Dial back and make room for impact With teacher and leader workloads and burnout at an all-time high, it’s time for de-implementation: de-prioritizing and deleting the less effective, higher-cost initiatives we implement in schools. De-implementation allows us to focus on practices that have more supporting evidence and a higher probability of positive impact on students, and at the same time gain much-needed work-life balance. In Making Room for Impact, the internationally respected education experts and authors provide a clear four-stage process for winnowing down teaching and learning to high-effect practices. Informed by the latest research in learning, education, healthcare, and psychology, each step and tool is designed to move educators through the hard parts of letting go. Inside, you’ll find: Research that tells us the process of schooling is often over-engineered and that gives us permission to dial back, carefully A step-by-step process for deciding which initiatives are most effective—and how to let go of the ones that are not Useful tools, templates, and charts that educators can immediately use in their de-implementation work—at school, in teaching teams, or at the system level It’s time to get our lives back—without harming student learning. If we can collectively learn to let go and understand how to identify which initiatives are worthwhile, we’ll have more time for what truly matters.

By integrating classroom formative assessment practices into daily activities, educators can substantially increase student engagement and the rate of student learning. The second edition of this best-selling book by Dylan Wiliam presents new research, insights, and formative assessment strategies teachers can immediately apply in their classrooms. Updated examples and templates are included to help teachers elicit evidence of learning, provide meaningful feedback, and empower students to take ownership of their education. Implement effective assessment strategies in the classroom by: Reviewing the five key strategies of formative assessment in the classroom. Learning more than 50 practical techniques for classroom formative assessment. Examining research that states classroom formative assessment is the most impactful and cost-effective approach to raising student academic achievement. Exploring the use of classroom questioning, learning intentions and success criteria, feedback, collaborative and cooperative learning, and self-regulated learning to engineer effective learning environments. Discovering new insights into the current states of education and employment, and a discussion of how these changes affect student performance and teacher practice. Changes for the Second Edition: Over 30 percent new content including new research, techniques, examples, and templates New insights into the current state of education and how these changes affect student performance and teacher practice A deeper discussion of educational neuroscience, including memory studies and dual-pathway theory Contents: Chapter 1: Discovering Why Educational Achievement Matters Chapter 2: Making the Case for Formative Assessment Chapter 3: Clarifying, Sharing, and Understanding Learning Intentions and Success Criteria Chapter 4: Eliciting Evidence of Learners' Achievement Chapter 5: Providing Feedback That Moves Learning Forward Chapter 6: Activating Students as Instructional Resources for One Another Chapter 7: Activating Students as Owners of Their Own Learn

"This is a surprising and welcome book a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching.
. TES" .

. The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.
"Assessment for Learning" is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.
This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools. .

Dr Dylan Wiliam is the world's foremost authority on formative assessment and has worked for years to improve the state of education in the US and abroad. Through his experience teaching in classrooms, leading schools, and directing research, Dr Wiliam has found there is no simple solution to school improvement that works in every classroom every time - but there are measures that can improve the odds of success. In Creating the Schools Our Children Need, Dr Wiliam breaks down the methods schools use to improve, and the gaps between what research tells us works and what we actually do. Dr Wiliam analyzes the three real, implementable improvements that are proven to be factors in school success: Building a curriculum focused on developing knowledge Supporting a culture where every teacher improves Applying a framework for evaluating new district initiatives Solutions to the problem of improving education for our children require each school district to make smart decisions about what will make the most difference in their district. In order to create the schools our children need, leaders must understand why what we're doing right now really won't help much, and critically, what we can do instead.