Xiusi Chen

Yijun Tian, Yikun Han, Xiusi Chen et al.

Transferring the reasoning capability from stronger large language models (LLMs) to smaller ones has been quite appealing, as smaller LLMs are more flexible to deploy with less expense. Among the existing solutions, knowledge distillation stands out due to its outstanding efficiency and generalization. However, existing methods suffer from several drawbacks, including limited knowledge diversity and the lack of rich contextual information. To solve the problems and facilitate the learning of compact language models, we propose TinyLLM, a new knowledge distillation paradigm to learn a small student LLM from multiple large teacher LLMs. In particular, we encourage the student LLM to not only generate the correct answers but also understand the rationales behind these answers. Given that different LLMs possess diverse reasoning skills, we guide the student model to assimilate knowledge from various teacher LLMs. We further introduce an in-context example generator and a teacher-forcing Chain-of-Thought strategy to ensure that the rationales are accurate and grounded in contextually appropriate scenarios. Extensive experiments on six datasets across two reasoning tasks demonstrate the superiority of our method. Results show that TinyLLM can outperform large teacher LLMs significantly, despite a considerably smaller model size. The source code is available at: https://github.com/YikunHan42/TinyLLM.

Hongru Wang, Cheng Qian, Wanjun Zhong et al.

Tool-integrated reasoning (TIR) augments large language models (LLMs) with the ability to invoke external tools during long-form reasoning, such as search engines and code interpreters, to solve tasks beyond the capabilities of internal reasoning. While reinforcement learning (RL) has shown promise in training such agents, most of existing approaches typically optimize only for final correctness without considering the efficiency or necessity of external tool use. This often leads to excessive tool calling, incurring high computational costs and hindering the development of internal reasoning capabilities - a phenomenon known as \textit{cognitive offloading}. To this end, we propose Optimal Tool Call-controlled Policy Optimization (OTC-PO), a simple yet effective RL-based framework that encourages models to produce accurate answers with minimal tool calls. Our method introduces a tool-integrated reward that jointly considers answer correctness and corresponding tool use behavior of model to reach that answer. To validate the effectiveness, we introduce the metric of \textit{tool productivity}, defined as the ratio between the number of correct answers and the total number of tool calls across all test cases. This metric reflects how efficiently tool usage contributes to successful task completion, with higher values indicating smarter and more autonomous reasoning. We instantiate this framework within both Proximal Policy Optimization (PPO) and Group Relative Preference Optimization (GRPO), resulting in OTC-PPO and OTC-GRPO. Experiments with Qwen-2.5 and Qwen-Math across multiple QA benchmarks show that our approach reduces tool calls by up to 68.3\% and improves tool productivity by up to 215.4\%, while maintaining comparable answer accuracy.

Haorui Wang, Rongzhi Zhang, Yinghao Li et al.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving $6.2\%$ improvement on average.