Truly Transformational Learning Practices: An Analysis of What Moves in the Best Classrooms

Dylan Wiliam

www.dylanwiliam.net

A framework for teaching (Danielson, 1996)

Four domains of teacher practice1. Planning and preparation2. The classroom environment3. Instruction4. Professional responsibilities

A framework for teaching (Danielson, 1996)

Domain 2: The classroom environment 2a: Creating an environment of respect and rapport 2b: Establishing a culture for learning 2c: Managing classroom procedures 2d: Managing student behavior 2e: Organizing physical space

Domain 3: Instruction 3a: Communicating with students 3b: Using questioning and discussion techniques 3c: Engaging students in learning 3d: Using assessment in instruction 3e: Demonstrating flexibility and responsiveness

Teacher value-added ratings

Sartain et al., (2011)

Teacher ratings and student growth

Unsatisfactory Basic Proficient Distinguished-0.6

-0.4

-0.2

0

0.2

0.4

0.6

Reading Mathematics

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Reading

Unsatisfactory Basic Proficient Distinguished-0.6

-0.4

-0.2

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0.2

0.4

0.6

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Mathematics

Unsatisfactory Basic Proficient Distinguished-0.8

-0.6

-0.4

-0.2

0

0.2

0.4

0.6

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The basic mystery

We know that teachers make a difference But what makes the difference in teachers?

An improvement of one category on the Danielson scale is associated with an increase of around: 0.2 standard deviations of teacher quality 0.04 standard deviations of student achievement 10% to 15% in the rate of learning

This is about twice the average improvement of a teacher over a career

But it’s a rather small improvement

What kind of school is this?

It’s very hard to spot good teaching11

The available evidence is that Ofsted’s framework is not even as good as the Danielson framework for detecting good teaching

This suggests that Ofsted captures less than 20% of teaching quality

And in turn suggests that we need to look in more detail at particular kinds of teacher practices.

KMOFA Project12

24 (later 36, later 48) teachers developing practice Focus on formative assessment Outcomes measures: KS3 tests, GCSE, A-level Comparison groups

similar classes taught by the same teacher similar classes taught by different teachers

Impact on student achievement 0.32 standard deviations half a grade per subject at GCSE 80% increase in the rate of learning

Wiliam, Lee, Harrison and Black (2004)

Effective learning environments

A prevalent, mistaken, view Teachers create learning The teacher’s job is to do the learning for the learner

A not so prevalent, not quite so mistaken, but equally dangerous view Only learners can create learning The teacher’s job is to “facilitate” learning

A difficult to negotiate, middle path Teaching as the engineering of effective learning environments Key features:

Create student engagement (pedagogies of engagement) Well-regulated (pedagogies of contingency) Develop habits of mind (pedagogies of formation)

Unpacking formative assessment

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

Clarifying, sharing and

understanding learning

intentions

Engineering effective discussions, tasks, and

activities that elicit evidence of learning

Providing feedback that

moves learners forward

Activating students as learningresources for one another

Activating students as ownersof their own learning

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And one big idea

Where the learner is going Where the learner is How to get there

Teacher

Peer

Learner

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Using evidence of achievement to adapt

what happens in classrooms to meet

learner needs

Practical techniques

Clarifying, sharing and understanding learning intentions

Sharing learning intentions

Explain learning intentions at start of lesson/unit: Learning intentions Success criteria

Consider providing learning intentions and success criteria in students’ language.

Use posters of key words to talk about learning: e.g., describe, explain, evaluate

Use planning and writing frames judiciously Use annotated examples of different standards to “flesh

out” mark schemes (e.g., lab reports) Provide opportunities for students to design their own

tests

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Engineering effective discussions, activities and classroom tasks that elicit evidence of learning

Eliciting evidence

Key idea: questioning should cause thinking provide data that informs teaching

Improving teacher questioning generating questions with colleagues closed v open low-order v high-order appropriate wait-time

Getting away from I-R-E basketball rather than serial table-tennis ‘No hands up’ (except to ask a question) ‘Hot Seat’ questioning

All-student response systems Class poll, ABCD cards, Mini white-boards, Exit passes

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Providing feedback that moves learners forward

Providing feedback that moves learning on

Key idea: feedback should: Cause thinking Provide guidance on how to improve

Comment-only marking Focused marking Explicit reference to mark schemes/scoring guide Suggestions on how to improve:

Not giving complete solutions Re-timing assessment:

e.g., three-quarters-of-the-way-through-a-unit test

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Activating students as learning resources for one another

Students as learning resources

Students assessing their peers’ work: “Pre-flight checklist” “Two stars and a wish”

Training students to pose questions/identifying group weaknesses

End-of-lesson students’ review

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Activating students as owners of their own learning

Students owning their own learning

Students assessing their own work: With mark schemes or scoring guides With exemplars

Self-assessment of understanding: Traffic lights Red/green discs Coloured cups Choose/swap/choose +/—/interesting Learning portfolio

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