ENGAGING LEARNERS AND RESPONDING TO THEIR NEEDS Dylan Wiliam - - PowerPoint PPT Presentation
NCTM High School Interactive Institute, July 14th , 2014: Atlanta, GA CLASSROOM FORMATIVE ASSESSMENT: ENGAGING LEARNERS AND RESPONDING TO THEIR NEEDS Dylan Wiliam (@dylanwiliam) www.dylanwiliamcenter.com Outline 2 Why formative assessment
NCTM High School Interactive Institute, July 14th , 2014: Atlanta, GA
www.dylanwiliamcenter.com
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– The principle:
principle, I would say this: The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him [or her] accordingly” (Ausubel, 1968 p. vi)
– The uncomfortable fact:
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Content area N 95% confidence interval for effect size Lower Mean Upper Mathematics 19 0.14 0.17 0.20 English Language Arts 4 0.30 0.32 0.34 Science 17 0.06 0.19 0.31 Total 40
Mean effect size ≈ 0.20 A big effect size Equivalent to a 50% to 70% increase in the rate of learning Kingston and Nash (2011, 2015)
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Span Length Impact
Across terms, teaching units Four weeks to
Monitoring, curriculum alignment Within and between lessons Minute-by- minute and day-by-day Engagement, responsiveness Within and between teaching units One to four weeks Student- involved assessment
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Cycle length Long Medium Short Curriculum alignment ✔ Monitoring progress ✔ ✔ ✔ Student involved assessment ✔ ✔ Student engagement ✔ ✔ Teacher cognition about learning ✔ ✔ Responsive classroom practice ✔
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Where the learner is going Where the learner is now How to get the learner there Teacher Peer Student
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Where the learner is going Where the learner is now How to get the learner there Teacher Peer Student
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Intervention Cost Quality of evidence Extra months
Feedback ££ +8 Metacognition and self-regulation ££ +8 Peer tutoring ££ +6 Early years intervention £££££ +6 One to one tuition ££££ +5 Homework (secondary) £ +5 Collaborative learning £ +5 Phonics £ +4 Small group tuition £££ +4 Behaviour interventions £££ +4 Digital technology ££££ +4 Social and emotional learning £ +4
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Intervention Cost Quality of evidence Extra months
Parental involvement £££ +3 Reducing class size £££££ +3 Summer schools £££ +3 Sports participation £££ +2 Arts participation ££ +2 Extended school time £££ +2 Individualized instruction £ +2 After school programmes ££££ +2 Learning styles £ +2 Mentoring £££ +1 Homework (primary) £ +1
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Intervention Cost Quality of evidence Extra months
Teaching assistants ££££ Performance pay ££ Aspiration interventions £££ Block scheduling £ School uniform £ Physical environment ££ Ability grouping £
Where the learner is going Where the learner is now How to get the learner there Teacher Peer Student
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– It is not always possible – It is not always advisable – It is hard to do well
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– Goal-directed teaching – Key aim: all students reach the same understanding
– Horizon-directed teaching – Key aim: all students learn something of value in the subject
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Which fraction is the smallest? a) 1 6, b) 2 3, c) 1 3, d) 1 2.
Success rate 88%
Success rate 46%; 39% chose (b)
Vinner (1997)
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– cause thinking – provide data that informs teaching
– generating questions with colleagues – low-order vs. high-order not closed vs. open – appropriate wait-time
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A. 22 B. 38 and 44 C. 41 D. 46 E. 77 F. This data set has no median
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20 cm
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a. by discussion with colleagues b. by asking the question as an “exit-pass”
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schools; analysis of 132 students at top and bottom of each class
Butler (1988)
Achievement Attitude Grades no gain High scorers: positive Low scorers: negative Comments 30% gain High scorers: positive Low scorers: positive
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Achievement Attitude Grades no gain High scorers: positive Low scorers: negative Comments 30% gain High scorers: positive Low scorers: positive
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– without adequate controls – with poor design – with fewer than 10 participants – where performance was not measured – without details of effect sizes
– Effect sizes highly variable – 38% (231 out of 607) of effect sizes were negative
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Response type Feedback indicates performance… falls short of goal exceeds goal Change behavior Increase effort Exert less effort Change goal Reduce aspiration Increase aspiration Abandon goal Decide goal is too hard Decide goal is too easy Reject feedback Feedback is ignored Feedback is ignored
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– Focus on the reactions of the students, not the feedback – Focus your students on growth, not preserving well-being – Design feedback as part of a system – Make feedback into detective work
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– “Pre-flight checklist” – “Two stars and a wish” – Choose-swap-choose – Daily sign-in
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– With rubrics – With exemplars
– Learning portfolio – Traffic lights – Red/green discs – Coloured cups – Plus/minus/interesting
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bigger than the one I started at
2 and made it a 12
for a long time
third colome and take that from it
to it
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from when both are 0
problem
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while some go to the nearest ten
want to really get to know it
colome when you need to borrow
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– Evidence – Ideas (strategies and techniques)
– Choice – Flexibility – Small steps – Accountability – Support
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– A commitment to:
students
innovation
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www.dylanwiliam.net
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www.dylanwiliam.net
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