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Dylan ap Rhys Wiliam [3] is a Welsh educationalist. He is emeritus professor of educational assessment at the UCL Institute of Education . He lives in Bradford County, Florida , United States.
- Nobody Cares How Much You Know Until They Know How Much You Care
- Learning Is A Change in Long-Term Memory
- Memory Is The Residue of Thought
- Learning Requires Forgetting
- If You Don’T Know Where You’Re Going, You Might Wind Up Someplace Else
- The only Thing That Matters About Feedback Is What Students Do with It
- Effective Group Work Requires Individual Accountability
- Students Have Deep Insights Into Their Own Learning
This phrase is generally attributed to Theodore Roosevelt, although it does not appear in any of his writings or recorded speeches. Whatever the source, it captures a key point for teaching. Teaching is about relationships, and these relationships are best when they involve mutual respect. When I ran a PGCE, many of the student teachers told me tha...
This comes from the work of educational psychologists John Sweller and Paul Kirschner. They point out that if nothing has been changed in long-term memory, then nothing has been learned. Early in my career, I was constantly surprised by how many students could do things at the end of a unit but had forgotten it all six weeks later. This also explai...
This is the pithy summary of what we know about human memory articulated by Daniel Willingham, professor of psychology at the University of Virginia. As another American psychologist, professor Robert Bjork, has pointed out, how well students perform in a learning task is inversely proportionate to how much they will remember weeks later. Students ...
The work of Bjork yields another, even more counterintuitive, insight into learning: that forgetting is important to long-term learning. Restudying material when it is fresh in your mind feels good because the material seems familiar - it feels as if you know it. However, this is misleading because the reason it seems familiar is because of its rec...
This is from Lawrence “Yogi” Berra - a professional baseball player - and it neatly encapsulates the importance of sharing learning intentions with students. I am actually embarrassed by how long I spent teaching without telling my students where we were going. After all, it’s rather obvious that if the students know where they are headed, they hav...
The purpose of feedback is almost always to improve the student, and not the work. The work is simply the evidence that points you to what kinds of improvements are possible and desirable. An immediate consequence of this is that feedback should be more work for the student than the teacher, and what really matters with feedback is what students do...
As a young teacher, I embraced the idea that students should work in groups - after all, as adults they would probably be working in teams for the rest of their lives, so an important aspect of education should be to prepare students for this. However, I was disappointed that when students worked in groups, it was often less effective than when I t...
All schools involve students in decision-making. Unfortunately, the decisions on which they are consulted tend to be matters like the cafeteria and toilets, rather than what happens in classrooms. One of the things I regret most about my teaching was my failure to treat students as essential partners in the learning process. Since leaving full-time...
Inside the Black Box, and other booklets containing ideas about how to improve formative assessment in schools, are available from GL Assessment in Europe, Hawker-Brownlow in Australasia, and Learning Sciences International in North America. You can email me at dylanwiliam@mac.com and follow me on Twitter @dylanwiliam.
Dec 12, 2018 · View PDF. Twenty years ago Paul Black and Dylan Wiliam published their world-renowned review on classroom assessment and learning in this journal (Black & Wiliam, 1998). It has been on the list of the top-ten most read articles in this journal ever since, with more than 56,000 views as I am writing this editorial.
- Therese N. Hopfenbeck
- 2018
That was the advice offered by Professor Dylan Wiliam when he visited the Australian Council for Educational Research (ACER) to record a video conversation as part of the organisation's Rolling Summit on assessment reform and innovation. Wiliam is Emeritus Professor of Educational Assessment at the Institute of Education, University of London.
1994-1996 Senior lecturer in mathematics education, King’s College London. 1996-2001 Dean of the School of Education, King’s College London. 2001-2003 Assistant Principal, King’s College London. 2003-2006 Senior Research Director, ETS, Princeton NJ. 2006-2010 Deputy Director, Institute of Education, University of London.
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