and in doing so

而在我教書的過程當中

have acquired a body of knowledge about kids and learning

我學了很多關於孩子與學習的知識

that I really wish more people would understand

我非常希望更多人可以了解

about the potential of students.

學生的潛能

In 1931, my grandmother --

1931年,我的祖母

bottom left for you guys over here --

從你們那邊看過來左下角那位

graduated from the eighth grade.

從八年級結業(相當於國中二年級)

She went to school to get the information

她上學以取得知識

because that's where the information lived.

因為在過去,那是知識的所在

It was in the books; it was inside the teacher's head;

那是在書本裡,在老師的腦袋裡

and she needed to go there to get the information,

而她需要專程到學校取得這些知識

because that's how you learned.

因為那是當時學習的途徑

Fast-forward a generation:

快轉過一個世代

this is the one-room schoolhouse, Oak Grove,

這是個只有一間教室的學校,Oak Grove

where my father went to a one-room schoolhouse.

我父親就是在這間只有一個教室的學校就讀

And he again had to travel to the school

而同樣的,他不得不去上學

to get the information from the teacher,

以從老師那兒取得知識

stored it in the only portable memory he has, which is inside his own head,

然後將這些知識儲存在他唯一可攜帶的硬碟 - 就是他自己的腦袋裡

and take it with him,

然後將這些隨身攜帶

because that is how information was being transported

因為這是過去知識被傳遞的唯一途徑

from teacher to student and then used in the world.

從老師傳給學生,接著在世界上使用

When I was a kid,

當我還小的時候

we had a set of encyclopedias at my house.

我們家裡有一套百科全書

It was purchased the year I was born,

它是在我出生的那一年購買的

and it was extraordinary,

而那是非常了不起的事情

because I did not have to wait to go to the library to get to the information.

因為我不需要等著去圖書館取得這些知識

The information was inside my house

這些知識就存在我的屋子裡

and it was awesome.

而那真是太棒了

This was different

這個經歷

than either generation had experienced before,

和過去兩代相比,是非常不同的

and it changed the way I interacted with information

這改變了我和知識互動的方式

even at just a small level.

即使改變的幅度很小

But the information was closer to me.

這些知識卻離我更近了

I could get access to it.

我可以自由的接觸它

In the time that passes

從我還是個念中學的孩子

between when I was a kid in high school

到我開始教書

and when I started teaching,

這幾年間

we really see the advent of the Internet.

我們真的親眼目睹網路的進展

Right about the time that the Internet gets going

就在網路開始

as an educational tool,

成為教學工具的時候

I take off from Wisconsin

我離開威斯康辛州

and move to Kansas, small town Kansas,

搬到勘薩斯州,勘薩斯的小鎮

where I had an opportunity to teach

在那裡我有機會教書

in a lovely, small-town,

那是一個小而美麗的城鎮

rural Kansas school district,

在勘薩斯的鄉村學區

where I was teaching my favorite subject,

教我最喜歡的學科

American government.

"美國政府"

My first year -- super gung-ho -- going to teach American government,

教書的第一年,充滿熱情,準備教"美國政府"

loved the political system.

我當時熱愛政治系統

Kids in the 12th grade:

這些十二年級的孩子(相當於高中三年級)

not exactly all that enthusiastic

對於美國政府體系

about the American government system.

並不完全充滿如此的熱情

Year two: learned a few things -- had to change my tactic.

開始教書的第二年,我了解了一些事情,我得改變教學方針

And I put in front of them an authentic experience

我提供他們一個真實體驗的機會

that allowed them to learn for themselves.

讓他們可以自主學習

I didn't tell them what to do or how to do it.

我沒有告訴他們得做什麼,或是要怎麼做

I posed a problem in front of them,

我只是在他們面前提出一個問題

which was to put on an election forum for their own community.

要他們在自己的社區設立一個選舉論壇

They produced flyers. They called offices.

他們設計傳單,聯絡各個選舉辦公室

They checked schedules. They were meeting with secretaries.

他們和秘書排定行程

They produced an election forum booklet

他們設計了一本選舉論壇手冊

for the entire town to learn more about their candidates.

提供給全鎮的鎮民讓他們更了解他們的候選人

They invited everyone into the school

他們邀請鎮民到學校

for an evening of conversation

參與一個晚上的座談

about government and politics

談論關於政府與政治

and whether or not the streets were done well,

還有鎮裡的街道是否修建完善

and really had this robust experiential learning.

學生們真的得到健全的體驗式學習

The older teachers -- more experienced --

學校裡比較資深年長的老師

looked at me and went,

看著我說

"Oh, there she is. That's so cute. She's trying to get that done."

"喔,瞧瞧她,多天真,竟想試著這麼做"

(Laughter)

(大笑)

"She doesn't know what she's in for."

"她不知道她把自己陷入怎麼樣的局面"

But I knew that the kids would show up,

但我知道孩子們會出席

and I believed it,

而我真的這樣相信

and I told them every week what I expected out of them.

每個禮拜我都對他們說我是如何期待他們的表現

And that night, all 90 kids --

而那天晚上,全部九十個孩子

dressed appropriately, doing their job, owning it.

每個人的穿戴整齊,各司其職,完全掌握了論壇

I had to just sit and watch.

我只需要坐在一旁看著

It was theirs. It was experiential. It was authentic.

那是他們的夜晚,那是經驗,那是真實的經驗

It meant something to them.

那對他們來說具有某些意義

And they will step up.

而他們將會更努力

From Kansas, I moved on to lovely Arizona,

離開堪薩斯,我搬到美麗的亞利桑納州

where I taught in Flagstaff for a number of years,

我在Flagstaff小鎮教了幾年書

this time with middle school students.

這次是教國中的學生

Luckily, I didn't have to teach them American government.

幸運地,我這次不用教美國政治

Could teach them the more exciting topic of geography.

而是教更令人興奮的學科 - 地理

Again, "thrilled" to learn.

再一次,非常期待的要學習

But what was interesting

但有趣的是

about this position I found myself in in Arizona,

在這個亞歷桑納州的教職

was I had this really

我所面對的

extraordinarily eclectic group of kids to work with

是一群非常多樣,彼此差異懸殊的孩子

in a truly public school,

是一所真正的公立學校

and we got to have these moments where we would get these opportunities.

在那裡,有些時候,我們得到了一些機會

And one opportunity

而其中一個機會是

was we got to go and meet Paul Rusesabagina,

我們得以和Paul Russabagina 碰面

which is the gentleman

電影"盧安達飯店"

that the movie "Hotel Rwanda" is based after.

是根據這位先生的事作為藍本

And he was going to speak at the high school next door to us.

他當時正要到隔壁的高中演講

We could walk there. We didn't even have to pay for the buses.

我們可以步行到那所學校,我們甚至不用付公車車費

There was no expense cost. Perfect field trip.

完全不需要額外的支出,非常完美的校外教學

The problem then becomes

然後接著的問題是

how do you take seventh- and eighth-graders to a talk about genocide

你要怎麼和七,八年級的學生談論種族屠殺

and deal with the subject in a way

用怎麼樣的方式來處理這個議題

that is responsible and respectful,

一種負責任和尊重的方式

and they know what to do with it.

讓學生們知道該怎麼面對這個議題

And so we chose to look at Paul Rusesabagina

所以我們決定要以 Paul Rusesabagina

as an example of a gentleman

作一個模範

who singularly used his life to do something positive.

看看他如何利用自己個人的生命做些正面的事情

I then challenged the kids to identify

接著,我挑戰這些孩子,要他們去找出

someone in their own life, or in their own story, or in their own world,

在他們的生命裡,在他們自己的故事中,或是在他們自己的世界裡

that they could identify that had done a similar thing.

那些他們認為也做過類似事情的人

I asked them to produce a little movie about it.

我要求他們為這些人和事蹟製作一部短片

It's the first time we'd done this.

這是我們第一次嘗試製作短片

Nobody really knew how to make these little movies on the computer,

沒有人真的知道如何利用電腦製作短片

but they were into it. And I asked them to put their own voice over it.

但他們非常投入,我要他們把自己的意見也錄進去

It was the most awesome moment of revelation

那實在是最能引發反思的時刻

that when you ask kids to use their own voice

當你要孩子們用他們自己的聲音

and ask them to speak for themselves,

要他們為自己說話

what they're willing to share.

說那些他們願意分享的故事

The last question of the assignment is:

這項作業的最後一個問題是

how do you plan to use your life

你打算怎麼利用你自己的生命

to positively impact other people?

去正面的影響其他人

The things that kids will say

當你問孩子們問題然後花時間傾聽

when you ask them and take the time to listen

他們說出來的計畫

is extraordinary.

是非常了不起的

Fast-forward to Pennsylvania, where I find myself today.

快轉到賓州,我現在住的地方

I teach at the Science Leadership Academy,

我在科學領導學院教書

which is a partnership school between the Franklin Institute

是富蘭克林學院

and the school district of Philadelphia.

和費城學區協同的合夥計畫

We are a nine through 12 public school,

我們是一間公立高中

but we do school quite differently.

但我們的教學方式很不一樣

I moved there primarily

我起初搬到那裡

to be part of a learning environment

是為了親身參與一個教學環境

that validated the way that I knew that kids learned,

一個可以證實我所理解孩子有效學習方式的環境

and that really wanted to investigate

一個願意探索

what was possible

所有可能性的教學環境

when you are willing to let go

當你願意放棄

of some of the paradigms of the past,

一些過去的標準模式

of information scarcity when my grandmother was in school

放棄資訊匱乏的念頭,如同我祖母的那個年代

and when my father was in school and even when I was in school,

還有我父親甚至是我自己念書的那些年代

and to a moment when we have information surplus.

認知我們正處於資訊過剩的時代

So what do you do when the information is all around you?

所以你該怎麼處理那些環繞四周的資訊?

Why do you have kids come to school

你為什麼要孩子們來學校?

if they no longer have to come there to get the information?

如果他們再也不需要特意到學校取得這些資訊?

In Philadelphia we have a one-to-one laptop program,

在賓州,我們有一個人人有筆電的計畫

so the kids are bringing in laptops with them everyday,

所以這些孩子每天帶著他們的筆記型電腦

taking them home, getting access to information.

帶著電腦回家,隨時取得資訊

And here's the thing that you need to get comfortable with

而有一件事,是你需要學著適應的

when you've given the tool

當你給了學生工具

to acquire information to students,

讓他們可以自主取得資訊

is that you have to be comfortable with this idea

你得適應一個想法

of allowing kids to fail

那就是允許孩子失敗

as part of the learning process.

把失敗視為學習的一部分

We deal right now in the educational landscape

我們現在面對教育大環境

with an infatuation

帶著一種

with the culture of one right answer

迷戀單一解答的文化

that can be properly bubbled on the average multiple choice test,

一種用均化單選題得到解答的文化

and I am here to share with you:

而我在這裡要和你們分享

it is not learning.

這不是學習

That is the absolute wrong thing to ask,

這絕對是個錯誤

to tell kids to never be wrong.

要求孩子們永遠不可以犯錯

To ask them to always have the right answer

要求他們永遠都要有正確的解答

doesn't allow them to learn.

不能令他們去學習

So we did this project,

所以我們發展了這個計畫

and this is one of the artifacts of the project.

這是這個計畫的其中一項作品

I almost never show them off

我幾乎從來沒有展示過這些

because of the issue of the idea of failure.

因為我們對於錯誤與失敗的觀念

My students produced these info-graphics

我的學生們做了這些資訊畫報

as a result of a unit that we decided to do at the end of the year

當作我們某個單元的成果,我們決定在年底做這些畫報

responding to the oil spill.

回應漏油事件

I asked them to take the examples that we were seeing

我要求他們拿

of the info-graphics that existed

他們看過的資訊圖表當做範例

in a lot of mass media,

在大眾傳播媒體裡展示的那些

and take a look at what were the interesting components of it,

仔細看看那些範例裡頭有趣的元素是什麼

and produce one for themselves

然後自己設計一個

of a different man-made disaster from American history.

以美國歷史中另一個人為災難為主題的畫報

And they had certain criteria to do it.

我為這項作業設了一些其他的條件

They were a little uncomfortable with it,

他們對這個作業有些不自在

because we'd never done this before, and they didn't know exactly how to do it.

因為我們從來沒有作過這樣的作業,而他們不完全知道要怎麼進行

They can talk -- they're very smooth,

他們可以談論這議題,相當流利

and they can write very, very well,

他們也能寫得非常非常好

but asking them to communicate ideas in a different way

但當被要求要用一種另類的方式表達想法的時候

was a little uncomfortable for them.

他們有點無所適從

But I gave them the room to just do the thing.

但我給了他們空間去做這個作業

Go create. Go figure it out.

去創造,去自己發現該怎麼做

Let's see what we can do.

讓我們拭目以待我們可以完成些什麼

And the student that persistently

最後那些總是

turns out the best visual product did not disappoint.

呈現最佳視覺效果作品的學生,這次也沒有讓人失望

This was done in like two or three days.

這個作品大概花了兩三天的時間

And this is the work of the student that consistently did it.

而這是來自一個作業品質非常穩定的學生

And when I sat the students down, I said, "Who's got the best one?"

然後當我要所有學生坐下來,我問他們"誰交出了最好的作品?"

And they immediately went, "There it is."

他們立刻指著這個作品回答"這件"

Didn't read anything. "There it is."

他們並沒有細讀其中的內容,就回答了"這件"

And I said, "Well what makes it great?"

然後我說,"那麼,是什麼因素讓這個作品這麼好?"

And they're like, "Oh, the design's good, and he's using good color.

他們回答說,"喔,設計得很好,他用了很好的顏色組合,還有一些..."

And there's some ... " And they went through all that we processed out loud.

他們分別說了想法,我們一起討論了之後

And I said, "Go read it."

我說,"現在去讀讀內容"

And they're like, "Oh, that one wasn't so awesome."

接著他們說"喔,現在看起來好像其實沒有那麼好"

And then we went to another one --

後來我們移到另外一個版子前面

it didn't have great visuals, but it had great information --

那個作品沒有很好的視覺設計,但是有非常好的資訊內容

and spent an hour talking about the learning process,

我們接著花了大概一個小時討論這個學習過程

because it wasn't about whether or not it was perfect,

因為那並不是關於哪個作品比較完美

or whether or not it was what I could create.

或是我能或不能創造出這樣的東西

It asked them to create for themselves,

這作業是要他們為自己創作

and it allowed them to fail,

這作業也讓他們有失敗的可能

process, learn from.

消化思考之後,從失敗中學習

And when we do another round of this in my class this year,

今年,若我們又再一次作類似的作業時

they will do better this time,

他們都將會比去年進步

because learning

因為學習

has to include an amount of failure,

必須包含一定程度的失敗

because failure is instructional

因為失敗具有教學意義

in the process.

在學習的過程中

There are a million pictures

我有上百萬個照片

that I could click through here,

可以展示

and had to choose carefully -- this is one of my favorites --

可我得小心的選擇,好,這是我最喜歡的一張

of students learning,

學生正在學習的照片

of what learning can look like

學習可以看起來是什麼樣子

in a landscape where we let go of the idea

在一個我們放棄傳統念頭的環境中

that kids have to come to school to get the information,

放棄學生非得來學校以取得知識這樣的想法

but instead, ask them what they can do with it.

取而代之,問他們,他們可以利用這些資訊做些什麼?

Ask them really interesting questions.

問他們真正有趣的問題

They will not disappoint.

他們不會讓人失望

Ask them to go to places,

要求他們去不同的地方

to see things for themselves,

去親眼見識不同的事情

to actually experience the learning,

去真正的體驗學習

to play, to inquire.

去玩,去查詢

This is one of my favorite photos,

這是我最喜歡的照片之一

because this was taken on Tuesday,

因為這是一張星期二照的照片

when I asked the students to go to the polls.

當我要求學生們去投票

This is Robbie, and this was his first day of voting,

這是Robbie,這是他第一次投票

and he wanted to share that with everybody and do that.

而他想要和大家分享這個投票的經歷

But this is learning too,

但這也是學習

because we asked them to go out into real spaces.

因為我們要他們到外頭真實的世界去

The main point

重點是

is that, if we continue to look at education

如果我們繼續把教育

as if it's about coming to school

當作是要來學校

to get the information

取得資訊

and not about experiential learning,

而不是關於體驗試學習