notes from Dylan Wiliam - Embedding Formative Assement with Teacher Learning Communities

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26.3.2018 - Dylan's presentation notes


  • PD for teachers needs to be embedded, ongoing and focussed on habit change (not knowledge acquisition.
  • Pedagogy of responsiveness
  • Pedagogy of engagement.
  • Wider curriculum - Arts, Music, Dance and Drama - these things actually improve reading by giving background information/content/context etc.
  • Consider 'Mathew effect' re reading - those who read more do get better
  • When learning is too easy, you don't remember it.  The harder you work, the better.
  • Re growth mindset - use to support understanding that you can get to be higher achieving.  There is natural talent,  though effort overcomes talent.  'Smart' is something you can 'get'.
  • Our goal is long-term learning - can students do it in 6 weeks?
  • When planning, build lessons with checkpoints in them.  Dunning Kruger effect - do ignorant people know how ignorant they are?
  • Feedback - not to improve work - to improve student.
  • Get students to respond to statements - problem with questions is you can be wrong.  You can't be wrong responding to a statement.
  • Our brains don't generalise naturally - can students apply learning intentions in different contexts.
  • Planning structures for students (e.g. with writing) are double edged swords.  Potential to constrain and to support.  Ensure students have guidance, not straightjacket.
  • Rubrics - limiting - a piece of work/learning can get better in hundreds of ways and we're restricted to a few of them.
  • Careful co-constructing success criteria, teacher must ensure subject matter is honoured.
  • 2 reasons to ask questions: to cause thinking, to provide data to inform teaching. Plan good questions with colleagues.  Closed questions do have a place and can cause thinking, e.g. is this a square or a trapezium?  Give think time - only if you've given them something to think about!
  • IRE -  initiation, response, evaluation/Pose, Pause, Pounce, Bounce - aim for no hands up at least 80% of time. All student response systems e.g iceblock sticks named and randomly drawn out. 
  • Feedback - do students understand why you are marking?...teacher has high standards and believes you can achieve them with the right support. The thing that matters about feedback is what the students are doing with it.  Feedback should cause thinking if it's effective.  Feedback should be more work for the recipient than donor.
  • Groups - don't assign roles (e.g. reporter) first.  
  • When everything is a priority, nothing is a priority.  Stop people doing good things to give them time to do better.
  • Teacher Learning Communities (TLC) see slide 87
  • Peer observation - run to agenda of the observed not observer.  The observed teacher owns the process - 'the observer is working for me'. If power balance not equal it's not peer observation.
Next steps:
-incorporate checkpoints within my term 2 planning.
-plan my questions
-aim for no hands up 80% of time - use other student response systems



-support system for peer observation for teachers

Comments

  1. Learning Nuggets27 April 2018 at 07:14

    Hi Gretchen, Thank you for sharing your thoughts about Embedding Formative Assessment with Teacher Learning Communities. Interesting for me was the Dunning Kruger effect that you mentioned. What kind of checkpoints can we build into our lessons? Is this to teach children to think metacognitively about their learning?
    I also like the point of letting children respond to statements instead of questions. I think that is a great idea. I suppose teaching them some good sentence starters to go with that would be helpful.

    ReplyDelete

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