Podcasts about Dylan Wiliam

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Play Episode Listen Later Jul 19, 2023 91:08

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)

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Reset on Failure | Dylan Wiliam (Pt. 2) | Fake Grading War

The Tom Schimmer Podcast

Play Episode Listen Later May 22, 2023 70:32

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

Teacher Quality: A discussion of Dylan Wiliam's Article

Beyond Good

Play Episode Listen Later May 14, 2023 44:20

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.

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Exceptions Prove the Rule | Dylan Wiliam | Cumulative Effect

The Tom Schimmer Podcast

Play Episode Listen Later May 8, 2023 59:51

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

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Ep 35: Assessment part 3: Steering a Course in the Sea of Data

Brighter Thinking Pod

Play Episode Listen Later Apr 26, 2023 30:21

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

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Ep 34: Assessment part 2: Setting up Assessments for Success

Brighter Thinking Pod

Play Episode Listen Later Apr 20, 2023 27:47

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

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Ep 33: Assessment part 1: Here, There and Everywhere

Brighter Thinking Pod

Play Episode Listen Later Apr 13, 2023 33:35

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

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05 - Tom Sherrington on why we need effective and precise teaching techniques

Knowledge for Teachers

Play Episode Listen Later Mar 4, 2023 76:23

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

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Designing Teaching & Understanding Learners with Dylan Wiliam, Mind the Gap, Ep. 55 (S3E11)

Mind the Gap: Making Education Work Across the Globe

Play Episode Listen Later Feb 15, 2023 55:00

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

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Ep. 30 - Assessment Luminary, Dylan Wiliam, University College London

Unlocking the Potential of Assessments

Play Episode Listen Later Oct 12, 2022 30:35

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.

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Ep. 30 - Assessment Luminary, Dylan Wiliam, University College London

Unlocking the Potential of Assessments

Play Episode Listen Later Oct 12, 2022 30:35

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Dylan Wiliam: Assessment, the benefits of speaking Welsh and the role that others play in our success.

The Art of Teaching

Play Episode Listen Later Aug 18, 2022 52:52

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/

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Dylan Wiliam: The Late Show with Tom Rogers (27-06-22)

Teachers Talk Radio

Play Episode Listen Later Jul 14, 2022 91:50

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!

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On Knowledge and the Curriculum - A Conversation with Prof. Dylan Wiliam

Future Learning Design Podcast

Play Episode Listen Later Jul 10, 2022 56:10

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

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Dylan Wiliam on learning, teaching, and cultures of continuous improvement

The Edu Salon

Play Episode Listen Later Jun 11, 2022 43:55

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.

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Tools for Teachers with Ollie Lovell

Naylor's natter

Play Episode Listen Later Jun 6, 2022 65:59

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.

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The Twilight Show with Henry Sauntson 31-03-22: ITE or ITT? A sector in trouble?

Teachers Talk Radio

Play Episode Listen Later Mar 31, 2022 89:36

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...

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Dylan Wiliam

Tips for Teachers

Play Episode Listen Later Mar 29, 2022 38:58

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

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Designing Backward to Move Forward

New View EDU

Play Episode Listen Later Jan 18, 2022 45:27

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.

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SE3 E03 The Educational Trick-Challenge

J-Ed Talks

Play Episode Listen Later Jan 9, 2022 11:14

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.

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S2E8: Kate Jones

#morethanajob

Play Episode Listen Later Oct 4, 2021 52:24

It is our absolute pleasure to welcome Kate Jones to Morethanajob podcast in association with ResearchEd. Kate Jones is the best selling author of many influential books including the retrieval practice series and most recently ‘5 Formative Assessment Strategies in Action'. Kate is an ambassador Winston's Wish and also the recently appointed teaching and learning lead for InnerDrive.

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The Breakfast Show with Kate Jones 10-09-21

Teachers Talk Radio

Play Episode Listen Later Sep 11, 2021 89:44

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

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S1E1 - Formative Assessment in Math w/ Dylan Wiliam: In the Classroom and in Remote Learning Environments - Part 1

Signature Leadership Podcast by Knowledgehook

Play Episode Listen Later May 20, 2021 33:19

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.

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S1E2 - Formative Assessment in Math w/ Dylan Wiliam: In the Classroom and in Remote Learning Environments - Part 2

Signature Leadership Podcast by Knowledgehook

Play Episode Listen Later May 20, 2021 42:33

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Book Club 2 What you will learn from Embedded Formative Assessment by Dylan Wiliam

Effective Teaching

Play Episode Listen Later Feb 3, 2021 26:35

Dylan Wiliam is the guru of formative assessment and has shared some fantastic strategies and approaches to education in his book Embedded Formative Assessment. Learn how to increase your impact and enable your students to become lifelong learners in this episode.

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Book Club 2 What you will learn from Embedded Formative Assessment by Dylan Wiliam

Effective Teaching

Play Episode Listen Later Feb 3, 2021 26:35

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Educational Assessment | Dr. Dylan Wiliam. Creative Society

SOCIETY. THE LAST CHANCE

Play Episode Listen Later Jan 10, 2021 41:55

Today, we are communicating with Dr. Dylan Wiliam. Dr. Dylan Wiliam 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 programme, served a number of roles in university administration, including Dean of a School of Education, and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning. More videos on the topic Education in Creative Society https://www.youtube.com/playlist?list... About Creative Society project https://allatraunites.com #allatraunites #creativesociety #education

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1. Johan Peereboom over Leadership for teacher learning van Dylan Wiliam

Onderwijs leiden met hart en ziel

Play Episode Listen Later Jan 3, 2021 50:29

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

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The researchED Guide to Leadership: An evidence-informed guide for teachers with Tom Rees and Jennifer Barker

Naylor's natter

Play Episode Listen Later Jan 1, 2021 37:36

researchED is an educator-led organisation with the goal of bridging the gap between research and practice. This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings. Claiming that the leadership industry has failed to have the impact on schools that is required, this book takes a fresh view that domain-specific knowledge and expertise is vital to running schools well and argues that we tend to underestimate the knowledge required to do this complex job efficiently. In the researchED guide to leadership, Stuart Lock brings together chapters by experts including Dylan Wiliam, Jen Barker, Danielle Dennis, Jon Hutchinson and The Reading Ape to unpick the challenges of school leadership, combining a thorough trawl of the research and mixing in practical advice to exemplify a very different approach to leading schools – one that is rooted in developing the required knowledge to address the challenges that are common to our schools. Jennifer Barker @Barker_J Dean of Learning Design at @Ambition_I Tom Rees @TomRees_77 Follows you Former Headteacher & Trust Education Director.Muggle. Sidekick. Exec Director - @Ambition_Inst

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Edufuturists #117 - Teacher Tapp with Laura McInerney

EduFuturists

Play Episode Listen Later Dec 3, 2020 58:19

We are joined by the brilliant Laura McInerney, a former teacher and editor of Schools Week, who has spent over 12 years on the frontline of education policy and interviewed over 60 top education names — from Dylan Wiliam to Carol Dweck to Amanda Spielman. Laura has keynoted at events such as The Education Festival, the Headteachers Roundtable Summit and the BETT show and since 2013, has been a columnist for The Guardian. She has written for other publications including The Observer, the New Statesman, The TES, and Prospect. Laura is the author of two books - The Leadership Factor, co-authored with our good friend, Drew Povey from Educating Manchester - and The Six Predictable Failures of Free Schools (And How To Avoid Them). She is also the co-founder of Teacher Tapp - an app that was created to give teachers a voice. --- Send in a voice message: https://anchor.fm/edufuturistspodcast/message

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Episode 11 - Tom & Emma Discuss Exams, Quality Assurance & the Pressure on Leaders

Mind the Gap: Making Education Work Across the Globe

Play Episode Listen Later Oct 28, 2020 57:10

In this “Tom & Emma” episode of Mind the Gap, the hosts begin by reflecting on their recent interview with Mary Myatt (1:12). In particular, Myatt's ability to demonstrate and demand excellence in the profession has proven resonant. Next, Tom shares takeaways from the recent “Teaching for Distinction” course he presented (5:40) before sharing some recommended reading, including Daniel Willingham's Why Don't Students Like School?, What Every Teacher Needs to Know About Psychology by David Didau and Nick Rose, and Dylan Wiliam's Embedded Formative Assessment. Tom and Emma then discuss the state of exams in the UK (13:00) before talking about quality assurance in schools (27:46), a topic that invites many perspectives. How is it done well? Should leaders be doing walk-throughs in the age of COVID? The final topic is the pressure on principals and head teachers (39:34). Tom and Emma have an important discussion about the challenges and stresses facing leaders. To find full video episodes, featuring additional segments from Tom and Emma, subscribe on YouTube: https://www.youtube.com/c/MindtheGapwithTomEmma/ Mind the Gap is presented by John Catt Educational, a leading independent publisher that has supported teachers and school leaders with research-based, easy to use professional development publications since 1959. Learn more about books from Tom, Emma, and many other world-class authors at us.johncattbookshop.com (US) or johncattbookshop.com (International). About the 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, 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 author of Be More Toddler: A Leadership Education From Our Little Learners. Follow Emma on Twitter @emma_turner75 --- Send in a voice message: https://anchor.fm/mindthegap-edu/message

Teacher Collaboration: Episode Two

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Play Episode Listen Later Oct 21, 2020 44:55

Collective teacher efficacy, professional learning communities, collective professionalism… There are many similar but different forms and terms for effective teacher collaboration, and there is a significant body of evidence about their positive impact on teachers themselves and student learning. There are gains to be made through effective and focused collaboration. In this second episode of the Evidence Based Education podcast mini-series on teacher collaboration, we catch up with colleagues from the Dulwich College International group as they seek to enhance collaboration across nine of their schools. We also hear from John Hattie on collective teacher efficacy and Dylan Wiliam offers some words of caution on teacher collaboration more broadly. Sadly, the audio quality in the conversation with Dylan is slightly poorer than normal due to technical glitches. However, they soon pale into significance once you are tuned into what Dylan is saying. All of our podcasts can be found in our podcast archive, and you can listen to the first episode in this series there too. What's more, we have a host of free eBooks, videos and webinars in our Resource Library!

Lunch with Laura McInerney

EdQuarter: The Education Station Podcast

Play Episode Listen Later Oct 4, 2020 26:22

Co-founder of Teacher Tapp and Education Journalist for The Guardian Laura McInerney is an education journalist, former teacher, and co-founder of Teacher Tapp – the app that uncovers teachers’ secret lives. She regularly appears on TV and radio as an authority on schools, including BBC News, Today on Radio 4, Sky News, and Newsnight. Laura taught for six years in challenging secondary schools before being taken to court by Michael Gove for asking a difficult question about free schools (and yes – she won the answer eventually, and did so while wearing a dazzling sunshine-yellow jacket!). After this, Laura became a journalist, writing a monthly column in The Guardian and editing Schools Week, where her team won national awards for their hard-hitting scoops. Here, Laura profiled over 50 names in education, including Dylan Wiliam, Carol Dweck and David Blunkett. As co-founder of Teacher Tapp, the daily teacher survey app, she is on the pulse of teachers’ deepest wants, needs and thoughts. Laura is known for being blunt, bold, but fair. She holds to account politicians across the spectrum and is widely respected across the sector. Join us for this exclusive one-to-one interview, where Genna Ash – editor of Education Technology – speaks to Laura about her transition from teacher to edtech trailblazer, touching on her life and experience of the sector, and uncovering the meaning of that gorgeous yellow jacket in Laura’s quest to shine a light on the truth…

tv radio guardian lunch bbc news sky news carol dweck education technology newsnight michael gove dylan wiliam david blunkett laura mcinerney

S2 Ep6: Catching up: a look at how best to face into 2021 exams

The Study Sessions: from The Study Buddy

Play Episode Listen Later Oct 1, 2020 40:09

This year's GCSE and A-Level students are suffering with a double whammy. They're facing into future looking questions while also worried about catching up. That's an awful situation to be in but does that mean it has to be a hopeless one? In this episode The Study Buddy's founder, Nathan McGurl, is talking to Dylan Wiliam about this year's exams. Given the uncertainty we consider alternatives as well as some practical guidance for parents when it comes to supporting their teens. In a wide ranging conversation Dylan talks about the purpose and need for assessment and the shortcomings and upsides of different approaches. He draws on years of working in a multitude of roles in the UK and also the US. He also gives practical advice to those facing exams this year, touching on retrieval methods and growth mindset. For more information about The Study Buddy's approach to time management and study skills visit thestudybuddy.com Produced by Pineapple Audio Productions.

uk catching up exams gcse dylan wiliam

Dylan Wiliam on Formative Assessment

Atomi Brainwaves Podcast

Play Episode Listen Later Aug 2, 2020 57:44

We are joined by eminent educational figure Dylan Wiliam to discuss his area of expertise: formative assessment - what exactly it is, why it is important, how teachers can implement it in their classrooms, and what the future of formative assessment might look like.

formative assessment dylan wiliam

Episode 48 Creating Lifelong Learners Through Formative Assessment with Dylan Wiliam

Effective Teaching

Play Episode Listen Later Jul 9, 2020 23:14

In this episode, Emeritus Professor Dylan Wiliam will discuss formative assessment and why it is the most important thing teachers need to get right in their classroom. He will also provide details on how to do formative assessment well at school, develop students to become lifelong learners and provide practical guidance to help educators get started with formative assessment. Click Here to submit your workbookJoin the Facebook CommunityCreating Lifelong Learners Through Formative Assessment with Dylan Wiliam is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.Learning doesn't stop once the bell rings. Students choosing to learn outside the classroom should be the goal of teaching. In line with this, teachers can use formative assessment to mould the student into someone who chooses to learn on their own. Rather than improve the work of the learner, improve the learner.In today's episode, Emeritus Professor Dylan Wiliam will discuss formative assessment and why it is the most important thing teachers need to get right in their classroom. He will also provide details on how to do formative assessment well at school, develop students to become lifelong learners and provide practical guidance to help educators get started with formative assessment. Tune in to the episode to find out how to instil a lifelong love of learning in your students. If you're an educator aiming to help your students become independent learners, this show is for you!Here are three reasons why you should listen to the full episode: Discover why formative assessment is critical to student learning. Learn how teachers can perform formative assessment in their classrooms.Emeritus Professor Dylan Wiliam will share strategies on how to use formative assessment in helping students become lifelong learners.Video showhttps://youtu.be/WdPdmdM6ZTUEpisode HighlightsIntuitive and Empirical Cases for Formative AssessmentThe intuitive case emphasises the importance of what the learner already knows and using it as the starting point in their education. Good teachers start where their students are. Knowing their students' capabilities can greatly improve their teaching.Assessment of what a student knows is the bridge between teaching and learning. Formative assessment proves to be effective based on empirical data presented by various studies.Teachers using formative assessment in class observed considerable improvement in their students. Listen to the full episode to find out how! How Students Become Lifelong Learners Through Formative AssessmentFormative assessment is composed of five strategies: success criteria and learning intentions, collecting evidence of learning, providing future-focused feedback, collaborative learning, and activating students as owners of their learning.The primary purpose of feedback is to make students become self-regulating learners.Students shouldn't be dependent on feedback. The purpose of teachers' feedback is to help students become able to take over their learning.Peer assessment is a stepping stone to self-assessment. Listen to the full episode to hear examples of how the five strategies of formative assessment work inside the classroom. How Teachers Can Do Formative AssessmentIf you want to meet the learning needs of all of your students, then you also need to get evidence about what's happening to all the kids in the class.Teachers need to model effective practice so that the students can take it over themselves. Teachers should think of one teaching technique that they would like to try and use it until it's second nature to them. Create a culture in the classroom where students feel okay about making mistakes. Plan and use a hinge question to determine where the lesson will progress to based on the answers the students provide. On Feedback, Collaborative Learning and MotivationThe purpose of feedback is to improve the..

learning discover video plan students teachers lifelong peer learners international license formative collaborative learning formative assessment dylan wiliam

Dylan Wiliam

Filling The Pail

Play Episode Listen Later Jul 1, 2020 67:50

Dylan Wiliam is a world famous educationalist and author probably best known for his research on formative assessment. In this episode, he talks to Greg Ashman about how he became interested in formative assessment, what it is and how it became deployed by the UK government as Assessment for Learning, as well as the importance of a knowledge-rich curriculum, 21st century skills and the issues surrounding educational meta-analysis.

learning uk dylan wiliam

A Visit to ResearchED

Emma & Tom's PGCE Podcast

Play Episode Listen Later Apr 30, 2020

We’ve travelled a whole mile away from campus for this episode, for the very first ResearchED Cymru event. ResearchED is an organisation aimed at bringing educational research to teachers in a way they can use, promoting the idea that knowing about the clues to ‘what works’ that current research gives us as teachers can save us chasing myths or getting stuck in practice that’s not the best for our pupils. ResearchED events happen on Saturdays, and this year the organisation came to Wales for the first time. There was a star-studded list of speakers for teachers to choose from… and us! While we waited to give our presentation on cross-curricular pedagogies in the expressive arts (see episode 2 of this season of the podcast for details of what we were talking about), we attended some interesting presentations, watched a video message from the mighty Dylan Wiliam, and grabbed some informal interviews with some of the big-name speakers. Now we’ve glued it all together, along with an interview with Gareth Rein who organised the event, and our own musings on the day, to give a flavour of ResearchED to anyone who hasn’t managed to attend the real thing. Our grateful thanks to everyone who contributed to this episode, and to ResearchED for inviting us to speak! Our contributors this episode, in order of appearance: Gareth Rein (Headteacher of St Joseph’s RC Primary School, Penarth) Dylan Wiliam (Emeritus Professor of educational assessment at UCL, co-author of the seminal Inside the Black Box and AfL guru) Mary Myatt (author of The Curriculum: Gallimaufry to Coherence) David Didau (author of Making Kids Cleverer: A Manifesto for Closing the Advantage Gap and loads of other books) We also feature a blog post by John Tomsett, headteacher of Huntington School in York, which you can find here.

wales afl ucl black box emeritus professor st joseph coherence researched dylan wiliam penarth huntington school

Easter Special

Emma & Tom's PGCE Podcast

Play Episode Listen Later Apr 16, 2020

With the nation still in lockdown, and no prospect of normal life resuming, our intrepid podcasting pair have used all the ingenuity and bloody-mindedness that comes as standard with classroom teachers everywhere to bring you some light relief, despite our enforced separation now well into its third week (or fifth, by the time this hits your devices). With Emma still speaking down the line from her house, and Tom’s car parked in his street doing sterling work as a recording studio (picking up the all-important WiFi signal through the front room window), we’ve scoured the internet to bring you our trademark mix of high-minded, substantial reflection on the world of education (Emma) and a load of bizarre ramblings from way out of left-field (Tom). We flatter ourselves that the overall effect is something that will at least while away 40 minutes of lockdown time, so kick back, ignore your children trashing the house [or is that just mine? - Tom] and enjoy the audio equivalent of that meal you cooked from things you chipped from the ice encrusting the inside of your freezer when you were too scared to get fresh food from the shops. As an added bonus, listen with a mixture of horror and pity as our flimsy masks of professionalism finally slip and we get an unstoppable case of the giggles courtesy of Tom’s final offering. If you’ve been affected by any of the issues raised in this programme (basically, if you are a senior leader who wants to put the case for misunderstood SLT everywhere, or you have suggestions for crimes against education that are punishable through the medium of cake) please tweet us: @ethayer_cmu or @thomasbreeze We’ll be back in a fortnight with an audio relic from a distant age, when ‘social distancing’ was that thing you did when you sat at the opposite end of the staff meeting from the person who asks all the awkward questions: namely, our episode from ResearchED Cymru. We’ve got exclusive interviews with Mary Myatt and David Didau, plus a talk from the almighty Dylan Wiliam (of ‘Inside the Black Box’ fame) himself. Stay safe!

wifi black box easter special slt dylan wiliam

ASCL Leadership podcast Spring 2020

ASCL leadership podcast

Play Episode Listen Later Mar 27, 2020 21:00

In this episode, ASCL General Secretary Geoff Barton talks to: • Anne Heavey, National director, Whole School SEND on the future of special needs provision • Dylan Wiliam, Emeritus Professor of Educational Assessment, UCL/IoE on research and teacher expertise • Jonathan Simons is a Director Education at Public First on what we need to do to make a socially-just education system • Rachael Warwick, Executive Head, Ridgeway Education Trust & ASCL President on reflections on ASCL national conference 2020

spring national emeritus professor leadership podcast dylan wiliam educational assessment ascl

#7 Alexis Katakalidis - s lektorem učitelů a učitelem angličtiny o letící židli, působení na britských školách a formativních hodnocení

Hovory z kabinetu

Play Episode Listen Later Feb 5, 2020 50:40

Alexis Katakalidis učí angličtinu na gymnáziu a také budoucí pedagogy v programu Učitel naživo. Svoje studia absolvoval na pražské Pedagogické fakultě, ale také ve Velké Británii. O jeho zkušenostech z českých i zahraničních škol, o formativním hodnocení a o těžkých otázkách ve vzdělávání si můžete poslechnout v následujícím díle. Odkazy na to, co zaznělo: - Kniha „Faktomluva: Deset důvodů, proč se mýlíme v pohledu na svět – a proč jsou věci lepší, než vypadají“ (autoři Anna Rosling Rönnlund, Hans Rosling a Ola Rosling) - Kniha „The Future of Assessment: Shaping Teaching and Learning“ (autorka: Carol Anne Dwyer) - Kniha „Zavádění formativního hodnocení“ (autoři: Dylan Wiliam, Siobhán Leahyová), v českém překladu vydala Edukační laboratoř - Kniha „Responsive Teaching: Cognitive Science and Formative Assessment in Practice“ (autor: Harry Fletcher-Wood) - Dokument „The Classroom Experiment“ – dostupný na Youtube, první díl zde

learning practice svoje hans rosling siobh angli velk brit britsk odkazy formative assessment hodnocen anna rosling r idli dylan wiliam

BONUS: Tom Wallace (Founder of Balance): Finding Balance

The Teachers' Podcast

Play Episode Listen Later Jan 13, 2020 50:05

In this episode, Claire talks to Tom Wallace, a former teacher and founder of ‘Balance’, an assessment software tool which helps teachers to reflect on their assessment in school and adapt it to make it more efficient and meaningful for the children. Tom’s desire to be a teacher came from hours of watching and helping his mum (who was also a teacher) make displays with great sheets of paper, rulers and big wooden stencils. He thought that this would be a great job and put aside his dream of becoming a footballer and a rockstar to pursue a career in teaching. Because it was what he had always wanted to do, he found it an easy progression through college and university. He has worked in three schools, and credits his last headteacher, Andy Moore, with changing his life. In addition to his work in schools, Tom has also worked alongside many key names in education such as Shirley Clarke, Dylan Wiliam and Guy Claxton, to name a few. It was through working with these people that he found his passion was around assessment and how it can be transformed to improve the outcomes for pupils and the lives of teachers. A traumatic event was the turning point for Tom, and he realised he could not continue teaching because of the impact it was having on his life. He decided his desire was greater than his fear and took the plunge to leave teaching to concentrate on his business. In the podcast, Tom speaks openly and honestly about the heart-breaking events which led him to a very dark period in his life, as well as how he recovered from it. He discusses how schools can change their culture and vision by reflecting on themselves as staff and the impact they are having on their pupils to make feedback less onerous and more purposeful. *If you have been affected by any of the issues raised in this podcast, you can contact the Samaritans, who provide confidential, emotional support for people who are experiencing feelings of distress or despair. Helpline: 08457 90 90 90 (24 hours a day, seven days a week) Website: https://www.samaritans.org/ KEY TAKEAWAYS If you are struggling and need to take time to recover, know that the school will survive without you. It’s easy as a teacher to get bogged down in the responsibility of the role but ultimately, you need to be in the right headspace to do your job properly. Sometimes you have to prioritise yourself and your own mental health. Reach out to people. Everybody is battling with some kind of inner struggle; don’t be afraid to reach out to them. You never know when it might make someone’s day or change someone’s life. Work never ends for a teacher. It is easy to say ‘no’ when someone asks you to do something in your personal life because of the amount of work you have to do. It’s important to make time for the relationships in your life because the work you need to do will never end; it’s important to have an internal discipline. Surround yourself with people who guide and direct you. Everyone will need support and guidance at some point in their life. It is important that you surround yourself with people who can channel your emotion into positive action. Assessment is about staff reflecting on the impact they’ve had on their children. It’s not about what the children do or do not know. If we reflect, we can help to direct our teaching better next time. Changing the culture around marking and assessment and asking the right questions could save a lot of time in schools. Your mood and feelings have an impact on the pupils and their outcomes. It’s important to look after the teacher to improve outcomes for the pupils. It’s important to re-evaluate what is being done in a school and find ways to do it better and more efficiently. You can’t cut down a whole forest with a broken chainsaw, so it’s important to take time out to fix the chainsaw so the job can be done better. SLT could take extra assemblies to give staff that time to work in year groups, key stages etc. Be disciplined with your time. There are many cultures and policies that can be improved but you also need to look at yourself and reflect on how you can save time. Purposeful marking in the lesson (using structures to make it meaningful) is more effective, and less time-consuming, than written feedback. Changes won’t happen overnight as the culture of written marking is so ingrained, but there are structures that can be put into place (such as crib sheets) to make marking less onerous and more effective. Everyone must be involved in the culture change. Everyone needs to be on board to make change effective; it can’t just come from SLT. BEST MOMENTS “We started to realise then, when we became a teaching school, [that] it’s not the same progression from teacher to assistant to deputy to head; actually we can start to go in different directions. We had the resources to do so. My love of assessment just took off, but at the same time I could see all the great things that Dylan [Wiliam] and Shirley [Clarke] were talking about; it just was not being reflected in the school. It was so data-driven.” “We just couldn’t continue seeing brilliant teachers leave the profession. We couldn’t continue having the same workload that we had ourselves. We wanted to do something about it. I taught my last lesson in July… So far it’s ok; I do miss the children though.” “I remember going to the intensive care unit to see my cousin; he asked me to come and see him and stay with him. I did over the weekend but then I had to be back at school on the Monday and I just couldn’t do it… The class I was teaching, they were a bit of a tough class. The boys didn’t really want to show emotion apart from anger. They were lovely, lovely children but it was a lively class. I remember when I came in… They all walked in so silent, and I’ll never forget that, and they just looked at me because they all knew… I remember trying to do the register and I couldn’t even get halfway through the register; I just broke down.” “I went to the doctor and said, “Look. Can you sign me off for a couple of days? Because I just can’t cope with this right now. I need to be in intensive care; I need to be with my family, with my mum and dad, with my cousins and whoever else, and we’re a very close family”… I remember him saying he would but I would be back in the week after asking for more time, so he said he was going to sign me off for three months. There was no way I could do that: I was a year 6 teacher. We had SATs coming up; there was not a chance… I’ll never forget this. He said to me, “You’re not that special. The school will survive without you.”… But he was right, and the school did survive and everything was fine, but I wasn’t.” “I remember just sitting in the car thinking, ‘That’s it. I’m done.’ And what I planned to do next was just stupid, and horrible… Luckily, a really good friend, in fact, my headteacher, Andy Moore, just happened to phone to say, “How are you doing?” and that was all I needed… To cut a long story short, I stopped doing what I was going to do and that was it. It was like, ‘Ok, come on. We can do this.’ But my answer was: I need to leave teaching… I need to get out of this because I can’t have this guilt and that guilt; it’s just not good for me. I can’t continue as a human being.” “I remember thinking, ‘But my case isn’t a one-off. This is something that’s going on up and down the country.” “I knew people who were leaving education. Good teachers, people who I went to university with… they’re so disengaged with their job... and I know they are brilliant teachers. They loved it.” “My biggest fear in life is not living life.” “I got to the point where I couldn’t even take [my books] out of the boot because the thought of even beginning to look at that workload was just too much.” “There’s a great quote… ‘The change will only come once our desire is more than the fear.’ I felt from that moment: what could I lose?” “[Andy Moore] was such a brave leader to say, “Do it, and if OFSTED come through that door, I’ll tell them exactly why, and if they don’t like it, I don’t care. This is what’s best for our teachers and our children.”” “[My little boy] is the best reminder ever of: don’t let this get on top of you… It scares me to think that I might not have been here for him… To think that I was ready to pack it all in because of marking books and data. It gets me angry.” “I felt powerless.” “What I say in terms of Balance and the support we offer, and the culture, is not rocket science. Everyone knows it, but there’s a gap between knowing and doing.” “I’ve got family who are just fed up of teaching at the moment who want to leave. The pressure it puts on their kids, their husbands and wives… something has to change.” “There’s an institutionalised mentality about marking, that, ‘We’ve always done it, and if I stop, I’m going to be seen as a bad teacher.’… There’s little to no evidence to say that it has any impact, yet we can’t give it up.” “At certain points in the week, or every other week, we need, in school time – not after school; in school time – [to] structure this point for teachers to stop and reflect on their impact. There’s nothing more powerful that we can do in a school.” “The ‘why’ is really important.” “Wellbeing is how I’m feeling regardless of the task… the work/life balance is when we apply that to part of our life… One is how you feel and the other is managing that tasks at hand.” “[Balance] has challenged them to think differently about their culture.” “I’d wave a wand over OFSTED (if that’s the right way of using my wand!) so they turn round and apologise for getting it wrong about assessment and especially feedback and marking.” “I think we need to give teachers 30-40% [of their timetable] to think about what they’re doing.” VALUABLE RESOURCES Tom Wallace Twitter: https://twitter.com/Balance_Tom Balance Website: https://www.thisisbalance.co.uk/ Facebook: https://www.facebook.com/balance.education/ Twitter: https://twitter.com/balance_edu Shirley Clarke: https://www.shirleyclarke-education.org/ Dylan Wiliam: https://www.dylanwiliam.org/Dylan_Wiliams_website/Welcome.html Guy Claxton: https://www.guyclaxton.net/ Debra Kidd: https://debra-kidd.com/ Hywel Roberts: https://www.independentthinking.co.uk/associates/hywel-roberts/ Jaz Ampaw-Farr: https://www.jazampawfarr.com/ Jamie Pembroke: https://twitter.com/jpembroke and https://www.sigplus.co.uk/ Shirley Clarke and Tom Hattie – Visible Learning Feedback Book: https://www.shirleyclarke-education.org/publications/visible-learning-feedback-john-hattie-shirley-clarke/ The Samaritans: https://www.samaritans.org/ or call on: 116123 The Teachers’ Podcast: https://www.facebook.com/groups/TheTeachersPodcast/ Classroom Secrets Facebook: https://www.facebook.com/ClassroomSecretsLimited/ Classroom Secrets website: https://classroomsecrets.co.uk/ LIFE/work balance campaign: https://classroomsecrets.co.uk/lifeworkbalance-and-wellbeing-in-education-campaign-2019/ ABOUT THE HOST Claire Riley Claire, alongside her husband Ed, is one of the directors of Classroom Secrets, a company she founded in 2013 and which provides outstanding differentiated resources for teachers, schools, parents and tutors worldwide. Having worked for a number of years as a teacher in both Primary and Secondary education, and experiencing first-hand the difficulties teachers were facing finding appropriate high-quality resources for their lessons, Claire created Classroom Secrets with the aim of helping reduce the workload for all school staff. Claire is a passionate believer in a LIFE/work balance for those who work in education citing the high percentage of teachers who leave or plan to leave their jobs each year. Since February 2019, Classroom Secrets has been running their LIFE/work balance campaign to highlight this concerning trend. The Teachers’ Podcast is a series of interviews where Claire meets with a wide range of guests involved in the field of education. These podcasts provide exciting discussions and different perspectives and thoughts on a variety of themes which are both engaging and informative for anyone involved in education.

founders balance wellbeing primary samaritan finding balance secondary sats helpline ofsted slt andy moore dylan wiliam teachers podcast tom wallace guy claxton hywel roberts

A response to the Dylan Wiliam/ John Hattie Controversy

science education teaching controversy john hattie dylan wiliam

Play Episode Listen Later Nov 19, 2019 54:53

In this episode we give our insights on the Dylan Wiliam interview and discuss how to decide when to trust a study.

A response to the Dylan Wiliam/ John Hattie Controversy - Episode 35

controversy john hattie dylan wiliam

Play Episode Listen Later Nov 19, 2019 54:52

In this episode we give our insights on the Dylan Wiliam interview and discuss how to decide when to trust a study. --- Support this podcast: https://anchor.fm/nathaniel-hansford/support

Interview with Dylan Wiliam (continued): The Limitations of Meta Studies - Episode 34

studies limitations dylan wiliam

Play Episode Listen Later Nov 13, 2019 28:59

In this episode we discuss the possible limitations of meta-analysis in education and how to best determine the quality of an individual education paper. --- Support this podcast: https://anchor.fm/nathaniel-hansford/support

Interview with Dylan Wiliam Part 2: The Limitations of Meta Studies and How to Read a Study

education teaching study studies limitations dylan wiliam

Play Episode Listen Later Nov 12, 2019 29:00

In this episode we discuss the possible limitations of meta-analysis in education and how to best determine the quality of an individual education paper.

Interview with Dylan Wiliam: A case for more formative assessment than summative - Episode 32

formative assessment summative dylan wiliam

Play Episode Listen Later Oct 29, 2019 29:55

In this interview we talk to the renowned Dylan Wiliam on the subject of formative assessment. --- Support this podcast: https://anchor.fm/nathaniel-hansford/support

Interview with Dylan Wiliam Part 1: Why you should use more formative assessment than summative

education teaching formative assessment summative dylan wiliam

Play Episode Listen Later Oct 29, 2019 29:55

In this interview we talk to the renowned Dylan Wiliam on the subject of formative assessment.

Trialled and Tested: Embedding Formative Assessment

melbourne classroom questioning podcast special university college london dylan wiliam educational assessment

Play Episode Listen Later Apr 25, 2019 38:06

“Teaching should start from where the student is, not from where we would like them to be." says education professor Dylan Wiliam. In this episode of Trialled and Tested: Embedding Formative Assessment, we introduce how formative assessment strategies can be used in the classroom. Dylan is the co-developer of a professional development programme, Embedding Formative Assessment, which supports teachers to use real-time knowledge of their pupils’ strengths and weaknesses to adapt their practice. The programme builds on existing evidence that formative assessment can improve students’ learning. Many schools already prioritise formative assessment, but it can be challenging to implement. An independent evaluation funded by the Education Endowment Foundation (EEF) recently found that pupils in schools following the Embedding Formative Assessment programme made the equivalent of +2 months’ additional progress in their Attainment 8 GCSE score. Find out more, as Evidence Based Education’s Jamie Scott spoke to some of the people behind the programme - Dylan Wiliam, Emily Yeomans, Corinne Settle and Claire Taylor - and its evaluation to find out what it is all about. Tune in to hear from: Dylan Wiliam: Start to 16:40 Emily Yeomans: 16:40 to 21:40 Corinne Settle: 21:40 to 28:52 Claire Taylor: 28:52 to 35:23 Dylan Wiliam: 35:23 to end Full length: 38m You can read about the Education Endowment Trust's Embedding Formative Assessment project in full here. For more podcasts, be sure to check out our podcast archive and subscribe! We also have a collection of eBooks, videos and webinars in our Resource Library, which is free to join!

teaching ebooks tested embedding gcse attainment formative assessment resource library jamie scott claire taylor dylan wiliam trialled education endowment foundation eef

Trialled and Tested: Embedding Formative Assessment

Trialled and Tested

Play Episode Listen Later Apr 25, 2019 38:06

“Teaching should start from where the student is, not from where we would like them to be." says education professor Dylan Wiliam in this episode of Trialled and Tested, introducing how formative assessment strategies can be used in the classroom. He’s the co-developer of a professional development programme, Embedding Formative Assessment, which supports teachers to use real-time knowledge of their pupils’ strengths and weaknesses to adapt their practice. An independent evaluation funded by the Education Endowment Foundation (EEF) recently found that pupils in schools following the programme made the equivalent of +2 months’ additional progress in their Attainment 8 GCSE score. Find out more, as Evidence Based Education’s Jamie Scott spoke to some of the people behind the programme and its evaluation to find out what it is all about. Tune in to hear from: Dylan Wiliam: Start to 16:40 Emily Yeomans: 16:40 to 21:40 Corinne Settle: 21:40 to 28:52 Claire Taylor: 28:52 to 35:23 Dylan Wiliam: 35:23 to end Full length: 38m

teaching tested embedding gcse attainment formative assessment jamie scott claire taylor dylan wiliam trialled education endowment foundation eef

Podcast Special: Dylan Wiliam On Effective Questioning In The Classroom

Teacher Magazine (ACER)

Play Episode Listen Later Mar 5, 2019 21:06

Our guest today is Dylan Wiliam – Emeritus Professor of Educational Assessment at University College London. He’s a former school teacher, over the last 15 years his academic career has been focused on the use of assessment to support learning, and he now works with teachers all over the world on developing formative assessment practice. We caught up with him in Melbourne to talk about effective questioning in the classroom. Over the next 20 minutes, he’ll be explaining what’s wrong with the traditional teacher approach of ‘I’ll ask a question and you put your hands up to answer’, sharing a classroom display technique called ‘the parking lot’, and describing how to plan your lesson around checkpoints that he calls ‘hinge questions’.

An Interview with Dylan Wiliam

Global Ed Talks with Anthony Mackay

Play Episode Listen Later Jan 24, 2019 18:35

Anthony Mackay is joined by University College London Emeritus Professor and CIEB International Advisor Dylan Wiliam to discuss his recent book Creating the Schools Our Children Need.

dylan wiliam

Assessment and Learning – Dylan Wiliam

Professional Learning International

Play Episode Listen Later Jan 24, 2019 61:29

There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. In this episode, Sarah Gilmore interviews Dylan Wiliam about why and how assessment for learning, or formative assessment works. Dylan 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. 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. To learn more about Dylan you can visit his website or follow him on Twitter, and to find out more about the Teacher Learning Communities project discussed in this episode, you can visit the Dylan Wiliam Center website. You can also follow us on Twitter to keep up to date with news and exciting opportunities to work with fantastic educators like Dylan!

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Seven Myths About Education: A Book Review

Emma & Tom's PGCE Podcast

Play Episode Listen Later Jan 11, 2019 57:00

Happy new year! The podcast is back with an extended episode featuring not one, but two special guests. Emma and Tom are joined by Dr Judith Kneen who runs the PGCE Secondary English course, and Sharne Watkins, Deputy Head of Initial Teacher Education, PGCE Primary literacy specialist... and Tom's line manager - gulp! Emma, Tom, Judith and Sharne bring us a meaty 57 minutes in which they review a fairly controversial publication: Daisy Christodoulou's 'Seven Myths about Education' - a book that ruffled a fair few feathers on its publication in 2014, propelled its author to instant fame as a darling of the traditionalist wing of the education world, and had commentators even tipping her as the next head of Ofsted. The book itself aims to set out seven 'myths' which are apparently dearly-held by 'progressives', and to demolish them with evidence and science. Focusing mainly on the first two myths for reasons of time ('facts prevent understanding' and 'teacher-led instruction is passive'), our intrepid podcast quartet interrogate Christodoulou's work and try to get to the bottom of whether this really is 'the most important book of the decade on teaching' (Dylan Wiliam). Sharne then provides us with her wellbeing tip, which involves getting your trainers on and going for a walk, a shoutout to a student who changed careers to become a teacher and press-ganged her giant-vegetable-growing friend into participating in a memorable lesson, and looks at how to grab pupils with a memorable 'hook'. See you in a fortnight, when we'll drag yet another guest into our studio, and provide some sage advice for anyone considering applying for a PGCE.

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ERRR #023. Dylan Wiliam on Leadership for Teacher Learning

Education Research Reading Room

Play Episode Listen Later Nov 1, 2018 133:23

In today’s episode we’re speaking to Dylan Wiliam. Dylan is an absolute legend in the world of education and has… The post ERRR #023. Dylan Wiliam on Leadership for Teacher Learning appeared first on Ollie Lovell.

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Jeremy Hodgen: Teaching low-attaining students, relevance and fingers!

education professor teaching students fingers relevance attaining ucl institute dylan wiliam

Play Episode Listen Later Sep 16, 2018 135:44

On this episode of the Mr Barton Maths Podcast, I spoke to Jeremy Hodgen. Jeremy is a Professor of mathematics education researcher at UCL Institute of Education. He is also the co-author, along with Dylan Wiliam,Continue reading The post Jeremy Hodgen: Teaching low-attaining students, relevance and fingers! appeared first on Mr Barton Maths Blog. No related posts.

Dylan Wiliam – the return! Creating the Schools our Children need

children schools dylan wiliam

Play Episode Listen Later May 10, 2018 157:52

On this episode of the Mr Barton Maths Podcast, I spoke to Dylan Wiliam Dylan first appeared on the show back in 2016, and his appearance marked a turning point for my podcast. Prior to myContinue reading The post Dylan Wiliam – the return! Creating the Schools our Children need appeared first on Mr Barton Maths Blog. No related posts.

Knowing Me, Knowing Ed-U: Professor Rob Coe (Part 3)

Play Episode Listen Later Mar 18, 2018 23:16

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make? Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In Friday's first part, we covered school, sport and wanting to be Bertrand Russell. In yesterday's section, you can learn more about Rob's university and rowing career, as well as his PGCE and step into teaching. And today, in the final part, we discuss how far we’ve come since his Manifesto for Evidence-Based Education (the philosophy rather than us!), establishment of the EEF, the birth of ‘the toolkit’, current research and his answer to the big question... If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

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Knowing Me, Knowing Ed-U: Professor Rob Coe (Part 2)

Play Episode Listen Later Mar 17, 2018 40:17

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make? Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In yesterday's first part, we covered school, sport and wanting to be Bertrand Russell. Today, you can find out more about Rob's university and rowing career, as well as his PGCE and step into teaching. Tomorrow, in the final part, we discuss how far we’ve come since his Manifesto for Evidence-Based Education (the philosophy rather than us!), establishment of the EEF, the birth of ‘the toolkit’, current research and his answer to the big question... If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

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Knowing Me, Knowing Ed-U: Professor Rob Coe (Part 1)

Department of Education Research Seminars

Play Episode Listen Later Mar 16, 2018 22:24

Many people who are well known for their work in education have such interesting backgrounds and stories to tell, although many of us don’t get to hear them. The aim of this podcast series is to learn a bit more about these people. We sit down for a chat to find out a bit more about them – what was their experience of school? How did they come to work in education? What they’re currently working on etc. And in every episode we ask for three favourite pieces of music. Whatever we discuss, every podcast episode ends with the same question: If you were in charge of the education system for a day, what one policy or structural change would you make? Professor Rob Coe is a former Teacher, and is now Director of the Centre for Evaluation and Monitoring and Professor of Education at Durham University. We work very closely with Rob and his team at Durham University, and while he is fairly well-known in education circles, it's fair to say that he's not someone people know much about. In this interview, we chat about his time at school, rowing at Oxford, having Dylan Wiliam and Guy Claxton as PGCE tutors, free schools (but not as we know them now), the birth of the EEF toolkit and more! As it's a long old episode, we've divided it into three parts for you, to be released on 16th, 17th and 18th March. In this first part, we cover school, sport and wanting to be Bertrand Russell. Tune back in tomorrow to find out about Rob's university and rowing career, as well as his PGCE and step into teaching. If you haven’t already, do check out the previous episodes of Knowing Me Knowing Ed-U with Daisy Christodoulou, Alison Peacock, Geoff Barton and Sugata Mitra. Do you have suggestions for future guests of Knowing Me Knowing Ed-U? Who would you like to hear from? Let us know at info@evidencebased.education.

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Formative assessment: Confusions, clarifications, and prospects for consensus

Play Episode Listen Later Mar 13, 2018 51:36

Dylan Wiliam gives a talk for the Assessment in Education: Principles, Policy and Practice 25th Anniversary conference. Assessment for Learning 20 years after The Black Box OUCEA was proud to host an all-day event at St Annes College Oxford celebrating 25 years of the influential journal Assessment in Education: Principles, Policy and Practice.

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Avsnitt 136 - Året som gick

Skolspanarna - Skola, digitala verktyg och lite annat

Play Episode Listen Later Dec 25, 2017 40:50

De båda pedagogerna är tillbaka i klassrummet för att sammanfatta året som gick. Det blir återblickar som innefattar årets hetaste skol-debatter, digitaliseringen, hårdvara, bästa apparna och de mest använda GSuite-verktygen. Förutom detta fortsätter de projektet med de fem stora pedagogiska giganterna. Denna vecka tar de sig an Dylan Wiliam och hans forskning. Trots jullov är det mesta sig alltså likt. Det blir ett samtal om skola, digitala verktyg och lite annat.

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Cognitive load theory: Research that teachers really need to understand - audio paper

CESE Podcast: What Works Best

Play Episode Listen Later Dec 17, 2017 32:55

Cognitive load theory is a theory of how the human brain learns and stores knowledge. It was recently described by British educationalist Dylan Wiliam as 'the single most important thing for teachers to know'. Grounded in a robust evidence base, cognitive load theory provides support for explicit models of instruction. Read by Sally Kohlmayer, CESE. www.cese.nsw.gov.au/ / Read full report: https://www.cese.nsw.gov.au/publications-filter/cognitive-load-theory-research-that-teachers-really-need-to-understand

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Podagogy – Season 1, Episode 2 - Growth Mindset with professor Dylan Wiliam

Tes - The education podcast

Play Episode Listen Later Sep 13, 2017 23:48

In the second episode of Tes Podagogy - the Tes podcast all about teaching and learning – Dylan Wiliam, emeritus professor of assessment at UCL Institute of Education author of books including Inside the Black Box, talks about the complex relationship between education research and classroom practice and ruminats upon everything from Dweck's Mindset theory to John Sweller's Cogntiive Load Theory. See acast.com/privacy for privacy and opt-out information.

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Growth mindset with professor Dylan William

Tes Podagogy

Play Episode Listen Later Sep 5, 2017 24:21

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TOT001: What is Direct Instruction? Dylan Wiliam takeaways, and Building Habits

Teacher Ollie's Takeaways

Play Episode Listen Later Feb 8, 2017 17:18

Find all other episodes of Teacher Ollie’s Takeaways here, find it on iTunes here, or on your favourite podcasting app by… The post TOT001: What is Direct Instruction? Dylan Wiliam takeaways, and Building Habits appeared first on Ollie Lovell.

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Dylan Wiliam – Author, Researcher, Trainer and Assessment for Learning Expert