Universal Textual Teaching for LLMs

arXiv:2610.12114v1 Announce Type: new Abstract: Knowledge distillation (KD) transfers knowledge from stronger Teacher models to weaker Student models, but most methods require training the Student parameters, thereby binding the distilled knowledge to a specific architecture and checkpoint. This implicit representation is difficult to interpret or reuse across models and limits KD for API-only or costly-to-train models. This paper studies knowledge transfer for large language models (LLMs). We introduce Universal Textual Teaching (UTT), a parameter-update-free framework that distills observed Teacher-Student knowledge gaps into a textual, interpretable, and reusable natural-language artifact called Primer. Specifically, UTT first identifies representative gap cases through paired evaluations, and iteratively updates the Primer via multi-role interactions: the Student attempts each task, the Prompter turns evaluation feedback into a teaching instruction, the Teacher provides a targeted demonstration, and the Synthesizer consolidates validated lessons. Empirically, on the challenging math (Omni-MATH-2) and code generation (KernelBench) tasks, extensive results confirm the effectiveness of the method: UTT remarkably raises the Student's accuracy from 9.4% to 48.6% and Fast1 accuracy from 9% to 35% on KernelBench, while increasing mathematical reasoning accuracy from 27.6% to 51.7%. UTT also performs better than representative prompt engineering and parameter-based KD methods. Of note, UTT is shown to be generalizable across different Teachers and Students: a Primer synthesized for one Teacher-Student pair can generalize to other Students that do not participate in the synthesis.

Abstract:Knowledge distillation (KD) transfers knowledge from stronger Teacher models to weaker Student models, but most methods require training the Student parameters, thereby binding the distilled knowledge to a specific architecture and checkpoint. This implicit representation is difficult to interpret or reuse across models and limits KD for API-only or costly-to-train models. This paper studies knowledge transfer for large language models (LLMs). We introduce Universal Textual Teaching (UTT), a parameter-update-free framework that distills observed Teacher-Student knowledge gaps into a textual, interpretable, and reusable natural-language artifact called Primer. Specifically, UTT first identifies representative gap cases through paired evaluations, and iteratively updates the Primer via multi-role interactions: the Student attempts each task, the Prompter turns evaluation feedback into a teaching instruction, the Teacher provides a targeted demonstration, and the Synthesizer consolidates validated lessons. Empirically, on the challenging math (Omni-MATH-2) and code generation (KernelBench) tasks, extensive results confirm the effectiveness of the method: UTT remarkably raises the Student's accuracy from 9.4% to 48.6% and Fast1 accuracy from 9% to 35% on KernelBench, while increasing mathematical reasoning accuracy from 27.6% to 51.7%. UTT also performs better than representative prompt engineering and parameter-based KD methods. Of note, UTT is shown to be generalizable across different Teachers and Students: a Primer synthesized for one Teacher-Student pair can generalize to other Students that do not participate in the synthesis.

Artificial Intelligence (cs.AI)

arXiv:2610.12114 [cs.AI]

(or arXiv:2610.12114v1 [cs.AI] for this version)

https://doi.org/10.48550/arXiv.2610.12114 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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Universal Textual Teaching for LLMs

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