UNDO: Understanding Distillation as Optimization
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arXiv
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| Format: | Preprint |
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2025
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| _version_ | 1866909563403370496 |
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| author | Jain, Kushal Goyal, Piyushi Shridhar, Kumar |
| author_facet | Jain, Kushal Goyal, Piyushi Shridhar, Kumar |
| contents | Knowledge distillation has emerged as an effective strategy for compressing large language models' (LLMs) knowledge into smaller, more efficient student models. However, standard one-shot distillation methods often produce suboptimal results due to a mismatch between teacher-generated rationales and the student's specific learning requirements. In this paper, we introduce the UNDO: UNderstanding Distillation as Optimization framework, designed to bridge this gap by iteratively identifying the student's errors and prompting the teacher to refine its explanations accordingly. Each iteration directly targets the student's learning deficiencies, motivating the teacher to provide tailored and enhanced rationales that specifically address these weaknesses. Empirical evaluations on various challenging mathematical and commonsense reasoning tasks demonstrate that our iterative distillation method, UNDO, significantly outperforms standard one-step distillation methods, achieving performance gains of up to 20%. Additionally, we show that teacher-generated data refined through our iterative process remains effective even when applied to different student models, underscoring the broad applicability of our approach. Our work fundamentally reframes knowledge distillation as an iterative teacher-student interaction, effectively leveraging dynamic refinement by the teacher for better knowledge distillation. |
| format | Preprint |
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arxiv_https___arxiv_org_abs_2504_02521 |
| institution | arXiv |
| publishDate | 2025 |
| record_format | arxiv |
| spellingShingle | UNDO: Understanding Distillation as Optimization Jain, Kushal Goyal, Piyushi Shridhar, Kumar Computation and Language Knowledge distillation has emerged as an effective strategy for compressing large language models' (LLMs) knowledge into smaller, more efficient student models. However, standard one-shot distillation methods often produce suboptimal results due to a mismatch between teacher-generated rationales and the student's specific learning requirements. In this paper, we introduce the UNDO: UNderstanding Distillation as Optimization framework, designed to bridge this gap by iteratively identifying the student's errors and prompting the teacher to refine its explanations accordingly. Each iteration directly targets the student's learning deficiencies, motivating the teacher to provide tailored and enhanced rationales that specifically address these weaknesses. Empirical evaluations on various challenging mathematical and commonsense reasoning tasks demonstrate that our iterative distillation method, UNDO, significantly outperforms standard one-step distillation methods, achieving performance gains of up to 20%. Additionally, we show that teacher-generated data refined through our iterative process remains effective even when applied to different student models, underscoring the broad applicability of our approach. Our work fundamentally reframes knowledge distillation as an iterative teacher-student interaction, effectively leveraging dynamic refinement by the teacher for better knowledge distillation. |
| title | UNDO: Understanding Distillation as Optimization |
| topic | Computation and Language |
| url | https://arxiv.org/abs/2504.02521 |