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  • >>Steve Chabon: Here at the College Preparatory School in Oakland,

    >>史蒂夫-查本:這裡是奧克蘭的大學預科學校。

  • California, collaborative learning is one

    加州,合作學習是一個

  • of the most important ways our students learn and grow.

    是我們學生學習和成長的最重要途徑。

  • >>Harrison: In math we work in groups every day,

    >>哈里森。在數學上,我們每天都在小組中工作。

  • asking each other questions before we ask the teacher.

    在問老師之前,我們先互相提問。

  • >>Maya: In English, we lead our own round table discussions

    >>瑪雅:在英語方面,我們自己主持圓桌討論。

  • to deepen our understanding of the books we read.

    以加深我們對所讀書籍的理解。

  • >>David Markus: College Prep is one of the top private high schools

    >>大衛-馬庫斯:大學預科是頂尖的私立高中之一。

  • in the country and a terrific model for collaborative learning.

    在國內,也是一種非常好的合作學習模式。

  • The good news, their practices are both replicable and affordable.

    好消息是,他們的做法既可複製,又能負擔得起。

  • Take a look at what they do for their students.

    看看他們為學生做了什麼。

  • It may change what you decide to do for yours.

    它可能會改變你決定為你的。

  • >>Monique DeVane: College Prep School is a fifty-two-year-old school.

    >>莫尼克-德文。大學預科學校是一所五十二年曆史的學校。

  • It was founded by two women who had a strong vision of a place

    它是由兩位對這個地方有強烈願景的女性創立的。

  • where academics could really thrive.

    在那裡,學術界可以真正蓬勃發展。

  • >>The collaborative teaching and learning

    >>合作教學的。

  • that we do here is really distinctive.

    我們在這裡做的事情真的很有特色。

  • Individual work can be a great way to master content,

    個人工作可以是掌握內容的重要途徑。

  • but what the group work empowers and kind of

    但是,小組工作賦予了什麼權力,並有種

  • enables is a student's cultivation of a certain resilience.

    使是學生培養了一定的應變能力'。

  • How do you look to your neighbor as a resource,

    你如何把鄰居看成資源。

  • how do you test your own theories, how do you understand if you're

    你如何測試自己的理論,你如何理解,如果你'。

  • on the right track or the wrong track?

    在正確的軌道上還是在錯誤的軌道上?

  • The sort of habits of mind

    的那種思維習慣

  • that actually are the underpinnings of deeper scholarship.

    其實是更深層次的學術研究的基礎。

  • >>Betsy Thomas: We have forty-five- minute classes

    >>Betsy Thomas。我們有四十五分鐘的課程

  • and the math classes meet every day.

    而數學課每天都要開會。

  • The kids come in and they go over the homework

    孩子們進來後,他們就會檢查功課

  • in their groups by comparing answers.

    在他們的小組中,通過比較答案。

  • >>Boy: I got the square root of B squared plus A squared.

    >>男孩:我得到了B的平方根加A的平方。

  • >>Betsy: And then if they're having no resolution,

    >>貝特西。然後,如果他們'有無決議。

  • like a problem was too hard for everybody, that's the signal that says

    就像一個問題對每個人來說都太難了,這就是信號,說明

  • that we need to talk about a problem or two as a class.

    我們需要在全班討論一兩個問題。

  • >>Aidan: The thing I like most about the group work is how easy it is

    >>艾丹。我最喜歡小組工作的一點是它很容易... ...

  • to get help if you're stuck on a problem.

    以獲得幫助,如果你'卡在一個問題。

  • I mean, you can just ask one of your group-mates to help you

    我的意思是,你可以只要求一個你的組員來幫助你。

  • and everybody's really ready to lend a hand.

    和大家'真的準備好伸出援手。

  • >>Boy: That's these two lines

    >>男孩:就是這兩行字

  • and then we do the slope formula from zero to there.

    然後我們從零到那裡做斜率公式。

  • >>Betsy: All right, here comes classwork, thirty.

    >>貝特西。好了,來了課業,30。

  • The ones I care most about are one and two.

    我最關心的是一和二。

  • >>Girl: And then it says, draw the segment from AB to CD,

    >>女孩。然後它說,畫出AB到CD的段。

  • so we just connect those points.

    所以我們只需要連接這些點。

  • >>Betsy: We designed the classwork problems to be harder

    >>Betsy。我們設計的課業問題比較難

  • than the homework problems.

    比作業題。

  • The homework problems tend to be more straightforward

    作業題往往比較簡單。

  • and the classwork problems are much meatier.

    而課業問題就更肉麻了。

  • And so in order for them to actually accomplish them,

    所以為了讓他們真正完成這些任務。

  • they have to talk to each other.

    他們必須互相交流。

  • >>Ethan: For harder problems, usually our group will work together

    >>伊桑。對於較難的問題,通常我們的小組會一起工作。

  • and we can usually come to a solution, just by putting

    而我們通常可以得出一個解決方案,只要將

  • like little pieces of it together.

    就像一小塊一小塊地組合在一起。

  • >>I got negative B over C for one and two.

    >>我的一、二都是負B過C。

  • >>I don't think it's negative B over C because it's--

    >>我不認為它'是負B而不是C,因為它'是--。

  • >>Yeah, but there's this--

    是的,但有'的這 --

  • >>Betsy: The best groups talk

    >>Betsy。最好的團體說話

  • about the problems before they take pencil to paper.

    在他們拿起筆來之前,先了解一下問題。

  • You really tell, their faces are directed towards each other.

    你真的看出來了,他們的臉是對著對方的。

  • They are, you know, looking at each other's papers,

    他們是,你知道,看著對方'的文件。

  • and they're learning so much more.

    而他們也學到了更多的東西。

  • They're learning how to be proactive, they're learning how

    他們正在學習如何積極主動,他們正在學習如何

  • to depend on their peers.

    來依賴他們的同行。

  • >>Girl: Today you will work as a team of surveyors,

    >>女孩:今天你將作為一個測量小組的成員工作。

  • putting to use your knowledge of basic compass

    學以致用

  • and straight edge constructions.

    和直邊構造。

  • Your only tools will be a length of rope and a piece of chalk.

    你唯一的工具就是一根繩子和一支粉筆。

  • >>Ethan: I feel like when we work outside together,

    >>伊桑。我覺得當我們一起在外面工作的時候。

  • it just kind of brings our group together a little bit more.

    它只是一種使我們的小組一起多一點。

  • >>Aidan: You needed someone to hold the rope and someone

    你需要有人拿著繩子和人

  • to move the chalk, and so it was just like the next step

    來移動粉筆,所以它就像下一個步驟

  • in collaboration was working together to make one big end result.

    在合作中是一起努力做出一個大的最終結果。

  • >>Julie Anderson: What I do in my classroom is I try to make the kids feel

    >>朱莉-安德森。我在我的課堂上做的是 我試圖讓孩子們感到

  • as comfortable and as safe to be able to take the risks

    舒適和安全,能夠承擔風險。

  • that will create a good conversation.

    這將創造一個良好的對話。

  • On the first day of class with the ninth grade,

    在與九年級上課的第一天。

  • I start by asking the students, "What are the values implicit in sitting

    我首先問學生,"坐的時候蘊含的價值是什麼?

  • around this large, wooden, oval table?"

    圍繞著這張大的、木製的、橢圓形的桌子嗎&quot。

  • And they come up with a list on their own.

    而他們自己就會想出一個清單。

  • First and foremost is respect, and also listening

    首先是尊重,也是傾聽

  • to each other, being courteous.

    彼此之間,彬彬有禮。

  • Having the right geography of the classroom, it's really important.

    擁有正確的課堂地理環境,這真的很重要'。

  • I always make sure before we start class, "Can you all see each other?

    我總是在開課前確定,"你們都能看到對方嗎?

  • Can you make eye contact with your classmates?"

    你能和同學們進行眼神交流嗎&quot。

  • And if you can't, I have them adjust their chairs so that they can.

    如果你不能,我就讓他們調整椅子,讓他們可以。

  • I always tell the kids, "Check your ego at the door.

    我總是告訴孩子們,"在門口檢查你的自我。

  • Be willing to take risks and just have fun and just throw out idea.

    願意承擔風險,只要有樂趣,只要拋出想法。

  • And you throw something else out and it's not fully formed,

    而你把別的東西扔出去,它'還沒有完全形成。

  • that's great because somebody else can jump in and build on an idea."

    那'是偉大的,因為別人可以跳進並建立在一個想法.&quot。

  • Another sort of easy trick I have is to start with a kind

    我有另一種簡單的技巧,就是先從一種

  • of a reflective moment, a moment of silence

    反思的時刻,沉默的時刻

  • or just a little moment of writing.

    或只是寫了一點時間。

  • >>Remembering you want to have your feet firmly planted on the floor.

    >>記住你要把腳牢牢地踩在地上。

  • Then the next thing you want to do is focus on the breath.

    那麼接下來你要做的就是專注於呼吸。

  • Aah. How was that.

    Aah.那是怎麼一回事

  • >>You know, it only takes a couple minutes, but just having that moment

    你知道,它只需要幾分鐘,但只是有那一刻

  • to let out the anxiety is great,

    來發洩焦慮的心情是很好的。

  • because it really can improve their concentration for the class,

    因為它真的可以提高他們上課的注意力。

  • so that they're able to have that kind of engaged conversation.

    以便他們'能夠進行那種參與式的對話。

  • >>And if you guys need a little bit of extra--

    如果你們需要一點額外的... ...

  • >>What's important is to have a set of guidelines for the students.

    >>重要的是要給學生制定一套準則。

  • >>In this conversation, we're going to have--

    在這次談話中,我們將有------。

  • I'm going to have you guys write down the questions,

    我'要讓你們把問題寫下來。

  • and then talk to each other about the conversation, about the book,

    然後互相談論著談話,談論著書。

  • and I'm going to sort of step back and take notes.

    和我'要那種退一步,做筆記。

  • And I'll do a little bit of guiding,

    而我'會做一點引導。

  • but you guys are going to talk to each other.

    但你們要互相交流。

  • >>And there's three particular roles that students will fill.

    >>而且有'三個特定的角色,學生將擔任。

  • One is the scribe role, where one student is taking notes

    一種是抄寫員的角色,一個學生在做筆記

  • on the conversation, so that all the other students can be fully engaged

    上的對話,使其他學生都能充分參與到對話中來

  • in the conversation that's happening.

    在對話中,'的發生。

  • Another role is a little map

    另一個角色是一個小地圖

  • where one student is monitoring who's speaking when

    其中,一名學生正在監視誰'的發言,當

  • and they draw these sort of diagrams so that there's a visual map

    和他們畫這些排序的圖 所以有一個可視化的地圖

  • of how the conversation is going.

    的對話是如何進行的。

  • >>The other thing I just want to point out since I'm showing these

    >>另一件事我只是想指出,因為我'顯示這些。

  • to you is, would you say this is a good conversation?

    對你來說,你會說這是一個很好的談話?

  • >>Yes.

    >>是的。

  • >>How about that?

    >>怎麼樣?

  • >>No.

    >>號。

  • >>Julie: And then the third role is the moderator role.

    >>朱莉:然後第三個角色是主持人的角色。

  • >>Hannah: So I was the moderator and it was my job to make sure

    >>漢娜:所以我是主持人,我的工作是確保

  • that we didn't stay on one topic for too long or move too quickly.

    我們沒有在一個話題上停留太久,也沒有走得太快。

  • It was also my job to make sure that everybody talked.

    我的工作也是確保大家說話。

  • >>Okay, I think we should hear from someone who hasn't talked yet.

    >>好吧,我想我們應該聽聽一個還沒有'說話的人的意見。

  • >>Boy: Thea, Caroline, Noah, Max.

    >>男孩:西婭,卡羅琳,諾亞,麥克斯。

  • >>Boy: Well, Athena's making him seem godlike, so I think he's just

    >>男孩:好吧,雅典娜'讓他看起來像神一樣,所以我認為他'只是。

  • like taking a gamble at establishing--

    就像賭一把建立 --

  • >>Hannah: When we're having a conversation, you really feel

    >>漢娜。當我們'有一個談話,你真的覺得

  • like you're part of the conversation and not like, oh, you're sitting

    就像你是對話的一部分,而不是像,哦,你是坐在

  • in the back of class and you can't actually see the person

    在課堂的後面,你可以不實際看到的人。

  • who's talking.

    誰'的說話。

  • And also, it's a great way for people to exchange ideas back and forth

    而且,這也是人們來回交流思想的好方法'。

  • and sort of have everyone contribute.

    並算是讓大家都有貢獻。

  • >>Girl: Who do you think is the modern equivalent to Odysseus?

    >>女孩:你覺得誰相當於現代的奧德修斯?

  • >>Boy: Tebow.

    >>男孩:特波。

  • >>Julie: In addition to setting

    >>朱莉:除了設置

  • up the conversation the first time around,

    了第一次的對話。

  • at the end of each Harkness discussion,

    在每次哈克尼斯討論結束後。

  • to sort of take a few minutes to sort of check in with the students

    花幾分鐘的時間來檢查與學生的排序。

  • and ask, "Well, how did we do?"

    並問,"好吧,我們做的怎麼樣?

  • >>How did you do?

    >>你做得怎麼樣?

  • How do you think that went?

    你覺得怎麼樣?

  • >>Hannah: I liked that.

    >>漢娜:我喜歡這樣。

  • >>Girl: I mean, I feel like I learned a lot more when we discuss things

    >>女孩:我是說,我覺得我們討論事情的時候,我學到了更多的東西。

  • and we get deeper into it, so.

    和我們深入瞭解,所以。

  • >>Julie: Great, Eli, how does it look?

    >>朱莉:太好了,伊萊,看起來怎麼樣?

  • >>And I like to keep those maps so that we can kind

    我喜歡保留這些地圖,這樣我們就可以種。

  • of chart the progress in terms of Harkness discussions.

    的圖表進展,在哈克尼斯討論。

  • >>And those who talked not so much, right, maybe step in a little bit,

    >>而那些說話不多的人,對吧,也許會插手一點。

  • and if other people can help them,

    以及其他人是否能幫助他們。

  • because it really is a group effort, right?

    因為它真的是一個群體的努力,對不對?

  • Some people just need a little bit more help

    有些人只是需要多一點幫助

  • and a little bit of space to do it.

    和一點空間來做。

  • So next time we do it, let's be mindful of that, but I think overall,

    所以下一次我們做的時候,讓'我們要注意這一點,但是我覺得總體來說。

  • you guys did a really terrific job.

    你們做了一個非常了不起的工作。

  • >>Teaching in this discussion-based way is really the most challenging

    >>這種討論式的教學方式確實是最有挑戰性的

  • but also the most exciting form of teaching I know.

    但也是我所知道的最刺激的教學形式。

  • It never gets old, and honestly,

    永遠不會變老,說實話。

  • I feel like I still have a lot to learn about it.

    我覺得自己還有很多東西需要學習。

  • >>Monique: I think the special sauce at College Prep is really

    >>莫尼克。我認為在大學預科的特殊醬料是真正的

  • about the kind of community values that kids find when they come here.

    關於孩子們在這裡找到的那種社區價值。

  • They think they're coming for a first rate academic preparation,

    他們認為自己'是來做第一流的學術準備的。

  • and that certainly is the centerpiece of what we're doing,

    而這無疑是我們'正在做的中心工作。

  • but what I think makes us special and distinct is actually this culture

    但我覺得我們的特殊性和獨特性其實是這種文化。

  • of respecting the individual, of celebrating the small victories,

    尊重個人,慶祝小小的勝利。

  • of kind of enthusiastically embracing all parts of the learning experience.

    的一種熱情擁抱學習經驗的所有部分。

>>Steve Chabon: Here at the College Preparatory School in Oakland,

>>史蒂夫-查本:這裡是奧克蘭的大學預科學校。

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A2 初級 中文 小組 學生 對話 工作 學習 漢娜

協同學習產生更深入的知識(Collaborative Learning Builds Deeper Understanding)

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    Why Why 發佈於 2013 年 03 月 29 日
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