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Jul 31

MiniLM: Deep Self-Attention Distillation for Task-Agnostic Compression of Pre-Trained Transformers

Pre-trained language models (e.g., BERT (Devlin et al., 2018) and its variants) have achieved remarkable success in varieties of NLP tasks. However, these models usually consist of hundreds of millions of parameters which brings challenges for fine-tuning and online serving in real-life applications due to latency and capacity constraints. In this work, we present a simple and effective approach to compress large Transformer (Vaswani et al., 2017) based pre-trained models, termed as deep self-attention distillation. The small model (student) is trained by deeply mimicking the self-attention module, which plays a vital role in Transformer networks, of the large model (teacher). Specifically, we propose distilling the self-attention module of the last Transformer layer of the teacher, which is effective and flexible for the student. Furthermore, we introduce the scaled dot-product between values in the self-attention module as the new deep self-attention knowledge, in addition to the attention distributions (i.e., the scaled dot-product of queries and keys) that have been used in existing works. Moreover, we show that introducing a teacher assistant (Mirzadeh et al., 2019) also helps the distillation of large pre-trained Transformer models. Experimental results demonstrate that our monolingual model outperforms state-of-the-art baselines in different parameter size of student models. In particular, it retains more than 99% accuracy on SQuAD 2.0 and several GLUE benchmark tasks using 50% of the Transformer parameters and computations of the teacher model. We also obtain competitive results in applying deep self-attention distillation to multilingual pre-trained models.

Multimodal Lecture Presentations Dataset: Understanding Multimodality in Educational Slides

Lecture slide presentations, a sequence of pages that contain text and figures accompanied by speech, are constructed and presented carefully in order to optimally transfer knowledge to students. Previous studies in multimedia and psychology attribute the effectiveness of lecture presentations to their multimodal nature. As a step toward developing AI to aid in student learning as intelligent teacher assistants, we introduce the Multimodal Lecture Presentations dataset as a large-scale benchmark testing the capabilities of machine learning models in multimodal understanding of educational content. Our dataset contains aligned slides and spoken language, for 180+ hours of video and 9000+ slides, with 10 lecturers from various subjects (e.g., computer science, dentistry, biology). We introduce two research tasks which are designed as stepping stones towards AI agents that can explain (automatically captioning a lecture presentation) and illustrate (synthesizing visual figures to accompany spoken explanations) educational content. We provide manual annotations to help implement these two research tasks and evaluate state-of-the-art models on them. Comparing baselines and human student performances, we find that current models struggle in (1) weak crossmodal alignment between slides and spoken text, (2) learning novel visual mediums, (3) technical language, and (4) long-range sequences. Towards addressing this issue, we also introduce PolyViLT, a multimodal transformer trained with a multi-instance learning loss that is more effective than current approaches. We conclude by shedding light on the challenges and opportunities in multimodal understanding of educational presentations.

MonoTAKD: Teaching Assistant Knowledge Distillation for Monocular 3D Object Detection

Monocular 3D object detection (Mono3D) holds noteworthy promise for autonomous driving applications owing to the cost-effectiveness and rich visual context of monocular camera sensors. However, depth ambiguity poses a significant challenge, as it requires extracting precise 3D scene geometry from a single image, resulting in suboptimal performance when transferring knowledge from a LiDAR-based teacher model to a camera-based student model. To address this issue, we introduce {\em Monocular Teaching Assistant Knowledge Distillation (MonoTAKD)} to enhance 3D perception in Mono3D. Our approach presents a robust camera-based teaching assistant model that effectively bridges the representation gap between different modalities for teacher and student models, addressing the challenge of inaccurate depth estimation. By defining 3D spatial cues as residual features that capture the differences between the teacher and the teaching assistant models, we leverage these cues into the student model, improving its 3D perception capabilities. Experimental results show that our MonoTAKD achieves state-of-the-art performance on the KITTI3D dataset. Additionally, we evaluate the performance on nuScenes and KITTI raw datasets to demonstrate the generalization of our model to multi-view 3D and unsupervised data settings. Our code will be available at https://github.com/hoiliu-0801/MonoTAKD.

TransKD: Transformer Knowledge Distillation for Efficient Semantic Segmentation

Large pre-trained transformers are on top of contemporary semantic segmentation benchmarks, but come with high computational cost and a lengthy training. To lift this constraint, we look at efficient semantic segmentation from a perspective of comprehensive knowledge distillation and consider to bridge the gap between multi-source knowledge extractions and transformer-specific patch embeddings. We put forward the Transformer-based Knowledge Distillation (TransKD) framework which learns compact student transformers by distilling both feature maps and patch embeddings of large teacher transformers, bypassing the long pre-training process and reducing the FLOPs by >85.0%. Specifically, we propose two fundamental and two optimization modules: (1) Cross Selective Fusion (CSF) enables knowledge transfer between cross-stage features via channel attention and feature map distillation within hierarchical transformers; (2) Patch Embedding Alignment (PEA) performs dimensional transformation within the patchifying process to facilitate the patch embedding distillation; (3) Global-Local Context Mixer (GL-Mixer) extracts both global and local information of a representative embedding; (4) Embedding Assistant (EA) acts as an embedding method to seamlessly bridge teacher and student models with the teacher's number of channels. Experiments on Cityscapes, ACDC, and NYUv2 datasets show that TransKD outperforms state-of-the-art distillation frameworks and rivals the time-consuming pre-training method. Code is available at https://github.com/RuipingL/TransKD.

Orca: Progressive Learning from Complex Explanation Traces of GPT-4

Recent research has focused on enhancing the capability of smaller models through imitation learning, drawing on the outputs generated by large foundation models (LFMs). A number of issues impact the quality of these models, ranging from limited imitation signals from shallow LFM outputs; small scale homogeneous training data; and most notably a lack of rigorous evaluation resulting in overestimating the small model's capability as they tend to learn to imitate the style, but not the reasoning process of LFMs. To address these challenges, we develop Orca (We are working with our legal team to publicly release a diff of the model weights in accordance with LLaMA's release policy to be published at https://aka.ms/orca-lm), a 13-billion parameter model that learns to imitate the reasoning process of LFMs. Orca learns from rich signals from GPT-4 including explanation traces; step-by-step thought processes; and other complex instructions, guided by teacher assistance from ChatGPT. To promote this progressive learning, we tap into large-scale and diverse imitation data with judicious sampling and selection. Orca surpasses conventional state-of-the-art instruction-tuned models such as Vicuna-13B by more than 100% in complex zero-shot reasoning benchmarks like Big-Bench Hard (BBH) and 42% on AGIEval. Moreover, Orca reaches parity with ChatGPT on the BBH benchmark and shows competitive performance (4 pts gap with optimized system message) in professional and academic examinations like the SAT, LSAT, GRE, and GMAT, both in zero-shot settings without CoT; while trailing behind GPT-4. Our research indicates that learning from step-by-step explanations, whether these are generated by humans or more advanced AI models, is a promising direction to improve model capabilities and skills.

Can Language Models Teach Weaker Agents? Teacher Explanations Improve Students via Theory of Mind

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Teacher Intervention: Improving Convergence of Quantization Aware Training for Ultra-Low Precision Transformers

Pre-trained Transformer models such as BERT have shown great success in a wide range of applications, but at the cost of substantial increases in model complexity. Quantization-aware training (QAT) is a promising method to lower the implementation cost and energy consumption. However, aggressive quantization below 2-bit causes considerable accuracy degradation due to unstable convergence, especially when the downstream dataset is not abundant. This work proposes a proactive knowledge distillation method called Teacher Intervention (TI) for fast converging QAT of ultra-low precision pre-trained Transformers. TI intervenes layer-wise signal propagation with the intact signal from the teacher to remove the interference of propagated quantization errors, smoothing loss surface of QAT and expediting the convergence. Furthermore, we propose a gradual intervention mechanism to stabilize the recovery of subsections of Transformer layers from quantization. The proposed schemes enable fast convergence of QAT and improve the model accuracy regardless of the diverse characteristics of downstream fine-tuning tasks. We demonstrate that TI consistently achieves superior accuracy with significantly lower fine-tuning iterations on well-known Transformers of natural language processing as well as computer vision compared to the state-of-the-art QAT methods.

Teacher algorithms for curriculum learning of Deep RL in continuously parameterized environments

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

Aligning Teacher with Student Preferences for Tailored Training Data Generation

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

On Teacher Hacking in Language Model Distillation

Post-training of language models (LMs) increasingly relies on the following two stages: (i) knowledge distillation, where the LM is trained to imitate a larger teacher LM, and (ii) reinforcement learning from human feedback (RLHF), where the LM is aligned by optimizing a reward model. In the second RLHF stage, a well-known challenge is reward hacking, where the LM over-optimizes the reward model. Such phenomenon is in line with Goodhart's law and can lead to degraded performance on the true objective. In this paper, we investigate whether a similar phenomenon, that we call teacher hacking, can occur during knowledge distillation. This could arise because the teacher LM is itself an imperfect approximation of the true distribution. To study this, we propose a controlled experimental setup involving: (i) an oracle LM representing the ground-truth distribution, (ii) a teacher LM distilled from the oracle, and (iii) a student LM distilled from the teacher. Our experiments reveal the following insights. When using a fixed offline dataset for distillation, teacher hacking occurs; moreover, we can detect it by observing when the optimization process deviates from polynomial convergence laws. In contrast, employing online data generation techniques effectively mitigates teacher hacking. More precisely, we identify data diversity as the key factor in preventing hacking. Overall, our findings provide a deeper understanding of the benefits and limitations of distillation for building robust and efficient LMs.

LLM Teacher-Student Framework for Text Classification With No Manually Annotated Data: A Case Study in IPTC News Topic Classification

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

Generalized Teacher Forcing for Learning Chaotic Dynamics

Chaotic dynamical systems (DS) are ubiquitous in nature and society. Often we are interested in reconstructing such systems from observed time series for prediction or mechanistic insight, where by reconstruction we mean learning geometrical and invariant temporal properties of the system in question (like attractors). However, training reconstruction algorithms like recurrent neural networks (RNNs) on such systems by gradient-descent based techniques faces severe challenges. This is mainly due to exploding gradients caused by the exponential divergence of trajectories in chaotic systems. Moreover, for (scientific) interpretability we wish to have as low dimensional reconstructions as possible, preferably in a model which is mathematically tractable. Here we report that a surprisingly simple modification of teacher forcing leads to provably strictly all-time bounded gradients in training on chaotic systems, and, when paired with a simple architectural rearrangement of a tractable RNN design, piecewise-linear RNNs (PLRNNs), allows for faithful reconstruction in spaces of at most the dimensionality of the observed system. We show on several DS that with these amendments we can reconstruct DS better than current SOTA algorithms, in much lower dimensions. Performance differences were particularly compelling on real world data with which most other methods severely struggled. This work thus led to a simple yet powerful DS reconstruction algorithm which is highly interpretable at the same time.

Consistent-Teacher: Towards Reducing Inconsistent Pseudo-targets in Semi-supervised Object Detection

In this study, we dive deep into the inconsistency of pseudo targets in semi-supervised object detection (SSOD). Our core observation is that the oscillating pseudo-targets undermine the training of an accurate detector. It injects noise into the student's training, leading to severe overfitting problems. Therefore, we propose a systematic solution, termed ConsistentTeacher, to reduce the inconsistency. First, adaptive anchor assignment~(ASA) substitutes the static IoU-based strategy, which enables the student network to be resistant to noisy pseudo-bounding boxes. Then we calibrate the subtask predictions by designing a 3D feature alignment module~(FAM-3D). It allows each classification feature to adaptively query the optimal feature vector for the regression task at arbitrary scales and locations. Lastly, a Gaussian Mixture Model (GMM) dynamically revises the score threshold of pseudo-bboxes, which stabilizes the number of ground truths at an early stage and remedies the unreliable supervision signal during training. ConsistentTeacher provides strong results on a large range of SSOD evaluations. It achieves 40.0 mAP with ResNet-50 backbone given only 10% of annotated MS-COCO data, which surpasses previous baselines using pseudo labels by around 3 mAP. When trained on fully annotated MS-COCO with additional unlabeled data, the performance further increases to 47.7 mAP. Our code is available at https://github.com/Adamdad/ConsistentTeacher.

Make a Strong Teacher with Label Assistance: A Novel Knowledge Distillation Approach for Semantic Segmentation

In this paper, we introduce a novel knowledge distillation approach for the semantic segmentation task. Unlike previous methods that rely on power-trained teachers or other modalities to provide additional knowledge, our approach does not require complex teacher models or information from extra sensors. Specifically, for the teacher model training, we propose to noise the label and then incorporate it into input to effectively boost the lightweight teacher performance. To ensure the robustness of the teacher model against the introduced noise, we propose a dual-path consistency training strategy featuring a distance loss between the outputs of two paths. For the student model training, we keep it consistent with the standard distillation for simplicity. Our approach not only boosts the efficacy of knowledge distillation but also increases the flexibility in selecting teacher and student models. To demonstrate the advantages of our Label Assisted Distillation (LAD) method, we conduct extensive experiments on five challenging datasets including Cityscapes, ADE20K, PASCAL-VOC, COCO-Stuff 10K, and COCO-Stuff 164K, five popular models: FCN, PSPNet, DeepLabV3, STDC, and OCRNet, and results show the effectiveness and generalization of our approach. We posit that incorporating labels into the input, as demonstrated in our work, will provide valuable insights into related fields. Code is available at https://github.com/skyshoumeng/Label_Assisted_Distillation.

Context Aware Grounded Teacher for Source Free Object Detection

We focus on the Source Free Object Detection (SFOD) problem, when source data is unavailable during adaptation, and the model must adapt to the unlabeled target domain. In medical imaging, several approaches have leveraged a semi-supervised student-teacher architecture to bridge domain discrepancy. Context imbalance in labeled training data and significant domain shifts between domains can lead to biased teacher models that produce inaccurate pseudolabels, degrading the student model's performance and causing a mode collapse. Class imbalance, particularly when one class significantly outnumbers another, leads to contextual bias. To tackle the problem of context bias and the significant performance drop of the student model in the SFOD setting, we introduce Grounded Teacher (GT) as a standard framework. In this study, we model contextual relationships using a dedicated relational context module and leverage it to mitigate inherent biases in the model. This approach enables us to apply augmentations to closely related classes, across and within domains, enhancing the performance of underrepresented classes while keeping the effect on dominant classes minimal. We further improve the quality of predictions by implementing an expert foundational branch to supervise the student model. We validate the effectiveness of our approach in mitigating context bias under the SFOD setting through experiments on three medical datasets supported by comprehensive ablation studies. All relevant resources, including preprocessed data, trained model weights, and code, are publicly available at this https://github.com/Tajamul21/Grounded_Teacher.

Even your Teacher Needs Guidance: Ground-Truth Targets Dampen Regularization Imposed by Self-Distillation

Knowledge distillation is classically a procedure where a neural network is trained on the output of another network along with the original targets in order to transfer knowledge between the architectures. The special case of self-distillation, where the network architectures are identical, has been observed to improve generalization accuracy. In this paper, we consider an iterative variant of self-distillation in a kernel regression setting, in which successive steps incorporate both model outputs and the ground-truth targets. This allows us to provide the first theoretical results on the importance of using the weighted ground-truth targets in self-distillation. Our focus is on fitting nonlinear functions to training data with a weighted mean square error objective function suitable for distillation, subject to ell_2 regularization of the model parameters. We show that any such function obtained with self-distillation can be calculated directly as a function of the initial fit, and that infinite distillation steps yields the same optimization problem as the original with amplified regularization. Furthermore, we provide a closed form solution for the optimal choice of weighting parameter at each step, and show how to efficiently estimate this weighting parameter for deep learning and significantly reduce the computational requirements compared to a grid search.

ReFineVLA: Reasoning-Aware Teacher-Guided Transfer Fine-Tuning

Vision-Language-Action (VLA) models have gained much attention from the research community thanks to their strength in translating multimodal observations with linguistic instructions into robotic actions. Despite their recent advancements, VLAs often overlook the explicit reasoning and only learn the functional input-action mappings, omitting these crucial logical steps for interpretability and generalization for complex, long-horizon manipulation tasks. In this work, we propose ReFineVLA, a multimodal reasoning-aware framework that fine-tunes VLAs with teacher-guided reasons. We first augment robotic datasets with reasoning rationales generated by an expert teacher model, guiding VLA models to learn to reason about their actions. Then, we use ReFineVLA to fine-tune pre-trained VLAs with the reasoning-enriched datasets, while maintaining their inherent generalization abilities and boosting reasoning capabilities. In addition, we conduct an attention map visualization to analyze the alignment among visual attention, linguistic prompts, and to-be-executed actions of ReFineVLA, showcasing its ability to focus on relevant tasks and actions. Through the latter step, we explore that ReFineVLA-trained models exhibit a meaningful attention shift towards relevant objects, highlighting the enhanced multimodal understanding and improved generalization. Evaluated across manipulation tasks, ReFineVLA outperforms the state-of-the-art baselines. Specifically, it achieves an average increase of 5.0% success rate on SimplerEnv WidowX Robot tasks, improves by an average of 8.6% in variant aggregation settings, and by 1.7% in visual matching settings for SimplerEnv Google Robot tasks. The source code will be publicly available.

A New Teacher-Reviewer-Student Framework for Semi-supervised 2D Human Pose Estimation

Conventional 2D human pose estimation methods typically require extensive labeled annotations, which are both labor-intensive and expensive. In contrast, semi-supervised 2D human pose estimation can alleviate the above problems by leveraging a large amount of unlabeled data along with a small portion of labeled data. Existing semi-supervised 2D human pose estimation methods update the network through backpropagation, ignoring crucial historical information from the previous training process. Therefore, we propose a novel semi-supervised 2D human pose estimation method by utilizing a newly designed Teacher-Reviewer-Student framework. Specifically, we first mimic the phenomenon that human beings constantly review previous knowledge for consolidation to design our framework, in which the teacher predicts results to guide the student's learning and the reviewer stores important historical parameters to provide additional supervision signals. Secondly, we introduce a Multi-level Feature Learning strategy, which utilizes the outputs from different stages of the backbone to estimate the heatmap to guide network training, enriching the supervisory information while effectively capturing keypoint relationships. Finally, we design a data augmentation strategy, i.e., Keypoint-Mix, to perturb pose information by mixing different keypoints, thus enhancing the network's ability to discern keypoints. Extensive experiments on publicly available datasets, demonstrate our method achieves significant improvements compared to the existing methods.

DataEnvGym: Data Generation Agents in Teacher Environments with Student Feedback

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Dual Mean-Teacher: An Unbiased Semi-Supervised Framework for Audio-Visual Source Localization

Audio-Visual Source Localization (AVSL) aims to locate sounding objects within video frames given the paired audio clips. Existing methods predominantly rely on self-supervised contrastive learning of audio-visual correspondence. Without any bounding-box annotations, they struggle to achieve precise localization, especially for small objects, and suffer from blurry boundaries and false positives. Moreover, the naive semi-supervised method is poor in fully leveraging the information of abundant unlabeled data. In this paper, we propose a novel semi-supervised learning framework for AVSL, namely Dual Mean-Teacher (DMT), comprising two teacher-student structures to circumvent the confirmation bias issue. Specifically, two teachers, pre-trained on limited labeled data, are employed to filter out noisy samples via the consensus between their predictions, and then generate high-quality pseudo-labels by intersecting their confidence maps. The sufficient utilization of both labeled and unlabeled data and the proposed unbiased framework enable DMT to outperform current state-of-the-art methods by a large margin, with CIoU of 90.4% and 48.8% on Flickr-SoundNet and VGG-Sound Source, obtaining 8.9%, 9.6% and 4.6%, 6.4% improvements over self- and semi-supervised methods respectively, given only 3% positional-annotations. We also extend our framework to some existing AVSL methods and consistently boost their performance.

Less or More From Teacher: Exploiting Trilateral Geometry For Knowledge Distillation

Knowledge distillation aims to train a compact student network using soft supervision from a larger teacher network and hard supervision from ground truths. However, determining an optimal knowledge fusion ratio that balances these supervisory signals remains challenging. Prior methods generally resort to a constant or heuristic-based fusion ratio, which often falls short of a proper balance. In this study, we introduce a novel adaptive method for learning a sample-wise knowledge fusion ratio, exploiting both the correctness of teacher and student, as well as how well the student mimics the teacher on each sample. Our method naturally leads to the intra-sample trilateral geometric relations among the student prediction (S), teacher prediction (T), and ground truth (G). To counterbalance the impact of outliers, we further extend to the inter-sample relations, incorporating the teacher's global average prediction T for samples within the same class. A simple neural network then learns the implicit mapping from the intra- and inter-sample relations to an adaptive, sample-wise knowledge fusion ratio in a bilevel-optimization manner. Our approach provides a simple, practical, and adaptable solution for knowledge distillation that can be employed across various architectures and model sizes. Extensive experiments demonstrate consistent improvements over other loss re-weighting methods on image classification, attack detection, and click-through rate prediction.

Is ChatGPT a Good Teacher Coach? Measuring Zero-Shot Performance For Scoring and Providing Actionable Insights on Classroom Instruction

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Robust Mean Teacher for Continual and Gradual Test-Time Adaptation

Since experiencing domain shifts during test-time is inevitable in practice, test-time adaption (TTA) continues to adapt the model after deployment. Recently, the area of continual and gradual test-time adaptation (TTA) emerged. In contrast to standard TTA, continual TTA considers not only a single domain shift, but a sequence of shifts. Gradual TTA further exploits the property that some shifts evolve gradually over time. Since in both settings long test sequences are present, error accumulation needs to be addressed for methods relying on self-training. In this work, we propose and show that in the setting of TTA, the symmetric cross-entropy is better suited as a consistency loss for mean teachers compared to the commonly used cross-entropy. This is justified by our analysis with respect to the (symmetric) cross-entropy's gradient properties. To pull the test feature space closer to the source domain, where the pre-trained model is well posed, contrastive learning is leveraged. Since applications differ in their requirements, we address several settings, including having source data available and the more challenging source-free setting. We demonstrate the effectiveness of our proposed method 'robust mean teacher' (RMT) on the continual and gradual corruption benchmarks CIFAR10C, CIFAR100C, and Imagenet-C. We further consider ImageNet-R and propose a new continual DomainNet-126 benchmark. State-of-the-art results are achieved on all benchmarks.

Harnessing Negative Signals: Reinforcement Distillation from Teacher Data for LLM Reasoning

Recent advances in model distillation demonstrate that data from advanced reasoning models (e.g., DeepSeek-R1, OpenAI's o1) can effectively transfer complex reasoning abilities to smaller, efficient student models. However, standard practices employ rejection sampling, discarding incorrect reasoning examples -- valuable, yet often underutilized data. This paper addresses the critical question: How can both positive and negative distilled reasoning traces be effectively leveraged to maximize LLM reasoning performance in an offline setting? To this end, We propose Reinforcement Distillation (REDI), a two-stage framework. Stage 1 learns from positive traces via Supervised Fine-Tuning (SFT). Stage 2 further refines the model using both positive and negative traces through our proposed REDI objective. This novel objective is a simple, reference-free loss function that outperforms established methods like DPO and SimPO in this distillation context. Our empirical evaluations demonstrate REDI's superiority over baseline Rejection Sampling SFT or SFT combined with DPO/SimPO on mathematical reasoning tasks. Notably, the Qwen-REDI-1.5B model, post-trained on just 131k positive and negative examples from the open Open-R1 dataset, achieves an 83.1% score on MATH-500 (pass@1). Its performance matches or surpasses that of DeepSeek-R1-Distill-Qwen-1.5B (a model post-trained on 800k proprietary data) across various mathematical reasoning benchmarks, establishing a new state-of-the-art for 1.5B models post-trained offline with openly available data.

Instruction Multi-Constraint Molecular Generation Using a Teacher-Student Large Language Model

While various models and computational tools have been proposed for structure and property analysis of molecules, generating molecules that conform to all desired structures and properties remains a challenge. Here, we introduce a multi-constraint molecular generation large language model, TSMMG, which, akin to a student, incorporates knowledge from various small models and tools, namely, the 'teachers'. To train TSMMG, we construct a large set of text-molecule pairs by extracting molecular knowledge from these 'teachers', enabling it to generate novel molecules that conform to the descriptions through various text prompts. We experimentally show that TSMMG remarkably performs in generating molecules meeting complex, natural language-described property requirements across two-, three-, and four-constraint tasks, with an average molecular validity of over 99% and success ratio of 82.58%, 68.03%, and 67.48%, respectively. The model also exhibits adaptability through zero-shot testing, creating molecules that satisfy combinations of properties that have not been encountered. It can comprehend text inputs with various language styles, extending beyond the confines of outlined prompts, as confirmed through empirical validation. Additionally, the knowledge distillation feature of TSMMG contributes to the continuous enhancement of small models, while the innovative approach to dataset construction effectively addresses the issues of data scarcity and quality, which positions TSMMG as a promising tool in the domains of drug discovery and materials science.

FROSTER: Frozen CLIP Is A Strong Teacher for Open-Vocabulary Action Recognition

In this paper, we introduce FROSTER, an effective framework for open-vocabulary action recognition. The CLIP model has achieved remarkable success in a range of image-based tasks, benefiting from its strong generalization capability stemming from pretaining on massive image-text pairs. However, applying CLIP directly to the open-vocabulary action recognition task is challenging due to the absence of temporal information in CLIP's pretraining. Further, fine-tuning CLIP on action recognition datasets may lead to overfitting and hinder its generalizability, resulting in unsatisfactory results when dealing with unseen actions. To address these issues, FROSTER employs a residual feature distillation approach to ensure that CLIP retains its generalization capability while effectively adapting to the action recognition task. Specifically, the residual feature distillation treats the frozen CLIP model as a teacher to maintain the generalizability exhibited by the original CLIP and supervises the feature learning for the extraction of video-specific features to bridge the gap between images and videos. Meanwhile, it uses a residual sub-network for feature distillation to reach a balance between the two distinct objectives of learning generalizable and video-specific features. We extensively evaluate FROSTER on open-vocabulary action recognition benchmarks under both base-to-novel and cross-dataset settings. FROSTER consistently achieves state-of-the-art performance on all datasets across the board. Project page: https://visual-ai.github.io/froster.

Mitigating the Accuracy-Robustness Trade-off via Multi-Teacher Adversarial Distillation

Adversarial training is a practical approach for improving the robustness of deep neural networks against adversarial attacks. Although bringing reliable robustness, the performance toward clean examples is negatively affected after adversarial training, which means a trade-off exists between accuracy and robustness. Recently, some studies have tried to use knowledge distillation methods in adversarial training, achieving competitive performance in improving the robustness but the accuracy for clean samples is still limited. In this paper, to mitigate the accuracy-robustness trade-off, we introduce the Multi-Teacher Adversarial Robustness Distillation (MTARD) to guide the model's adversarial training process by applying a strong clean teacher and a strong robust teacher to handle the clean examples and adversarial examples, respectively. During the optimization process, to ensure that different teachers show similar knowledge scales, we design the Entropy-Based Balance algorithm to adjust the teacher's temperature and keep the teachers' information entropy consistent. Besides, to ensure that the student has a relatively consistent learning speed from multiple teachers, we propose the Normalization Loss Balance algorithm to adjust the learning weights of different types of knowledge. A series of experiments conducted on public datasets demonstrate that MTARD outperforms the state-of-the-art adversarial training and distillation methods against various adversarial attacks.

End-to-End Semi-Supervised Object Detection with Soft Teacher

This paper presents an end-to-end semi-supervised object detection approach, in contrast to previous more complex multi-stage methods. The end-to-end training gradually improves pseudo label qualities during the curriculum, and the more and more accurate pseudo labels in turn benefit object detection training. We also propose two simple yet effective techniques within this framework: a soft teacher mechanism where the classification loss of each unlabeled bounding box is weighed by the classification score produced by the teacher network; a box jittering approach to select reliable pseudo boxes for the learning of box regression. On the COCO benchmark, the proposed approach outperforms previous methods by a large margin under various labeling ratios, i.e. 1\%, 5\% and 10\%. Moreover, our approach proves to perform also well when the amount of labeled data is relatively large. For example, it can improve a 40.9 mAP baseline detector trained using the full COCO training set by +3.6 mAP, reaching 44.5 mAP, by leveraging the 123K unlabeled images of COCO. On the state-of-the-art Swin Transformer based object detector (58.9 mAP on test-dev), it can still significantly improve the detection accuracy by +1.5 mAP, reaching 60.4 mAP, and improve the instance segmentation accuracy by +1.2 mAP, reaching 52.4 mAP. Further incorporating with the Object365 pre-trained model, the detection accuracy reaches 61.3 mAP and the instance segmentation accuracy reaches 53.0 mAP, pushing the new state-of-the-art.

Random Teachers are Good Teachers

In this work, we investigate the implicit regularization induced by teacher-student learning dynamics in self-distillation. To isolate its effect, we describe a simple experiment where we consider teachers at random initialization instead of trained teachers. Surprisingly, when distilling a student into such a random teacher, we observe that the resulting model and its representations already possess very interesting characteristics; (1) we observe a strong improvement of the distilled student over its teacher in terms of probing accuracy. (2) The learned representations are data-dependent and transferable between different tasks but deteriorate strongly if trained on random inputs. (3) The student checkpoint contains sparse subnetworks, so-called lottery tickets, and lies on the border of linear basins in the supervised loss landscape. These observations have interesting consequences for several important areas in machine learning: (1) Self-distillation can work solely based on the implicit regularization present in the gradient dynamics without relying on any dark knowledge, (2) self-supervised learning can learn features even in the absence of data augmentation and (3) training dynamics during the early phase of supervised training do not necessarily require label information. Finally, we shed light on an intriguing local property of the loss landscape: the process of feature learning is strongly amplified if the student is initialized closely to the teacher. These results raise interesting questions about the nature of the landscape that have remained unexplored so far. Code is available at https://github.com/safelix/dinopl.