Dylan Wiliam

Discussion with Dr. Dylan Wiliam focuses on improving math proficiency, knowledge-rich curriculum, and teacher effectiveness. Examples of using formative assessment for student learning provided. Practical wisdom for teachers, policy makers, and parents shared in the podcast.

Education expert Dylan Wiliam discusses the nuances between direct instruction and inquiry-based learning. They explore the ongoing debate in education, balancing measurable outcomes with qualitative development, and the significance of wait time for student learning.

In this podcast, Tom Schimmer is joined by Dylan Wiliam, an expert in classroom assessment. They discuss the need for a societal reset on failure, the importance of feedback and its impact on learning, collaborative learning and promoting collaboration, exploring the definition of curriculum, and challenging arguments against standards-based grading.

Dylan Wiliam, a renowned education and assessment scholar, dives into the intricacies of meta-analysis and effect sizes. He critiques traditional metrics in educational research, emphasizing the importance of rigorous evaluations and transparency. The discussion covers the nuances of interpreting effect sizes and the significance of preregistration and replication for trustworthy results. Wiliam also debates the merits of randomized controlled trials versus meta-analyses, using real examples to illustrate how context influences educational interventions.

Dylan Wiliam, Expert in classroom assessment, joins Tom Schimmer to discuss the irony of formative assessment, providing tools to teachers, maintaining students' enthusiasm, and evaluating understanding for grading. They emphasize the cumulative effect of instruction on students' progress and achievement.

Dylan Wiliam, a former math and science teacher turned renowned researcher and author, shares insightful strategies for improving education. He discusses transforming feedback into detective work to enhance student engagement. Wiliam also emphasizes making detention purposeful and tailoring question planning to lesson objectives. He highlights the often overlooked insight we have into our own learning and encourages educators to turn 'don't know' into a springboard for conversation. His innovative tips are a must-listen for any teacher!

Exploring de-implementation in education, Arran Hamilton and Dylan Wiliam emphasize giving up old practices for new ones. They discuss challenges in reallocating resources, proposing high-level strategies, and the significance of AI in education. The conversation also touches on effective altruism, efficiency in daily tasks, and promoting a weekly newsletter for educators.

Dylan Wiliam, a prominent educationalist and author, shares his insights on formative assessment and its evolution in the UK as Assessment for Learning. He discusses the shift from traditional assessment to continuous, reflective practices that enhance student outcomes. Wiliam emphasizes the significance of a knowledge-rich curriculum and addresses the misconceptions surrounding critical thinking skills. He also critiques current educational research methods and advocates for stronger collaboration between teachers and researchers to effectively implement evidence-based strategies in the classroom.

Dylan Wiliam, an expert in mathematics education, and cognitive load theory, joins Oliver Caviglioli, a visual learning advocate, along with educators Carl Hendrick and Christian Bokhove. They dive deep into the intricacies of cognitive load theory and its application in teaching. The conversation highlights the balance between structured learning and fostering curiosity. They discuss the complexities of effective communication in education and share strategies for blending research with practical classroom applications to enhance student engagement and retention.

Nat Malkus and Dylan Wiliam discuss PISA results, differences in US and UK education, the importance of formative assessment, challenges in teacher improvement, making learning responsive, AI in education, and the need for de-implementation in education.