UK and Asia and is a recognised voice in international education leadership. Learn more at shaneleaning.com. Hosted on Acast. See acast.com/privacy for more information.

Te gast zijn onderwijspedagoog Joop Berding en toetsdeskundige Anke Swanenberg en we spreken over ambachtelijk onderwijs en formatief handelen, naar aanleiding van het prachtige boekje Het tractaat over het spieken van Cornelis Verhoeven, uitgegeven door Telos.We gaan eerst in op de kern van de filosofie van het onderwijs van deze Nederlandse filosoof en classicus. Volgens Joop draait het bij Verhoeven om kennis en om de eruditie van de leraar, die door middel van de verwondering de interesse en de motivatie van de leerling wekt. Onderwijs gebeurt in een pedagogische relatie tussen leraar en leerling en in de school als een eigen biotoop. Verhoeven zet zich hiermee af tegen onderwijs dat enkel alleen gericht is op het snelle resultaat. Dat noemt hij de productie van schijn.Deze filosofie van het onderwijs sluit wonderwel aan bij wat toetsdeskundige Anke zo aantrekt in formatief handelen en cijferloos werken. Vanuit het gedachtegoed van Dylan Wiliam onderscheidt zij de leer- en de presteerzone. Zolang leerlingen in de leerzone zitten, helpen formatief handelen en kwaliteitsbesef hen verder en moet je ze niet kwellen met beoordelingen, iets wat Verhoeven ook voorstaat voor examenleerlingen. In de presteerzone zullen leerlingen dan niet verrassend anders scoren op summatieve toetsen.In het tweede deel van het gesprek gaan we dieper en persoonlijker in op de ervaringen, inspiraties en visies van Joop en Anke ten aanzien van goed onderwijs en het ambacht van de leraar.Deze podcast is mede mogelijk gemaakt door schoolleidersopleiding ATTC, onderwijsadvies School Matters en rustplek De vallei van het goede leven.

This week we're joined again by Adam Medlock!  Adam is a Braulio Estima black belt and a lead educator from the UK.  In this episode, Adam discusses the challenges of student assessment, or how Jiu-Jitsu coaches can measure student progress and the effectiveness of the curriculum.  Key points include the introduction of the TLA cycle (Teaching, Learning, and Assessment) and the concept of cumulative disfluency, alongside a critique of one-size-fits-all curricula and seminar-style teaching.Resources discussed in this episode:Inside the Black Box: Assessment for Learning in the Classroom, by Paul Black et al.https://bit.ly/4dUdqqGInside the Black Box: Raising Standards Through Classroom Assessment, by Dylan Wiliam & Paul Blackhttps://kappanonline.org/inside-the-black-box-raising-standards-through-classroom-assessment/Kolb's Cycle of Reflective Practice — University of Hullhttps://libguides.hull.ac.uk/reflectivewriting/kolbTeach Like a Champion, by Doug Lemovhttps://teachlikeachampion.org/books/The Art of Learning, by Josh Waitzkinhttps://www.joshwaitzkin.com/the-art-of-learningMental models discussed in this episode:Cognitive Loadhttps://bjjmentalmodels.com/cognitive-load/Goodhart's Lawhttps://bjjmentalmodels.com/goodharts-law/Feedback Loophttps://bjjmentalmodels.com/feedback-loop/Teach to Learnhttps://bjjmentalmodels.com/teach-to-learn/Psychological Safetyhttps://bjjmentalmodels.com/psychological-safety/Making Smaller Circleshttps://bjjmentalmodels.com/making-smaller-circles/Don't forget to check out BJJ Mental Models Premium!If you love the podcast, you'll definitely love our premium membership offerings. The podcast is truly just the tip of the iceberg – the next steps on your journey are joining our community, downloading our strategy courseware, and working with us to optimize your game.  We do all this through memberships that come in at a fraction of the cost of a single private.Sign up here for a free trial:https://bjjmentalmodels.com/Need more BJJ Mental Models?Get tips, tricks, and breakthrough insights from our newsletter:https://bjjmentalmodels.com/newsletter/Get nitty-gritty details on our mental models from the full database:https://bjjmentalmodels.com/database/Follow us on social:https://facebook.com/bjjmentalmodels/https://instagram.com/bjjmentalmodels/Music by Enterprize:https://enterprize.bandcamp.com/

Drew Perkins talks with Dylan Wiliam about the evidence and support for different instructional approaches including direct instruction and inquiry-based learning. Click To View Links & Resources Mentioned In This Episode    

On this episode of Mind The Gap, Tom Sherrington and Emma Turner are joined by René Kneyber and Valentina Devid, co-founders of Toets Revolutie in the Netherlands and co-authors of the upcoming book Formative action: From instrument to design. The four of them talk about the concept of formative action, which is purposefully named to steer clear of the sometimes-problematic term 'assessment'. They walk through the five steps involved in formative action, and highlight how it can be empowering for both teachers - aiding their learning processes - and students - giving them agency and independence. René Kneyber is a former mathematics teacher and currently a consultant and book publisher in the Netherlands. He has written and edited multiple high-profile books on classroom authority and discipline, including the Dutch book Het Alternatief and the Dutch translation of Embedding Formative Assessment by Dylan Wiliam. Follow him on Twitter @rkneyber_EN Valentina Devid is a co-founder and trainer at Toets Revolutie. She is an experienced secondary school teacher, assessment expert, speaker, and education consultant now primarily focussed on formative assessment. Follow her on Twitter @valentinadevid Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specialising in teacher development and curriculum & assessment planning. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter ⁠⁠⁠⁠⁠⁠⁠⁠@teacherhead⁠⁠⁠⁠⁠⁠⁠⁠ Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Follow Emma on Twitter ⁠⁠⁠⁠⁠⁠⁠⁠@emma_turner75⁠⁠⁠⁠⁠⁠⁠⁠ This podcast is produced by Haringey Education Partnership. Find out more at ⁠https://haringeyeducationpartnership.co.uk/ --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

This week, I had the pleasure of sitting down with Dr. Arran Hamilton, Author, Researcher and Group Director of Education at Cognition Education. We dove deep into the concept of doing less to achieve more in education. Dr. Hamilton, who has worked closely with John Hattie and Dylan Wiliam, shared insights into the process of de-implementation in schools. Our discussion revealed that not all educational practices are equally effective, and by de-implementing, we can actually enhance student learning. Key Quotes:"The short answer is categorically yes. We do too much in schools." - Arran"So few of these things are really robust drivers...that on their own seem to significantly accelerate student learning." - Arran"It's really hard to unlearn. So if you've got an ingrained behavior...it's really hard to unlearn that behavior or that practice." - Arran"Everything we do generally makes a positive difference...but it's how much difference is that making?" - Shane"You're probably looking for no more than one to three high priority initiatives that you want to pursue in a given year." - Arran Arran's insights from our conversation, along with his, Hattie and Wiliam's book "Making Room for Impact", offer valuable guidance for school leaders seeking to streamline their practices for better outcomes.Thank you for tuning in, and as always, if you found this episode useful, please share your experience. You can find me online on X (@leaningshane), and LinkedIN. My website is shaneleaning.com. For international school leadership tips, subscribe to my newsletter here. About the hostShane Leaning is a passionate organisational development coach with over 14 years of international teaching and leadership experience. His approach to coaching and professional development is all about approachability and attentiveness to the unique strengths and contexts of schools and educators. Shane believes that empowerment fosters growth and success for both educators and students alike.

Ollie Lovell · ERRR087 Arran Hamilton and Dylan Wiliam on Making Room for Impact (De-implementation) Arran Hamilton is group director… The post ERRR #087. Arran Hamilton and Dylan Wiliam on Making Room for Impact (De-implementation) appeared first on Ollie Lovell.

On this episode of The Report Card, Nat Malkus speaks with Dylan Wiliam about the latest PISA results, education in the US vs. education in the UK, what tutors might learn that classroom teachers might not, where teacher improvement and professional development tend to go wrong, making learning responsive to students, formative assessment, learning English […]

On this episode of The Report Card, Nat Malkus speaks with Dylan Wiliam about the latest PISA results, education in the US vs. education in the UK, what tutors might learn that classroom teachers might not, where teacher improvement and professional development tend to go wrong, making learning responsive to students, formative assessment, learning English as a second language, charter schools, why educators should think more about de-implementation, AI in education, and more.Dylan Wiliam is Emeritus Professor of Educational Assessment at University College London.Show Notes:Making Room for Impact: A De-implementation Guide for EducatorsThe Future of AI in Education: 13 Things We Can Do to Minimize the DamageCreating the Schools Our Children NeedInside the Black Box

Welcome to another episode of Insights with NetSupport!In each episode, we aim to bring you an interesting guest who shares their wealth of expertise, knowledge and insights around a relevant topic. Our aim is simple: to inspire and equip you with new insights that will empower your teaching and learning or leadership activities. So, get ready to dive into this conversation, which builds upon a recent recording of Insights with David Weston from the Teacher Development Trust around teacher CPD. In this episode, we are delighted to be joined by Deputy Head at Beckfoot School, Nikki Sullivan. Hot on the heels of her recent sharing at the national ResearchED event in London, Nikki talked us through lots of insightful thinking and chalkface action. Balancing theory and practice is never an easy endeavour and here, Nikki shares openly about the approaches that take place in her school and the research which underpins it. Practical in what she shared and measured in the context of her school, Nikki referenced the work which has informed the practices around professional learning she leads on. So, expect conversations around sustainable logistics, long-serving structures, impactful mechanisms, social support and ways to achieve it, culture-building and the importance of a coherent curriculum. There are so many insights shared, you'd better bring a notebook along! Putting staff and students at the heart of her strategy, Nikki clearly knows her stuff and this episode is a must-see for anyone in education with an interest in learning more about culture, motivation and professional learning. Standing on the shoulders of giants, Nikki also took the time to pay tribute to those who have impacted on her work such as Nick Hart; Zoe and Mark Enser and their book: The CPD Curriculum; Shaun Allison and his Perfect Teacher-Led CPD book; Sarah Cottingham and Dylan Wiliam, among others. You can find Nikki on Twitter @Nikki__Sullivan and more about her work and sharing on her blog: https://lovetotalktandl.wordpress.com/Resources shared:EEF CPD report - https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/effective-professional-development 

In this episode, Tom Sherrington and Emma Turner delve into the profound insights and powerful moments experienced during their conversations with incredible guests. They highlight the importance of making primary education accessible to all and teachers' duty to leave a lasting legacy through their teaching. Tom and Emma discuss the significance of routines and norms that support teachers in creating successful learning environments. They ponder why some of Tom's ideas receive criticism despite their potential to greatly improve schools. They marvel at the transformative approach of Mark McCourt, whose teaching style creates a connected set of ideas starting from simple concepts. In their interviews, the duo expresses deep appreciation for the expertise shared by Dylan Wiliam, Efrat Furst, and Sarah Cottingham, emphasizing how these sessions serve as professional development opportunities. They also explore the value of cognitive science research in primary practice and its relevance for secondary teachers. Throughout the episode, Tom and Emma spotlight inspiring individuals such as John Thompson, Johnny Utley, Caroline Derbyshire, Vic Goddard, and the enigmatic storyteller Sufian Sadiq. They acknowledge the influence these guests have had on their thinking and the impact they have made within the education community. As hosts Tom Sherrington and Emma Turner reflect on the impact of their guests, it becomes evident that Mind The Gap is more than just a series of interviews. The platform introduces listeners to various voices, ideas, and strategies that can transform the educational landscape. From influential academic figures to inspiring stories of resilience, each episode adds to the collective knowledge and drive for positive change. As listeners, we are encouraged to take these lessons and inspirations into our professional journeys, creating a brighter future for education. Participants Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include ⁠⁠Teaching WalkThrus: Five-step guides to instructional coaching⁠⁠, ⁠⁠Teaching WalkThrus 2: Five-step guides to instructional coaching⁠⁠, ⁠⁠Teaching WalkThrus 3: Five-step guides to instructional coaching⁠⁠, ⁠⁠Rosenshine's Principles in Action⁠⁠, and ⁠⁠The Learning Rainforest Fieldboo⁠⁠k. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter ⁠⁠@teacherhead⁠⁠Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She founded ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help retain teachers in post. Turner is the author of ⁠⁠Be More Toddler: A Leadership Education From Our Little Learners⁠⁠, ⁠⁠Let's Talk About Flex: Flipping the Flexible Working Narrative for Education⁠⁠, ⁠⁠Simplicitus: The Interconnected Primary Curriculum & Effective Subject Leadership⁠⁠, ⁠⁠Simplicitus Altius: Leading the Interconnected Primary Curriculum⁠⁠ and ⁠⁠Initium: Cognitive science and research-informed primary practice⁠⁠. Follow Emma on Twitter ⁠⁠@emma_turner75⁠⁠. --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

How do you safely define 'peak humanity' and what would you consider its main characteristics? What ingredients make the education, reasoning, rationality, and creativity for an era of fulfilment for humanity; particularly when faced with dramatic and powerful tools such as AI? Dylan Wiliam is one of the best known educationalists in the world. He's dedicated his entire career to understanding how to ensure learner outcomes are achieved, especially through the study of formative assessment. Dylan is currently Emeritus Professor of Educational Assessment at the Institute of Education, University of London. He was previously Deputy Director of the Institute, and has held posts at King's College London and Princeton University. He earned his PhD from the University of London in 1993. We highly recommend one of his recent and many publications about preparing for AI: https://edarxiv.org/372vr/—-This Season is done in partnership with Salzburg Global Seminar. https://www.salzburgglobal.org/Please check out our partner's publication advocating for education transformation: https://www.diplomaticourier.com/issue/transformed-the-case-for-education-transformation—Transcript available at thelearningfuture.com

What makes an excellent teacher? According to acclaimed educational researcher, Professor Dylan Wiliam, it's about regularly checking for student understanding.Professor Wiliam is passionate about the practice of formative assessment—the assessment that many people say ‘doesn't count'. Over the course of many decades of research, Professor Wiliam has established that there is nothing teachers can do that has a greater impact on student achievement than by making teaching more responsive to students' needs through consistent, formative feedback. This is a particular focus in Year 7 at Girls Grammar, with students undertaking a ‘Philosophy of Teaching' course that sets a foundation for students to embrace academic challenges and benefit from struggles they may encounter. Professor Wiliam sat down with Principal, Ms Jacinda Euler Welsh, to discuss how teachers can prioritise formative feedback.

In this episode, I'm speaking with Craig Barton. Craig is an author, maths consultant, former Secondary Maths Adviser to TES and OG podcaster who originally hosted a TES podcast before going on to produce the Mr Barton Maths Podcast and Tips for Teachers podcast. For me this was an enormous highlight of my own podcasting experience so far given that Craig's was the first teaching focused show I ever listened to many years ago and was responsible for my discovery and interest in the likes of Dylan Wiliam, Adam Boxer, Daisy Christodoulou and many more who have ultimately enhanced my teaching to a better and better standard. We discuss:1. A brief summary of Craig's transition from teacher to podcaster to author to consultant2. What his typical working day and week looks like now that he's doing a variety of roles3. Whether the fantastic amount of publications, podcasts and other media we now have access to can lead to a sense of professional dysmorphia 4. How Craig has managed to juggle his many ventures with kids5. Craig's advice for someone who sees teaching as their passion, wants to help as many people as possible and wants to work hard at establishing themselves as a writer, consultant or podcaster6. And finally, what's motivating him to keep creating such brilliant resources and what has he got planned for the futureThanks again to Craig for finding a time in his busy schedule and being so candid and insightful with his responses. All of his writing, broadcasting and other services can be found in the show notes and I would strongly encourage you to check them out. If you want to be kept up to date on when educational chat like this happens, then be sure to subscribe to the podcast and/or follow me on Twitter @chrisjordanhkLinks:Craig's booksMr Barton Maths PodcastTips for Teachers podcast and YouTube channelCraig's CPD services

Teacher, author and my arch-rival podcaster, Ollie Lovell, joins me from the land Down Under for the fourth of our monthly chats. We each share three things we have been thinking about from the world of education recently. In this episode, we discuss live coaching, shared lesson plans, CPD, Dylan Wiliam and more. For show notes, videos and links please visit this page: mrbartonmaths.com/blog/tools-and-tips-for-teachers-4/ Time-stamps: Is this now correct? (5:29) Some elements of good teaching I don't use enough in CPD (11:14) Moving towards shared lesson plans (26:26) Live coaching (44:12) When are you ready to be a head of department? (1:04:26) Task structures (1:14:21)

In Don't @ Me (2:31), Tom opens with an assertion that it's time for a collective societal reset on what it means to fail. Then (12:24) Tom is once again joined by Dylan Wiliam for part 2 of a conversation about classroom assessment. Finally, in Assessment Corner (59:04), Tom provides some commentary on the Fake Grading War created by by Arizona Superintendent of Public Instruction, Tom Horne. Dylan on Twitter Dylan on LinkedIn www.dylanwiliam.org     UPCOMING EVENTS Assessment Center Institute  Las Vegas, NV (May 24-26). Grading from the Inside Out Jonesboro, AR (Sep. 25-26) Grading from the Inside Out Charleston, SC (Oct. 11-12) Standards-Based Learning in Action Seattle, WA (Oct. 16-17) Grading from the Inside Out St. Louis, MO (Dec. 6-7)     NEW BOOKS BY TOM: "Redefining Student Accountability" (NEW)   "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"       CONNECT WITH TOM SCHIMMER Podcast on Twitter Tom on Twitter Podcast on Instagram Podcast on TikTok Podcast on Facebook www.tomschimmer.com Email: tomschimmerpod@gmail.com  

Today Femi and Matt discuss an article by Dylan Wiliam titled ‘Teacher Quality: why it matters, and how to get more of it'.  In addition to this central theme the pair touch on the failures of policy initiatives to raise standards, teacher learning communities, considerations of the alignment of personal professional development with the school priorities, the learning cycle of teacher improvement, the common failings of school leaders to be strategic and to prioritise effectively, and the forces that incline us all towards initiative central.  They also talk about alternative approaches to professional development (including coaching), the need for initial teacher training to deliver both high quality training and to instil attitudes of a career long commitment to professional learning, creating a culture of improvement as a leader and what it means to ‘fail better', amongst other things.

In Don't @ Me (3:56), Tom opens by explaining why the exceptions prove the rule rather than discredit it. Then (10:57) Tom is joined by Dylan Wiliam for part 1 (of 2) of a conversation about classroom assessment. Finally, in Assessment Corner (50:12), Tom provides a year-end reminder that grades should reflect the cumulative effect of instruction, not the points they've accumulated over time.   Dylan on Twitter Dylan on LinkedIn www.dylanwiliam.org     UPCOMING EVENTS Assessment Center Institute  Las Vegas, NV (May 24-26). Grading from the Inside Out Jonesboro, AR (Sep. 25-26) Grading from the Inside Out Charleston, SC (Oct. 11-12) Standards-Based Learning in Action Seattle, WA (Oct. 16-17) Grading from the Inside Out St. Louis, MO (Dec. 6-7)     NEW BOOKS BY TOM: "Redefining Student Accountability" (NEW)   "Concise Answers to FAQs about Assessment & Grading"   "Jackpot: Nurturing Student Investment through Assessment"       CONNECT WITH TOM SCHIMMER Podcast on Twitter Tom on Twitter Podcast on Instagram Podcast on TikTok Podcast on Facebook www.tomschimmer.com Email: tomschimmerpod@gmail.com  

Welcome to the final part of this 3-part epic on assessment! In part 1 we covered the importance of assessment, how teachers are constantly assessing in the classroom, and the principles of good assessment. In part 2 we looked at how you can set assessments up for success. In this episode, evocatively called ‘Steering a Course in the Sea of Data', we'll be digging into types of assessment data and how you can effectively use it.   Your host again is Senior Brand Marketing Executive and producer of the pod, Adam Steele. He is joined again by Simon Child, Head of Assessment Training at the Cambridge Assessment Network, and co-course Director for the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment at the University of Cambridge. And Brooke Wyatt, Senior Manager, Assessment Training at the Cambridge Assessment Network. Show notes The What, Why and How of Assessment: A guide for teachers and school leaders, Simon Child and Paul Ellis David Didau blog on flightpaths Dylan Wiliam blog on the secret of effective feedback Cambridge Assessment Network on Twitter - @AssessNetwork Cambridge Assessment Network LinkedIn Sign up to the Cambridge Assessment Network newsletter Cambridge University Press Twitter Cambridge University Press Instagram Email us at educationmarketing@cambridge.org    

In this second episode on assessment, we hone in on how to make the most out of assessments and ensure they are achieving what you set out to do.  Once again, our host is Senior Brand Marketing Executive from the Press and producer of the Brighter Thinking Pod, Adam Steele. He is re-joined by Simon Child, Head of Assessment Training at the Cambridge Assessment Network, and co-course Director for the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment at the University of Cambridge. And Brooke Wyatt, Senior Manager, Assessment Training at the Cambridge Assessment Network.   Show notes  The What, Why and How of Assessment: A guide for teachers and school leaders, Simon Child and Paul Ellis High level summary of Dylan Wiliam's work Embedded Formative Assessment, Dylan Wiliam Cambridge Primary Checkpoint Cambridge Lower Secondary Checkpoint Getting Started with Assessment for Learning guide  Cambridge Assessment Network on Twitter - @AssessNetwork Cambridge Assessment Network LinkedIn Sign up to the Cambridge Assessment Network newsletter Cambridge University Press Twitter Cambridge University Press Instagram Email us at educationmarketing@cambridge.org

This is a 3-part episode on everybody's favourite subject: assessment. In this first episode, we discuss the main principles that underpin good quality assessment and the questions you can ask to determine if your assessments have worked. Our host for today is Senior Brand Marketing Executive from the Press and producer of the Brighter Thinking Pod, Adam Steele. He is joined by Simon Child, Head of Assessment Training at the Cambridge Assessment Network, and co-course Director for the Postgraduate Advanced Certificate in Educational Studies: Educational Assessment at the University of Cambridge. And Brooke Wyatt, Senior Manager, Assessment Training at the Cambridge Assessment Network.   Show notes  The What, Why and How of Assessment: A guide for teachers and school leaders, Simon Child and Paul Ellis High level summary of Dylan Wiliam's work. Embedded Formative Assessment, Dylan Wiliam Cambridge Assessment Network on Twitter - @AssessNetwork Cambridge Assessment Network LinkedIn Sign up to the Cambridge Assessment Network newsletter Cambridge University Press Twitter Cambridge University Press Instagram  

In this episode of the Knowledge for Teachers podcast, Brendan Lee chats to Tom Sherrington about how Tom randomly found some Bill Rogers videos that were transformational for him. How he worked out the need to deliver precise professional learning for teachers and the common challenges that schools face. Tom also goes through how schools are using Teaching Walkthrus effectively.   Resources mentioned in this conversation: Walkthrus.co.uk teacherhead.com teachingsprints.com.au Australian Walkthrus Workshop - Thursday 30th March Daniel Willingham's Why don't students like school Megan Sumeracki, Oliver Caviglioli, and Yana Weinstein: Understanding How We Learn Everything from Dylan Wiliam about Formative Assessment including he's recent episode on Tom and Emma Turner's podcast - Mind the Gap   You can connect with Tom: Twitter: @teacherhead Website: https://teacherhead.com/   You can connect with Brendan: Twitter: @learnwithmrlee Facebook: @learningwithmrlee Website: learnwithlee.net

For this episode, special guest Dylan Wiliam joins hosts Tom Sherrington and Emma Turner to discuss good teaching practices, theories of student learning, and implementation. The conversation begins by exploring the concept of “good teaching.” The trio discusses differentiating good teaching from successful teaching, student engagement, humility, successful teaching strategies, research on the value added of good teaching, and the quality of different assessments. In the second part of the episode, the trio discusses the background of effective learning. A primary focus of this discussion is understanding the purpose of data and the importance of cognitive load theory. A key insight in this conversation is tackling the disparate learning skills of students and how understanding the factors of learning can increase student achievement. The episode closes with a discussion on Dylan's upcoming book, Making Room for Impact: The 9p Deimplementation Guide for Educators, which will publish later this year. The book focuses on how implementation makes way for great teaching and learning. About the participants: Dylan Wiliam is an emeritus professor of educational assessment at the UCL Institute of Education. Dylan's research and authorship focus on the professional development of teachers. His book, Inside the Black Box, is a seminal work on formative assessment. He has served in various leadership roles in the UK and has written numerous books, articles, and academic papers on development, assessment, and teaching. His most recent book Making Room for Impact: The 9p Deimplementation Guide for Educators, is expected to publish this year. Follow Dylan on Twitter @dylanwiliam Tom Sherrington has worked in schools as a teacher and leader for 30 years and is now a consultant specializing in teacher development and curriculum & assessment planning. His books include Teaching WalkThrus, Rosenshine's Principles in Action, and The Learning Rainforest Fieldbook. He regularly contributes to conferences and CPD sessions locally and nationally and is busy working in schools and colleges across the UK and around the world. Follow Tom on Twitter @teacherhead Emma Turner joined Discovery Schools Academy Trust as the Research and CPD lead after 20 years in primary teaching. She is the founder of ‘NewEd – Joyful CPD for early-career teachers,' a not-for-profit approach to CPD to encourage positivity amongst the profession and help to retain teachers in post. Turner is the author of Be More Toddler: A Leadership Education From --- Send in a voice message: https://podcasters.spotify.com/pod/show/mindthegap-edu/message

John Kleeman is joined by assessment luminary, Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London. Dylan's academic work is focused on the use of assessment to support learning. A leader in formative assessment, he explains that testing can go beyond just measuring a student's learning as it can also be used to improve it. Dylan also shares his thoughts on test validity, online learning and the college admissions testing controversy.

John Kleeman is joined by assessment luminary, Dylan Wiliam, Emeritus Professor of Educational Assessment at University College London. Dylan's academic work is focused on the use of assessment to support learning. A leader in formative assessment, he explains that testing can go beyond just measuring a student's learning as it can also be used to improve it. Dylan also shares his thoughts on test validity, online learning and the college admissions testing controversy.

Today I have the privilege of sharing with you a conversation that I had with the phenomenal Professor Dylan Willam. He is the author of several books including, most recently Inside the Black Box: Raising Standards Through Classroom Assessment. Dylan is Emeritus Professor of Educational Assessment at University College London. He has had a diverse and prolific career teaching in urban public schools, directed a large-scale testing program, served as a Dean of a School of Education, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. In this conversation we talked about:  Why we need to raise achievement.  What formative assessment is and isn't.  The power of Teacher Learning Communities, and  Why the same assessment instrument cannot serve multiple purposes.  I hope that you get as much out of our discussion as I did.  You can find out about Dylan's work here:  Website Twitter  Youtube   The Art of Teaching Podcast resources:  Facebook Group: https://www.facebook.com/groups/artofteaching Here is the link to the show notes: https://theartofteachingpodcast.com/ Instagram: https://www.instagram.com/theartofteachingpodcast/

Tom talks to the great Dylan Wiliam about everything you can possibly think of - from his preference between beer and wine, Britain and the USA to the more serious matters of teaching and learning. Under discussion; SLANT, assessment for learning, teacher training time periods, teacher autonomy, school leadership and so much more!

Dylan Wiliam, PhD, is one of the world's foremost education authorities. With partners Paul Black and Siobhan Leahy, Dylan has developed and helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Canada, Singapore, Sweden, Australia, and the United Kingdom. Wiliam is Professor Emeritus of educational assessment at UCL Institute of Education (IOE), London, UK and Executive Director of the Learning Sciences International Dylan Wiliam Center. After a first degree in mathematics and physics, Wiliam taught in urban public schools for seven years, during which time he earned further degrees in mathematics and mathematics education. He has served as dean and head of the School of Education at King's College London, senior research director at the Educational Testing Service in Princeton, NJ and Deputy Director of the Institute of Education, University of London. Since 2010, he has devoted most of his time to research and teaching. Wiliam's most recent publication, Creating the Schools Our Children Need: Why What We're Doing Now Won't Help Much (And What We Can Do Instead), analyses the approaches that American schools have taken in order to improve student achievement, and shows why they are unlikely to succeed, while at the same time, providing clear advice about the steps that schools need to take to raise student achievement and close achievement gaps. His other works focus on the profound impact strategic formative assessment has on student learning. He is co-author of Inside the Black Box, as well as Embedding Formative Assessment, the Embedding Formative Assessment Professional Development Pack, and Leadership for Teacher Learning. Social Links Twitter: @dylanwiliam LinkedIn: @dylanwiliam

Deborah Netolicky talks with Professor Dylan Wiliam about his important work in formative assessment, as well as how classrooms and schools can create cultures of continuous improvement for all. Dylan is Emeritus Professor of Educational Assessment at University College London. In a varied career, he has taught in inner-city schools, directed a large-scale testing program, served a number of roles in university administration, including Dean of a School of Education, and pursued a research program focused on supporting teachers to develop their use of assessment in support of learning. His books include 'Embedded Formative Assessment', 'Leading Teacher Learning', and 'Creating the Schools our Children Need'. Want to know more? Dylan's website: dylanwiliam.org Join the conversation on social media. Dylan: @dylanwiliam on Twitter. Deb: @debsnet on Twitter and @theeeduflaneuse on Instagram. The Edu Salon: @theedusalon on Twitter and Instagram.

If the sky was the limit, what would you do to become the best educator that you can be? In 2016, Ollie Lovell asked himself this same question, and concluded that asking the world's foremost leaders in education what they do would be a great place to start. So he did just that! Over the past five years, Ollie has spoken to sixty of the world's most prominent teachers, leaders, and education researchers. Based upon interviews with Tom Sherrington, Anita Archer, Dylan Wiliam, John Hattie, Judith Hochman, Jay McTighe, Tom Bennett, Bill Rogers, Daniel Willingham, and many more, this book summarises the most useful techniques, strategies, and mental models from sixty in-depth conversations, and presents them in a clear and actionable form for you to start improving your teaching and learning from the first page.

In this, his first show, Henry discusses the latest data around ITT recruitment and implications for the sector; he also explores work by Dylan Wiliam on teacher quality, Graham Nuthall's excellent 'Hidden Lives of Learners' and opens up the debate around whether we call it ITT or ITE...

Dylan Wiliam joins us on the Tips for Teacher podcast to share his 5 tips: 1. Make feedback into detective work (3:27) 2. Make detention work fit the crime (9:40) 3. Make question planning part of lesson planning (13:40) 4. We have little insight into our learning (20:02) 5. Don't let "Don't know" be the end of the conversation (28:19) Access the show notes and audio transcription of the episode, plus a load more audio and video tips here: tipsforteachers.co.uk

January 2022 Bonus Episode: Designing Backward to Move ForwardWhat is the goal of modern education, and are we designing our schools and practices properly to help us meet that goal? That's the central question of this episode with Jay McTighe, who provides a detailed road map to help educators navigate the answers. What should a school's mission statement actually include? What is the most productive and meaningful structure for “professional development” days? And what are we missing when we focus on covering content instead of designing our classrooms for deeper learning?Guest: JayMcTigheResource List:Jay's website: Follow his work and keep up with Jay's latest news and thought leadership. Understanding by Design: Delve into the framework Jay developed with Grant Wiggins to help provide a planning process and structure for schools.Books by Jay: Add Jay's published works to your reading list.Jay's articles on ACSD: Read Jay's writings on topics like “For School Leaders, Reviewing Isolated Lessons isn't Enough,” “Assessing Deeper Learning After a Year of Change,” and more.What is Understanding by Design? Watch a video interview with Jay as he breaks down the key concepts of the framework.A Conversation on Assessment: Jay joins Carol Ann Tomlinson and Dylan Wiliam for a recorded webinar on assessment practices.Full Transcript Hosted on Acast. See acast.com/privacy for more information.

What is the purpose of Jewish education?  What is the trick of Jewish education? What is the core challenge that, if navigated successfully, can lead to success in the form of student learning? What is one way to sum up this core issue? Is traditional or progressive pedagogy more appropriate? Does it even matter? Is this a false dichotomy? Maybe it is. But maybe it isn't.  Opportunity cost is what educational decision-making is all about - if you believe Dylan Wiliam (and I mean, why wouldn't you?). But what if you tried to hold both this option and that option. Is this pure indecision and insanity or is there something to it? Are there ways to turn zero-sum games (EITHER OR) into BOTH AND situations? Who knows? I certainly don't. 

Kate is joined by Welsh edu-legend Dylan Wiliam on TTR breakfast.

Dylan Wiliam walks senior leaders through the importance of formative assessment in the math classroom and more specifically, how school and district leaders can support teachers to make it happen. In light of the current disruption to schools, Dylan highlights not only how formative assessment can work in a remote learning environment. Also, how formative assessment can and should be a focal point for classroom practice when students and their teachers return to school.

Dylan Wiliam walks senior leaders through the importance of formative assessment in the math classroom and more specifically, how school and district leaders can support teachers to make it happen. In light of the current disruption to schools, Dylan highlights not only how formative assessment can work in a remote learning environment. Also, how formative assessment can and should be a focal point for classroom practice when students and their teachers return to school.

Opleider en rector van de schoolleidersopleiding ATTC te Hilversum, Johan Peereboom, vertelt over hoe het boek Leadership for teacher learning van Dylan Wiliam zijn eigen visie op onderwijs en zijn eigen leiderschap als schoolleider en schoolleideropleider heeft beïnvloed.  Verder verwijst Johan naar het klassenexperiment van Dylan Wiliam. Zie: 1. Het klassenexperiment deel 1 2. Het klassenexperiment deel 2 3. Uitleg formatief handelen