Dylan Wiliam Event

In het najaar komt de bekende en gezaghebbende onderwijsexpert Dylan Wiliam naar Nederland. Hij zal workshops geven over diverse relevante onderwerpen. Kijk hieronder voor nadere informatie en kosten.

Programma

Tijdens de drie dagen komen er diverse onderwerpen aan bod:

31 oktober – Toetsdeskundigheid 

1 november (ochtend) – Leidinggevenden aan het leren van leraren 

1 november (middag) Introductie op formatief handelen

2 november – Metacognitie, motivatie en zelfregulerend leren

Kijk hieronder voor meer informatie (in het Engels)

Assessment Literacy

31 oktober

Even the best-designed assessment system needs to be implemented thoughtfully, which requires that all users of assessment evidence have a certain degree of assessment literacy— an understanding of both the meanings and the consequences of educational assessments.

Participants will learn

  • what makes some assessments better than others,
  • why student progress measures are almost entirely useless,
  • why most tests will never produce useful diagnostic information on students,
  • and why most school assessment systems do not do the things they are intended to do.

The day is divided into four sections covering the following themes:

  • Quality in assessment
  • Assessment literacy
  • Assessment design
  • Evidence-centered design

Geschikt voor sectoren: S(B)O, PO, VO, MBO, HBO

Leadership for teacher learning

1 november, 9:00 – 12.30 uur 

There is now substantial evidence that there is a “knowing-doing” gap in education. The problem is not that we do not know how to improve schools. The problem is implementing what is known to work in more classrooms. This is why approaches based on “sharing good practice” have been
relatively ineffective. 

Teachers do not lack knowledge—rather they lack support in putting into
practice changes in what they do in their classrooms, and this requires time. This is a particular problem in education because almost everything that teachers do in classrooms benefits their students. We cannot therefore create extra time by stopping teachers doing bad things—they aren’t
doing any. The essence of effective teacher leadership is stopping people doing good things, to give them time to do even better things.

During this day Wiliam wil help school leaders get to grips with it takes to successfully implement formative assessment in their school.

Geschikt voor: schoolleiders PO, VO & MBO

Embedding formative assessment

1 november, 13:30 – 16:30 uur

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 into the process to what the students are getting out of it. Participants will learn about the five key strategies and practical techniques for implementing formative assessment.

Geschikt voor sectoren: S(B)O, PO, VO, MBO, HBO

Metacognition, motivation and self-regulated learning

2 november

The term “metacognition” refers to any knowledge that individuals have about their own learning processes. Although some researchers have suggested that metacognition includes self-regulated learning, there is now increasing agreement—amongst researchers at least—that it is more helpful to view metacognition as one of three components of self-regulated learning, with the other two being cognition (thinking) and motivation. 

This course will outline the main theories of self-regulated learning, and show how students’ capacity for self-regulated learning can be developed both indirectly (through the development of a supportive learning environment) and directly, through teacher modelling and by explicit teaching of: 

  • cognitive strategies (such as rehearsal, reviewing, retrieval practice and spaced practice),
  • metacognitive strategies (planning, deciding how to study, monitoring and regulating learning), and
  • social-emotional strategies (help seeking, self-efficacy development, and delaying gratification).

The course will also review briefly what kinds of approaches are likely to be most successful in different subjects, and for learners of different ages, and how self-regulated learning strategies can be integrated with cooperative and collaborative learning approaches.

Geschikt voor sectoren: S(B)O, PO, VO, MBO, HBO

Meer over Dylan Wiliam

Dylan Wiliam is een onderwijsexpert uit Wales die momenteel woonachtig is in Florida. 

Wiliam houdt zich voornamelijk bezig met onderzoek naar de professionele ontwikkeling van leraren. Van zijn boek Inside the Black Box uit 1998 zijn er meer dan 100.000 verkocht. Hij was een adviseur voor Tony Blair. In 2010 maakte hij naam met de BBC-documentaire The Classroom Experiment.

In het Nederlands verschenen twee van zijn boeken over formatief handelen: Cijfers geven werkt niet en Formatief evalueren integreren in de praktijk.

Dylan Wiliam

Onderwijsexpert

Kosten & registreren

Voor uw deelname betaalt u de volgende bijdrage:

Halve dag

275
  • Dagdeel op woensdag
  • Lunch

Dag

499
  • Een dag naar keuze
  • Lunch

2 hele dagen

900
  • Twee dagen naar keuze
  • Lunch
Meest gekozen

3 hele dagen

1300
  • Drie hele dagen
  • Lunch