ABOUT THE SPEAKER
Diana Laufenberg - Educator
For over 15 years Diana has been a secondary social studies teacher in Wisconsin, Kansas, Arizona and Pennsylvania.

Why you should listen

A farm kid from Wisconsin, Diana Laufenberg has taught all grade levels from 7-12 in Social Studies. Laufenberg most recently taught at the Science Leadership Academy (SLA), one of Philadelphia’s newer high schools, in partnership with the Franklin Institute.

In 2013, Laufenberg partnered with Chris Lehmann to start Inquiry Schools, a new non-profit working to create and support learning environments that are inquiry-driven and project-based and which utilize modern technology. She currently serves as the Executive Director and Lead Teacher for Inquiry Schools.

Read Laufenberg's evolving page of links on "Embracing Failure" >>

More profile about the speaker
Diana Laufenberg | Speaker | TED.com
TEDxMidAtlantic

Diana Laufenberg: How to learn? From mistakes

Diana Laugenberg: 怎样从错误中学习

Filmed:
2,232,346 views

Diana Laufenberg 与大家分享了她从教学中学到的3个令人惊讶的事情, 包括一个从错误中学习的关键认识
- Educator
For over 15 years Diana has been a secondary social studies teacher in Wisconsin, Kansas, Arizona and Pennsylvania. Full bio

Double-click the English transcript below to play the video.

00:15
I have been teaching教学 for a long time,
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我从事教师工作很长一段时间了,
00:18
and in doing so
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而在我教书的过程当中
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have acquired后天 a body身体 of knowledge知识 about kids孩子 and learning学习
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我学了很多关于孩子与学习的知识
00:23
that I really wish希望 more people would understand理解
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我非常希望更多人可以了解
00:26
about the potential潜在 of students学生们.
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学生的潜能。
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In 1931, my grandmother祖母 --
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1931年,我的祖母
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bottom底部 left for you guys over here --
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从你们那边看过来左下角那位--
00:33
graduated毕业 from the eighth第八 grade年级.
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从八年级毕业。
00:35
She went to school学校 to get the information信息
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她上学是去获取知识
00:37
because that's where the information信息 lived生活.
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因为在过去,那是知识存在的地方
00:39
It was in the books图书; it was inside the teacher's教师 head;
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知识在书本里,在老师的脑袋里,
00:41
and she needed需要 to go there to get the information信息,
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而她需要专程到学校去获得这些知识,
00:44
because that's how you learned学到了.
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因为那是当时学习的途径
00:46
Fast-forward快进 a generation:
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快进过一代:
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this is the one-room一室 schoolhouse校舍, Oak橡木 Grove树林,
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这是个只有一间教室的学校,Oak Grove,
00:50
where my father父亲 went to a one-room一室 schoolhouse校舍.
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我父亲就是在这间只有一个教室的学校就读。
00:52
And he again had to travel旅行 to the school学校
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而同样的,他不得不去上学
00:54
to get the information信息 from the teacher老师,
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以从老师那儿取得知识,
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stored存储 it in the only portable手提 memory记忆 he has, which哪一个 is inside his own拥有 head,
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然后将这些知识储存在他唯一的移动内存,那就是他自己的脑袋里,
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and take it with him,
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然后将这些随身携带,
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because that is how information信息 was being存在 transported
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因为这是过去知识被传递的方式
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from teacher老师 to student学生 and then used in the world世界.
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从老师传给学生,接着在世界上使用。
01:07
When I was a kid孩子,
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当我还小的时候,
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we had a set of encyclopedias百科全书 at my house.
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我们家里有一套百科全书。
01:11
It was purchased购买 the year I was born天生,
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从我一出生就买了这套书,
01:13
and it was extraordinary非凡,
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而那是非常了不起的事情,
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because I did not have to wait to go to the library图书馆 to get to the information信息.
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因为我不需要等着去图书馆取得这些知识,
01:18
The information信息 was inside my house
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这些信息就在我的屋子里
01:20
and it was awesome真棒.
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而那真是太棒了。
01:22
This was different不同
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这是
01:24
than either generation had experienced有经验的 before,
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和过去相比,是非常不同的
01:26
and it changed the way I interacted互动 with information信息
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这改变了我和信息互动的方式
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even at just a small level水平.
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即便改变的幅度很小。
01:30
But the information信息 was closer接近 to me.
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但这些知识却离我更近了。
01:32
I could get access访问 to it.
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我可以随时获取它们。
01:34
In the time that passes通行证
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在过去的这几年间
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between之间 when I was a kid孩子 in high school学校
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从我还在念高中
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and when I started开始 teaching教学,
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到我开始教书的时候,
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we really see the advent来临 of the Internet互联网.
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我们真的亲眼目睹网络的发展。
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Right about the time that the Internet互联网 gets得到 going
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就在网络开始
01:44
as an educational教育性 tool工具,
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作为教学用的工具发展的时候,
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I take off from Wisconsin威斯康星
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我离开威斯康辛州
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and move移动 to Kansas堪萨斯, small town Kansas堪萨斯,
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搬到勘萨斯州,一个叫勘萨斯的小镇
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where I had an opportunity机会 to teach
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在那里我有机会
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in a lovely可爱, small-town小城,
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在一个小而美丽的勘萨斯的乡村学区
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rural乡村 Kansas堪萨斯 school学校 district,
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教书,
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where I was teaching教学 my favorite喜爱 subject学科,
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教我最喜欢的学科
01:58
American美国 government政府.
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"美国政府"
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My first year -- super gung-ho卖力 -- going to teach American美国 government政府,
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那是我教书的第一年,充满热情,准备教"美国政府"
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loved喜爱 the political政治 system系统.
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我当时热爱教政治体系。
02:05
Kids童装 in the 12th grade年级:
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这些十二年级的孩子
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not exactly究竟 all that enthusiastic热情
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对于美国政府体系
02:09
about the American美国 government政府 system系统.
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并不完全充满热情。
02:11
Year two: learned学到了 a few少数 things -- had to change更改 my tactic战术.
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开始教书的第二年,我学到了一些事情,让我改变了教学方针。
02:14
And I put in front面前 of them an authentic真实 experience经验
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我提供他们一个真实体验的机会
02:16
that allowed允许 them to learn学习 for themselves他们自己.
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让他们可以自主学习。
02:19
I didn't tell them what to do or how to do it.
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我没有告诉他们得做什么,或是要怎么做。
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I posed构成 a problem问题 in front面前 of them,
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我只是在他们面前提出一个问题,
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which哪一个 was to put on an election选举 forum论坛 for their own拥有 community社区.
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要他们在自己的社区设立一个选举论坛。
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They produced生成 flyers传单. They called offices办事处.
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他们散布传单,联络各个选举办公室,
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They checked检查 schedules时间表. They were meeting会议 with secretaries秘书.
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他们和秘书排定行程,
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They produced生成 an election选举 forum论坛 booklet小册子
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他们设计了一本选举论坛手册
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for the entire整个 town to learn学习 more about their candidates候选人.
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提供给全镇的镇民让他们更了解这些候选人。
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They invited邀请 everyone大家 into the school学校
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他们邀请所有的人到学校
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for an evening晚间 of conversation会话
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参与晚上的座谈
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about government政府 and politics政治
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谈论政府和政治
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and whether是否 or not the streets街道 were doneDONE well,
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还有镇里的每条街是不是都修建完善,
02:43
and really had this robust强大的 experiential体验 learning学习.
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学生们真的得到强大的体验式学习。
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The older旧的 teachers教师 -- more experienced有经验的 --
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学校里比较资深年长的老师
02:48
looked看着 at me and went,
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看着我说
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"Oh, there she is. That's so cute可爱. She's trying to get that doneDONE."
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"喔,看她,多天真呀,竟想试着这么做。"
02:53
(Laughter笑声)
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(大笑)
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"She doesn't know what she's in for."
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"她不知道她把自己陷入怎么样的局面"
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But I knew知道 that the kids孩子 would show显示 up,
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但我知道孩子们会出席
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and I believed相信 it,
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而我真的这样相信。
03:01
and I told them every一切 week what I expected预期 out of them.
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每个礼拜我都对他们说我是如何期待他们的表现。
03:04
And that night, all 90 kids孩子 --
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而那天晚上,全部九十个孩子
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dressed连衣裙的 appropriately适当, doing their job工作, owning拥有 it.
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每个人的穿戴整齐,各司其职,完全掌握论坛
03:09
I had to just sit and watch.
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我只需要坐在一旁看着。
03:11
It was theirs他们的. It was experiential体验. It was authentic真实.
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那是属于他们的夜晚,那是经验,那是实在的经验。
03:13
It meant意味着 something to them.
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那对他们来说具有意义。
03:15
And they will step up.
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而他们将会更加努力。
03:17
From Kansas堪萨斯, I moved移动 on to lovely可爱 Arizona亚利桑那,
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离开堪萨斯后,我搬到美丽的亚利桑纳州,
03:20
where I taught in Flagstaff弗拉格斯塔夫 for a number of years年份,
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我在Flagstaff小镇教了几年书,
03:23
this time with middle中间 school学校 students学生们.
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这次是教初中的学生。
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Luckily, I didn't have to teach them American美国 government政府.
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幸运的,我这次不用教美国政治。
03:27
Could teach them the more exciting扣人心弦 topic话题 of geography地理.
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这次我教的是更令人兴奋的地理。
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Again, "thrilled高兴" to learn学习.
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再一次,非常期待的要学习。
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But what was interesting有趣
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但有趣的是
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about this position位置 I found发现 myself in in Arizona亚利桑那,
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我发现在这个亚历桑纳州的教职
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was I had this really
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我所面对的
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extraordinarily异常 eclectic不拘一格 group of kids孩子 to work with
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是一群非常多样化的,彼此之间差异悬殊的孩子们
03:43
in a truly public上市 school学校,
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在一所真正的公立学校。
03:45
and we got to have these moments瞬间 where we would get these opportunities机会.
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在那里,有些时候,我们会得到了一些机会。
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And one opportunity机会
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其中一个机会是
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was we got to go and meet遇到 Paul保罗 RusesabaginaRusesabagina,
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我们得以和Paul Russabagina见面,
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which哪一个 is the gentleman绅士
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这位先生
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that the movie电影 "Hotel旅馆 Rwanda卢旺达" is based基于 after.
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正是电影"卢安达饭店"根据描述的那位主人翁
03:57
And he was going to speak说话 at the high school学校 next下一个 door to us.
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他当时正要到隔壁的高中演讲
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We could walk步行 there. We didn't even have to pay工资 for the buses公共汽车.
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我们可以步行到那所学校,我们甚至不用坐公共汽车
04:01
There was no expense费用 cost成本. Perfect完善 field领域 trip.
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完全不需要额外的支出,非常完美的校外教学
04:04
The problem问题 then becomes
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然后接着的问题是
04:06
how do you take seventh-第七- and eighth-graders八年级学生 to a talk about genocide种族灭绝
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你要怎么和七八年级的学生谈论种族屠杀
04:08
and deal合同 with the subject学科 in a way
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用怎么样的方式来处理这个问题
04:10
that is responsible主管 and respectful尊敬的,
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才是一种负责任和尊重的方式,
04:12
and they know what to do with it.
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让学生们知道该怎么面对这个问题。
04:14
And so we chose选择 to look at Paul保罗 RusesabaginaRusesabagina
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所以我们决定去观察Paul Rusesabagina是怎么做的
04:16
as an example of a gentleman绅士
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把他当作一个例子
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who singularly used his life to do something positive.
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一个平凡人如何利用自己的生命做些积极的事情的例子。
04:22
I then challenged挑战 the kids孩子 to identify鉴定
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接着,我挑战这些孩子,要他们去找出
04:24
someone有人 in their own拥有 life, or in their own拥有 story故事, or in their own拥有 world世界,
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在他们的生命里,在他们自己的故事中,或是在他们自己的世界里,
04:27
that they could identify鉴定 that had doneDONE a similar类似 thing.
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找出那些他们认为也做过类似事情的人。
04:29
I asked them to produce生产 a little movie电影 about it.
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我要他们为这些人和事迹制作一部短片。
04:31
It's the first time we'd星期三 doneDONE this.
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这是我们第一次尝试制作短片。
04:33
Nobody没有人 really knew知道 how to make these little movies电影 on the computer电脑,
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没有人真的知道如何利用电脑制作短片。
04:35
but they were into it. And I asked them to put their own拥有 voice语音 over it.
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但他们非常投入,我要他们在片子里用自己的声音。
04:39
It was the most awesome真棒 moment时刻 of revelation启示
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那实在是最棒的启发方式
04:44
that when you ask kids孩子 to use their own拥有 voice语音
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当你要孩子们用他们自己的声音
04:47
and ask them to speak说话 for themselves他们自己,
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当你要他们为自己说话,
04:49
what they're willing愿意 to share分享.
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说那些他们愿意分享的故事。
04:51
The last question of the assignment分配 is:
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这项作业的最后一个问题是
04:53
how do you plan计划 to use your life
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你打算怎么利用你自己的生命
04:55
to positively积极 impact碰撞 other people?
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去正面的影响其他人
04:57
The things that kids孩子 will say
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孩子们说出来的那些话
04:59
when you ask them and take the time to listen
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在你询问他们后并花时间倾听那些话后
05:02
is extraordinary非凡.
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是非常了不起的。
05:05
Fast-forward快进 to Pennsylvania宾夕法尼亚, where I find myself today今天.
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快进到宾州,我现在住的地方。
05:08
I teach at the Science科学 Leadership领导 Academy学院,
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我在科学领导学院教书,
05:10
which哪一个 is a partnership合伙 school学校 between之间 the Franklin富兰克林 Institute研究所
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它是富兰克林学院
05:13
and the school学校 district of Philadelphia费城.
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和费城学区协同的合办的。
05:15
We are a nine through通过 12 public上市 school学校,
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我们是一间9年级到12年级的公立高中,
05:18
but we do school学校 quite相当 differently不同.
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但我们的教学方式很不一样。
05:21
I moved移动 there primarily主要
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我起初搬到那里
05:23
to be part部分 of a learning学习 environment环境
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是为了亲身参与一个教学环境
05:25
that validated验证 the way that I knew知道 that kids孩子 learned学到了,
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一个可以证实我所理解孩子可以有效学习方式的方式,
05:27
and that really wanted to investigate调查
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一个愿意探索
05:29
what was possible可能
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所有可能性的教学环境
05:31
when you are willing愿意 to let go
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当你愿意放弃
05:33
of some of the paradigms范式 of the past过去,
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一些过去的标准模式,
05:35
of information信息 scarcity缺乏 when my grandmother祖母 was in school学校
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放弃我祖母和我父亲上学的那个年代
05:38
and when my father父亲 was in school学校 and even when I was in school学校,
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甚至是我自己念书的那个年代,因为信息的稀缺,
05:41
and to a moment时刻 when we have information信息 surplus剩余.
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到一个我们正处于信息过剩的时代。
05:43
So what do you do when the information信息 is all around you?
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所以你该怎么处理那些环绕在四周的知识?
05:46
Why do you have kids孩子 come to school学校
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你为什么要孩子们来学校?
05:48
if they no longer have to come there to get the information信息?
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如果他们再也不需要特意到学校获得这些知识?
05:51
In Philadelphia费城 we have a one-to-one一到一个 laptop笔记本电脑 program程序,
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在宾州,我们有一个人人有笔记本的项目,
05:54
so the kids孩子 are bringing使 in laptops笔记本电脑 with them everyday每天,
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所以这些孩子每天带着他们笔记本电脑,
05:57
taking服用 them home, getting得到 access访问 to information信息.
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带着电脑回家,随时学习知识。
06:00
And here's这里的 the thing that you need to get comfortable自在 with
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有一件事你需要学着适应的是
06:03
when you've given特定 the tool工具
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当你给了学生工具
06:05
to acquire获得 information信息 to students学生们,
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让他们可以自主取得知识,
06:07
is that you have to be comfortable自在 with this idea理念
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你得适应一个想法
06:09
of allowing允许 kids孩子 to fail失败
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那就是允许孩子失败
06:11
as part部分 of the learning学习 process处理.
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把失败视为学习的一部分。
06:14
We deal合同 right now in the educational教育性 landscape景观
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我们现在面对教育大环境
06:16
with an infatuation痴情
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带着一种
06:18
with the culture文化 of one right answer回答
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迷恋单一解答的文化
06:20
that can be properly正确 bubbled冒泡 on the average平均 multiple choice选择 test测试,
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一种靠选择题折优的文化,
06:23
and I am here to share分享 with you:
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而我在这里要告诉你们,
06:25
it is not learning学习.
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这不是学习。
06:27
That is the absolute绝对 wrong错误 thing to ask,
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这绝对是个错误
06:30
to tell kids孩子 to never be wrong错误.
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去要求孩子们永远不可以犯错。
06:32
To ask them to always have the right answer回答
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要求他们永远都要有正确的解答
06:35
doesn't allow允许 them to learn学习.
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而不允许他们去学习。
06:37
So we did this project项目,
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所以我们实施了这个项目,
06:39
and this is one of the artifacts文物 of the project项目.
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这就是这个项目中一件作品。
06:41
I almost几乎 never show显示 them off
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我几乎从来没有展示过这些
06:43
because of the issue问题 of the idea理念 of failure失败.
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因为我们对于错误与失败的观念。
06:45
My students学生们 produced生成 these info-graphics信息图形
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我的学生们制作了这些信息图表
06:47
as a result结果 of a unit单元 that we decided决定 to do at the end结束 of the year
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结果是我们决定以这个汇报作为我们学年的总结报告
06:50
responding响应 to the oil spill.
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内容是回应漏油事件。
06:52
I asked them to take the examples例子 that we were seeing眼看
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我要求他们拿
06:55
of the info-graphics信息图形 that existed存在
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他们看过的资讯图表当做范例
06:57
in a lot of mass media媒体,
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就是在媒体里展示的那些信息图表,
06:59
and take a look at what were the interesting有趣 components组件 of it,
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仔细看看那里头什么是有趣的,
07:02
and produce生产 one for themselves他们自己
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然后自己设计一个
07:04
of a different不同 man-made人造 disaster灾害 from American美国 history历史.
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以美国历史中其他的人为灾难为主题。
07:06
And they had certain某些 criteria标准 to do it.
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我为这项作业设了一些其他的条件
07:08
They were a little uncomfortable不舒服 with it,
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他们觉得这个作业有些困难,
07:10
because we'd星期三 never doneDONE this before, and they didn't know exactly究竟 how to do it.
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因为我们从来没有出过这样的作业,而他们不完全知道要怎么进行。
07:12
They can talk -- they're very smooth光滑,
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他们可以谈论这议题,相当顺畅,
07:14
and they can write very, very well,
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他们也能写得非常非常得好,
07:16
but asking them to communicate通信 ideas思路 in a different不同 way
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但当被要求要用一种其他的方式来表达想法的时候
07:19
was a little uncomfortable不舒服 for them.
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他们有点无所适从。
07:22
But I gave them the room房间 to just do the thing.
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但我给了他们空间去做这个作业。
07:25
Go create创建. Go figure数字 it out.
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去创造,去自己发现该怎么做。
07:27
Let's see what we can do.
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让我们拭目以待我们可以完成些什么。
07:29
And the student学生 that persistently一贯
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最后那些总是
07:31
turns out the best最好 visual视觉 product产品 did not disappoint辜负.
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呈现最佳视觉效果作品的学生,这次也没有让人失望
07:34
This was doneDONE in like two or three days.
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这个作品大概花了两三天的时间
07:36
And this is the work of the student学生 that consistently始终如一 did it.
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而这是来自一个经常很棒得完成作业的学生。
07:39
And when I satSAT the students学生们 down, I said, "Who's谁是 got the best最好 one?"
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然后当我要所有学生坐下来,我问他们"谁交出了最好的作品?"
07:42
And they immediately立即 went, "There it is."
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他们立刻指着这个作品回答"这件"
07:44
Didn't read anything. "There it is."
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他们并没有细读其中的内容,就回答了"这件"
07:46
And I said, "Well what makes品牌 it great?"
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然后我说,"那么,是什么因素让这个作品这么好?"
07:48
And they're like, "Oh, the design's设计的 good, and he's using运用 good color颜色.
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他们回答说,"喔,设计得很好,他用了很好的颜色组合,还有一些..."
07:50
And there's some ... " And they went through通过 all that we processed处理 out loud.
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他们分别说了想法,我们一起讨论了之后
07:53
And I said, "Go read it."
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我说,"现在去读读内容"
07:55
And they're like, "Oh, that one wasn't so awesome真棒."
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接着他们说"喔,现在看起来好像其实没有那么好"
07:58
And then we went to another另一个 one --
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后来我们谈到另外一个作业--
08:00
it didn't have great visuals视觉效果, but it had great information信息 --
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那个作品没有很好的视觉设计,但是有非常好的资讯内容--
08:02
and spent花费 an hour小时 talking about the learning学习 process处理,
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我们接着花了大概一个小时来讨论这个学习过程,
08:05
because it wasn't about whether是否 or not it was perfect完善,
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因为那并不是关于哪个作品比较完美,
08:07
or whether是否 or not it was what I could create创建.
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或是我能或不能创造出这样的东西;
08:09
It asked them to create创建 for themselves他们自己,
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这作业是要他们为自己创作。
08:12
and it allowed允许 them to fail失败,
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这作业也让他们有失败的可能,
08:14
process处理, learn学习 from.
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消化思考之后,从失败中学习。
08:16
And when we do another另一个 round回合 of this in my class this year,
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今年,当我们又再一次尝试类似的作业,
08:18
they will do better this time,
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他们都将会比去年做的更好。
08:20
because learning学习
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因为学习
08:22
has to include包括 an amount of failure失败,
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必须包含一定程度的失败,
08:25
because failure失败 is instructional教学
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因为失败具有教学意义
08:27
in the process处理.
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在学习的过程中。
08:29
There are a million百万 pictures图片
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我有上百万个照片
08:32
that I could click点击 through通过 here,
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可以展示,
08:34
and had to choose选择 carefully小心 -- this is one of my favorites最爱 --
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可我得小心的选择--好,这是我最喜欢的一张--
08:37
of students学生们 learning学习,
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学生正在学习的照片,
08:39
of what learning学习 can look like
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学习可以是什么样子
08:41
in a landscape景观 where we let go of the idea理念
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在一个我们放弃传统观念的环境中
08:44
that kids孩子 have to come to school学校 to get the information信息,
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学生非得来学校以获得知识这样的想法,
08:46
but instead代替, ask them what they can do with it.
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取而代之,问他们,他们可以利用这些知识来做些什么?
08:48
Ask them really interesting有趣 questions问题.
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问他们真正有趣的问题。
08:50
They will not disappoint辜负.
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他们不会让人失望。
08:52
Ask them to go to places地方,
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要求他们去不同的地方,
08:54
to see things for themselves他们自己,
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去亲眼见识不同的事情,
08:56
to actually其实 experience经验 the learning学习,
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去真正的体验学习,
08:58
to play, to inquire查询.
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去玩,去查询。
09:01
This is one of my favorite喜爱 photos相片,
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这是我最喜欢的照片之一
09:03
because this was taken采取 on Tuesday星期二,
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因为这是一张星期二照的照片,
09:05
when I asked the students学生们 to go to the polls民意调查.
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当我要求学生们去投票。
09:07
This is Robbie罗比, and this was his first day of voting表决,
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这是Robbie,这是他第一次投票,
09:10
and he wanted to share分享 that with everybody每个人 and do that.
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而他想要和大家分享这个投票的经历。
09:12
But this is learning学习 too,
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但这也是学习,
09:14
because we asked them to go out into real真实 spaces空间.
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因为我们要他们到外头真实的世界去。
09:20
The main主要 point
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重点是
09:22
is that, if we continue继续 to look at education教育
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如果我们继续把教育
09:25
as if it's about coming未来 to school学校
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当作是要来学校
09:28
to get the information信息
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取得知识
09:30
and not about experiential体验 learning学习,
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而不是体验学习的过程,
09:32
empowering授权 student学生 voice语音 and embracing拥抱 failure失败,
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倾听学生的声音,接纳错误和失败,
09:35
we're missing失踪 the mark标记.
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我们将会误解上学的意义。
09:37
And everything that everybody每个人 is talking about today今天
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而今天每个人在谈论的每件事情
09:39
isn't possible可能 if we keep having an educational教育性 system系统
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都将不可能达成,如果我们继续这样的教育系统
09:42
that does not value these qualities气质,
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而不重视这些价值,
09:45
because we won't惯于 get there with a standardized标准化 test测试,
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因为我们是不可能依靠标准化测试,
09:47
and we won't惯于 get there with a culture文化 of one right answer回答.
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一种只有一个标准答案的文化是没有办法引领我们达到目标的。
09:49
We know how to do this better,
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我们知道怎么样可以做得更好,
09:51
and it's time to do better.
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而现在,需要做得更好的时刻到了。
09:53
(Applause掌声)
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(鼓掌)
Translated by Jenny Yang
Reviewed by Xu (Jessica) Jiang

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ABOUT THE SPEAKER
Diana Laufenberg - Educator
For over 15 years Diana has been a secondary social studies teacher in Wisconsin, Kansas, Arizona and Pennsylvania.

Why you should listen

A farm kid from Wisconsin, Diana Laufenberg has taught all grade levels from 7-12 in Social Studies. Laufenberg most recently taught at the Science Leadership Academy (SLA), one of Philadelphia’s newer high schools, in partnership with the Franklin Institute.

In 2013, Laufenberg partnered with Chris Lehmann to start Inquiry Schools, a new non-profit working to create and support learning environments that are inquiry-driven and project-based and which utilize modern technology. She currently serves as the Executive Director and Lead Teacher for Inquiry Schools.

Read Laufenberg's evolving page of links on "Embracing Failure" >>

More profile about the speaker
Diana Laufenberg | Speaker | TED.com