Dr. Dylan Wiliam

World's Leading Authority On Educational Leadership And Formative Assessment

BIOGRAPHY

‣ Emeritus Professor of Educational Assessment at University College London

‣ Former Dean of the School of Education, King’s College London

‣ Former Senior Research Director at the Educational Testing Service in Princeton University

‣ Former Deputy Director of the Institute of Education, University of London
Dylan Wiliam, PhD, is one of the world’s foremost education authorities. He has helped to successfully implement classroom formative assessment in thousands of schools all over the world, including the United States, Singapore, Sweden, Australia, and the United Kingdom. A two-part BBC series, “The Classroom Experiment,” tracked Wiliam’s work at one British middle school, showing how formative assessment strategies empower students, significantly increase engagement, and shift classroom responsibility from teachers to their students so that students become agents of and collaborators in their own learning.

Wiliam is professor emeritus of educational assessment at UCL Institute of Education (IOE), London, UK. After a first degree in mathematics and physics, Wiliam taught in urban schools for seven years, during which time he earned further degrees in mathematics and mathematics education.

He has served as dean and head of the School of Education (and later assistant principal) at King’s College London; senior research director at the Educational Testing Service in Princeton, NJ; and deputy director (Provost) of the Institute of Education, University of London. Since 2010, he has devoted most of his time to research and teaching.

Wiliam’s most recent book Creating the Schools Our Children Need: Why What We’re Doing Now Won’t Help Much (And What We Can Do Instead) breaks down the methods American schools use to improve, and the gaps between what research tells us works and what we actually do. His additional works focus on the profound impact strategic formative assessment has on student learning. He is co-author of Inside the Black Box, a major review of the research evidence on formative assessment, as well as Embedding Formative Assessment: Practical Techniques for K-12 Classroom, the Embedding Formative Assessment Professional Development Pack, and Leadership for Teacher Learning.

KEYNOTE 1

Bestselling in 2020

DW1
How Not To Be Wrong: 7 Myths About Education

BY Dr. Dylan Wiliam

Synopsis

Personal beliefs play such a strong role in education that it is easy to forget that there are some things on which the research is relatively clear. In this keynote, Dylan William will address seven widespread educational beliefs:

1. Experts can judge good teaching when they see it
2. We can evaluate teachers by the progress their students make
3. Insights from neuroscience can improve teaching
4. Authentic activities are the best way to teach
5. Humans know when they are learning and when they are not
6. Randomized-control trials (RCTs) are the most reliable guides on how to improve education
7. Knowledge isn’t important. You can always Google it

Dylan will then show that each of these are not just lacking evidence in their support but are, just incorrect.

By the end of this session, participants will understand why each of the seven myths are untrue, and how to evaluate similar claims when they are made.

SPECIAL PRICE

Register before 30 Jun 21
SGD95
75 SGD Per View by 1 Pax
  •  
Self-Paced Virtual Format:

✅ 1-hr pre-recorded video presentation

✅ E-Certificate after attendance

✅ For one-time viewing by 1 delegate

✅ Powerpoints / handouts provided

✅ FAQ Pre-recorded video by Speaker

KEYNOTE 2

Bestselling in 2020

DW2
Why A Knowledge Rich Curriculum Is The Key To Improving Educational Equity

BY Dr. Dylan Wiliam

Synopsis

Denis Lawton defined curriculum as “a selection from culture” but how are we to make the selection, and who gets to decide? In the absence of a clear set of guiding principles for the design of a curriculum, curriculum development becomes a kind of inflationary spiral in which people agree to other people’s preferences provided their own are also accepted. The result is too often a curriculum that is, in the words of William Schmidt, “a mile wide and an inch deep”. This lecture will present participants with a number of principles for curriculum design, that focus, in particular, on the curriculum as a device for building knowledge, and will show why access to a knowledge-based curriculum is one of the most powerful ways of increasing educational equity.

By the end of this session, participants will understand why a broad, well-balanced, knowledge-based curriculum is disproportionately effective for students from disadvantaged backgrounds, and how they can ensure a principled approach to curriculum design in their own institutions.

SPECIAL PRICE

Register before 30 June 21
SGD95
75 SGD Per View by 1 Pax
  •  
Self-Paced Virtual Format:

✅ 1-hr pre-recorded video presentation

✅ E-Certificate after attendance

✅ For one-time viewing by 1 delegate

✅ Powerpoints / handouts provided

✅ FAQ Pre-recorded video by Speaker

MASTERCLASS 1

Bestselling in 2020

D1
Teacher Quality: What It Is, Why It Matters, And How To Get More Of It

BY Dr. Dylan Wiliam

Synopsis

Dylan will argue that the main reason that most system-wide educational reforms have failed is that they have ignored (1) the importance of teacher quality for student progress; (2) the fact that teacher quality is highly variable; and (3) that teacher quality has differential impact on different students. Teacher quality can be improved by replacing teachers with better ones, but this is slow, and of limited impact. This suggests that the future economic prosperity of each country requires improving the quality of the teachers already working in its schools. We can help teachers develop their practice in a number of ways; some of these will benefit students, and some will not. Developments with the biggest impact appear to be those that involve changes in practice, which will require new kinds of teacher learning, new models of professional development, and new models of leadership.

Objective:

By the end of this session, participants will understand the various approaches that have been used to measure the differences between teachers in their effectiveness, and understand the magnitude of teacher effects relative to student progress. Participants will also understand why various attempts to identify the characteristics of effective teachers have been unsuccessful, so that evaluating teachers is likely to be an ineffective approach to improving education. Participants will also understand how to apply cost-effective analysis to potential mechanisms for improving teacher quality, and learn why changing practice in classrooms, though challenging, is likely to provide the greatest improvements in student achievement.

*Please note that not all hours of the masterclass will be made up of videos. The total duration of the video presentations varies for each masterclass. Time allocated for activities is inclusive within the total masterclass duration.

SPECIAL PRICE

Register before 30 June 21
SGD435
385 SGD Per View by 1 Pax
  •  
Self-Paced Virtual Format:

✅ 6-hr Masterclass made up of pre-recorded presentation videos & activities*

✅ E-Certificate after attendance

✅ For one-time viewing by 1 delegate

✅ Powerpoints / handouts provided

✅ FAQ Pre-recorded video by Speaker

MASTERCLASS 2

Bestselling in 2020

D2
Embedding Formative Assessment With Teacher Learning Communities: The Most Cost Effective Approach To Improving Education

BY Dr. Dylan Wiliam

Synopsis

There is now a large and growing evidence base that helping teachers develop their use of minute-to-minute and day-by-day assessment is one of, if not the most powerful ways to improve student learning. However, adopting formative assessment, or assessment for learning as it is sometimes called, involves far more than adding a few “quick fixes” to teachers’ classroom repertoires. It involves a fundamental shift in focus, from what the teacher is putting in to the process to what the students are getting out of it.

In this interactive one-day masterclass, participants will learn:
• Why we need to increase educational achievement, what’s been tried, and why it hasn’t worked;
• Why formative assessment needs to be the priority for every school;
• What formative assessment is (and isn’t);
• Practical techniques for implementing formative assessment; and
• How to sustain the development of formative assessment with teacher learning communities.

*Please note that not all hours of the masterclass will be made up of videos. The total duration of the video presentations varies for each masterclass. Time allocated for activities is inclusive within the total masterclass duration.

SPECIAL PRICE

Register before 30 June 21
SGD435
385 SGD Per View by 1 Pax
  •  
Self-Paced Virtual Format:

✅ 6-hr Masterclass made up of pre-recorded presentation videos & activities*

✅ E-Certificate after attendance

✅ For one-time viewing by 1 delegate

✅ Powerpoints / handouts provided

✅ FAQ Pre-recorded video by Speaker

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