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Jan 10, 2019 · The five strategies were expressed as early as 2005: Clarifying, understanding, and sharing learning intentions. Engineering effective classroom discussions, tasks and activities that elicit evidence of learning. Providing feedback that moves learners forward. Activating students as learning resources for one another.
Dylan Wiliam outlines five key strategies in formative assessment that advance learning effectively. These strategies encourage clear communication of objectives, foster engaging classroom discussions, and utilize learners as resources for understanding and improvement.
May 13, 2024 · For the uninitiated, his influential work on feedback in the classroom emphasises the importance of formative assessment as a powerful tool for improving student learning and ‘moving learning forward’ (Wiliam, 2018). He advocates for feedback that is timely, specific and actionable, fostering a continuous cycle of assessment and adjustment ...
- Wiliam says ‘if you don’t know where you’re going, you’ll never get there’. This is largely about curriculum planning. Where do you want your children to get to by the end of the lesson/year/school experience?
- ‘Owning your own learning’ is at the heart of strong self-regulation. How do you encourage your learners to own their own learning? How do you support them to be good at this - what does excellence look like in self-regulation?
- Feedback is only successful if students’ learning improves. How do you students respond differently do feedback - how do you personalise this approach to achieve the best outcomes?
- This is where disciplined ‘think pair share‘ becomes so powerful. What makes a disciplined think, pair, share? What others techniques can you think of that best support students to act as a learning resource for one another?
- “A bad curriculum well taught is invariably a better experience for students than a good curriculum badly taught: pedagogy trumps curriculum. Or more precisely, pedagogy is curriculum, because what matters is how things are taught, rather than what is taught.”
- “The greatest impact on learning is the daily lived experiences of students in classrooms, and that is determined much more by how teachers teach than by what they teach.”
- “feedback should cause thinking. It should be focused; it should relate to the learning goals that have been shared with the students; and it should be more work for the recipient than the donor.
- “The teacher’s job is not to transmit knowledge, nor to facilitate learning. It is to engineer effective learning environments for the students. The key features of effective learning environments are that they create student engagement and allow teachers, learners, and their peers to ensure that the learning is proceeding in the intended direction.
Mar 28, 2021 · (Wiliam 2017 p.42) He defines formative assessment as ‘the process used by teachers and students to recognise and respond to student learning in order to enhance that learning, during the learning’.
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Dylan Wiliam describes assessment as the bridge between teaching and learning. The concept of “ formative assessment” emerged with recognition of the importance of feedback and application of navigational metaphors about staying on course through corrective steering.
