篇一：TED演講怎樣從錯誤中學習

　　TED: 怎樣從錯誤中學習

　　Diana Laugenberg: How to learn From mistakes

　　講者分享了其多年從教中所認識到的一從錯誤中學習的觀念“允許孩子失敗，把失敗視為學習的一部分”，以及從教育實踐中學到的三件事：“1.體驗學習的過程 2.傾聽學生的聲音 3.接納錯誤的失敗?！?/p>

　　TED演講文本：

　　0:15

　　I have been teaching for a long time, and in doing so have acquired a body of knowledge aboutkids and learning that I really wish more people would understand about the potential ofstudents. In 1931, my grandmother -- bottom left for you guys over here -- graduated from theeighth grade. She went to school to get the information because that's where the informationlived. It was in the books; it was inside the teacher's head; and she needed to go there to getthe information, because that's how you learned. Fast-forward a generation: this is the one-roomschoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again hadto travel to the school to get the information from the teacher, stored it in the only portablememory he has, which is inside his own head, and take it with him, because that is howinformation was being transported from teacher to student and then used in the world. When Iwas a kid, we had a set of encyclopedias at my house. It was purchased the year I was born,and it was extraordinary, because I did not have to wait to go to the library to get to theinformation. The information was inside my house and it was awesome. This was different thaneither generation had experienced before, and it changed the way I interacted with informationeven at just a small level. But the information was closer to me. I could get access to it.

　　1:34

　　In the time that passes between when I was a kid in high school and when I started teaching,we really see the advent of the Internet. Right about the time that the Internet gets going as aneducational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where Ihad an opportunity to teach in a lovely, small-town, rural Kansas school district, where I wasteaching my favorite subject, American government. My first year -- super gung-ho -- going toteach American government, loved the political system. Kids in the 12th grade: not exactly allthat enthusiastic about the American government system. Year two: learned a few things -- hadto change my tactic. And I put in front of them an authentic experience that allowed them tolearn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front ofthem, which was to put on an election forum for their own community.

　　2:27

　　They produced flyers. They called offices. They checked schedules. They were meeting withsecretaries. They produced an election forum booklet for the entire town to learn more abouttheir candidates. They invited everyone into the school for an evening of conversation aboutgovernment and politics and whether or not the streets were done well, and really had thisrobust experiential learning. The older teachers -- more experienced -- looked at me and went,

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

　　"She doesn't knowwhat she's in for." But I knew that the kids would show up, and I believed it, and I told themevery week what I expected out of them. And that night, all 90 kids -- dressed appropriately,doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It wasauthentic. It meant something to them. And they will step up.

　　3:17

　　From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years,this time with middle school students. Luckily, I didn't have to teach them American government.Could teach them the more exciting topic of geography. Again,

　　"thrilled" to learn. But what wasinteresting about this position I found myself in in Arizona, was I had this really extraordinarilyeclectic group of kids to work with in a truly public school, and we got to have these momentswhere we would get these opportunities. And one opportunity was we got to go and meet PaulRusesabagina, which is the gentleman that the movie "Hotel Rwanda" is based after. And hewas going to speak at the high school next door to us. We could walk there. We didn't evenhave to pay for the buses. There was no expense cost. Perfect field trip.

　　4:04

　　The problem then becomes how do you take seventh- and eighth-graders to a talk aboutgenocide and deal with the subject in a way that is responsible and respectful, and they knowwhat to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentlemanwho singularly used his life to do something positive. I then challenged the kids to identifysomeone in their own life, or in their own story, or in their own world, that they could identify thathad done a similar thing. I asked them to produce a little movie about it. It's the first time we'ddone this. Nobody really knew how to make these little movies on the computer, but they wereinto it. And I asked them to put their own voice over it. It was the most awesome moment ofrevelation that when you ask kids to use their own voice and ask them to speak for themselves,what they're willing to share. The last question of the assignment is: how do you plan to useyour life to positively impact other peopleThe things that kids will say when you ask them andtake the time to listen is extraordinary.

　　5:05

　　Fast-forward to Pennsylvania, where I find myself today. I teach at the Science LeadershipAcademy, which is a partnership school between the Franklin Institute and the school district ofPhiladelphia. We are a nine through 12 public school, but we do school quite differently. I movedthere primarily to be part of a learning environment that validated the way that I knew that kidslearned, and that really wanted to investigate what was possible when you are willing to let go ofsome of the paradigms of the past, of information scarcity when my grandmother was in schooland when my father was in school and even when I was in school, and to a moment when wehave information surplus. So what do you do when the information is all around youWhy doyou have kids come to school if they no longer have to come there to get the information

　　5:51

　　In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops withthem everyday, taking them home, getting access to information. And here's the thing that youneed to get comfortable with when you've given the tool to acquire information to students, isthat you have to be comfortable with this idea of allowing kids to fail as part of the learningprocess. We deal right now in the educational landscape with an infatuation with the culture ofone right answer that can be properly bubbled on the average multiple choice test, and I amhere to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids tonever be wrong. To ask them to always have the right answer doesn't allow them to learn. Sowe did this project, and this is one of the artifacts of the project. I almost never show them offbecause of the issue of the idea of failure.

　　6:45

　　My students produced these info-graphics as a result of a unit that we decided to do at the endof the year responding to the oil spill. I asked them to take the examples that we were seeing ofthe info-graphics that existed in a lot of mass media, and take a look at what were theinteresting components of it, and produce one for themselves of a different man-made disasterfrom American history. And they had certain criteria to do it. They were a little uncomfortablewith it, because we'd never done this before, and they didn't know exactly how to do it. Theycan talk -- they're very smooth, and they can write very, very well, but asking them tocommunicate ideas in a different way was a little uncomfortable for them. But I gave them theroom to just do the thing. Go create. Go figure it out. Let's see what we can do. And thestudent that persistently turns out the best visual product did not disappoint. This was done inlike two or three days. And this is the work of the student that consistently did it.

　　7:39

　　And when I sat the students down, I said, "Who's got the best one" And they immediatelywent, "There it is." Didn't read anything. "There it is." And I said,

　　"Well what makes it great"And they're like,

　　"Oh, the design's good, and he's using good color. And there's some ...

　　" Andthey went through all that we processed out loud. And I said, "Go read it." And they're like, "Oh,that one wasn't so awesome." And then we went to another one -- it didn't have great visuals,but it had great information -- and spent an hour talking about the learning process, because itwasn't about whether or not it was perfect, or whether or not it was what I could create. Itasked them to create for themselves, and it allowed them to fail, process, learn from. And whenwe do another round of this in my class this year, they will do better this time, because learninghas to include an amount of failure, because failure is instructional in the process.

　　8:29

　　There are a million pictures that I could click through here, and had to choose carefully -- this isone of my favorites -- of students learning, of what learning can look like in a landscape wherewe let

　　go of the idea that kids have to come to school to get the information, but instead, askthem what they can do with it. Ask them really interesting questions. They will not disappoint.Ask them to go to places, to see things for themselves, to actually experience the learning, toplay, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when Iasked the students to go to the polls. This is Robbie, and this was his first day of voting, and hewanted to share that with everybody and do that. But this is learning too, because we askedthem to go out into real spaces.

　　9:20

　　The main point is that, if we continue to look at education as if it's about coming to school to getthe information and not about experiential learning, empowering student voice and embracingfailure, we're missing the mark. And everything that everybody is talking about today isn'tpossible if we keep having an educational system that does not value these qualities, becausewe won't get there with a standardized test, and we won't get there with a culture of one rightanswer. We know how to do this better, and it's time to do better.

　　0:15

　　我從事教師工作很長一段時間了， 而在我教書的過程當中 我學了很多關于孩子與學習的知識 我非常希望更多人可以了解 學生的潛能。 1931年,我的祖母 從你們那邊看過來左下角那位-- 從八年級畢業。 她上學是去獲取知識 因為在過去,那是知識存在的地方 知識在書本里,在老師的腦袋里， 而她需要專程到學校去獲得這些知識， 因為那是當時學習的途徑 快進過一代： 這是個只有一間教室的學校,Oak Grove， 我父親就是在這間只有一個教室的學校就讀。 而同樣的,他不得不去上學 以從老師那兒取得知識， 然后將這些知識儲存在他唯一的移動內存,那就是他自己的腦袋里， 然后將這些隨身攜帶， 因為這是過去知識被傳遞的方式 從老師傳給學生,接著在世界上使用。 當我還小的時候， 我們家里有一套百科全書。 從我一出生就買了這套書， 而那是非常了不起的事情， 因為我不需要等著去圖書館取得這些知識， 這些信息就在我的屋子里 而那真是太棒了。 這是 和過去相比,是非常不同的 這改變了我和信息互動的方式 即便改變的幅度很小。 但這些知識卻離我更近了。 我可以隨時獲取它們。

　　1:34

　　在過去的這幾年間 從我還在念高中 到我開始教書的時候， 我們真的親眼目睹網絡的發展。 就在網絡開始 作為教學用的工具發展的時候， 我離開威斯康辛州 搬到勘薩斯州,一個叫勘薩斯的小鎮 在那里我有機會 在一個小而美麗的勘薩斯的鄉村學區 教書， 教我最喜歡的學科 "美國政府" 那是我教書的第一年,充滿熱情,準備教"美國政府" 我當時熱愛教政治體系。 這些十二年級的孩子 對于美國政府體系 并不完全充滿熱情。 開始教書的第二年,我學到了一些事情,讓我改變了教學方針。 我提供他們一個真實體驗的機會 讓他們可以自主學習。 我沒有告訴他們得做什么,或是要怎么做。 我只是在他們面前提出一個問題， 要他們在自己的社區設立一個選舉論壇。

　　2:27

　　他們散布傳單,聯絡各個選舉辦公室， 他們和秘書排定行程， 他們設計了一本選舉論壇手冊 提供給全鎮的鎮民讓他們更了解這些候選人。 他們邀請所有的人到學校 參與晚上的座談 談論政府和政治 還有鎮里的每條街是不是都修建完善， 學生們真的得到強大的體驗式學習。 學校里比較資深年長的老師 看著我說 "喔,看她,多天真呀,竟想試著這么做。" (大笑)

　　"她不知道她把自己陷入怎么樣的局面" 但我知道孩子們會出席 而我真的這樣相信。 每個禮拜我都對他們說我是如何期待他們的表現。 而那天晚上,全部九十個孩子 每個人的穿戴整齊,各司其職,完全掌握論壇 我只需要坐在一旁看著。 那是屬于他們的夜晚,那是經驗,那是實在的經驗。 那對他們來說具有意義。 而他們將會更加努力。

　　3:17

　　離開堪薩斯后,我搬到美麗的亞利桑納州， 我在Flagstaff小鎮教了幾年書， 這次是教初中的學生。 幸運的,我這次不用教美國政治。 這次我教的是更令人興奮的地理。 再一次,非常期待的要學習。 但有趣的是 我發現在這個亞歷桑納州的教職 我所面對的 是一群非常多樣化的,彼此之間差異懸殊的孩子們 在一所真正的公立學校。 在那里,有些時候,我們會得到了一些機會。 其中一個機會是 我們得以和Paul Russabagina見面， 這位先生 正是電影"盧安達飯店"根據描述的那位主人翁 他當時正要到隔壁的高中演講 我們可以步行到那所學校,我們甚至不用坐公共汽車 完全不需要額外的支出,非常完美的校外教學

　　4:04

　　然后接著的問題是 你要怎么和七八年級的學生談論種族屠殺 用怎么樣的方式來處理這個問題 才是一種負責任和尊重的方式， 讓學生們知道該怎么面對這個問題。 所以我們決定去觀察PaulRusesabagina是怎么做的 把他當作一個例子 一個平凡人如何利用自己的生命做些積極的事情的例子。 接著,我挑戰這些孩子,要他們去找出 在他們的生命里,在他們自己的故事中,或是在他們自己的世界里， 找出那些他們認為也做過類似事情的人。 我要他們為這些人和事跡制作一部短片。 這是我們第一次嘗試制作短片。 沒有人真的知道如何利用電腦制作短片。 但他們非常投入,我要他們在片子里用自己的聲音。 那實在是最棒的啟發方式 當你要孩子們用他們自己的聲音 當你要他們為自己說話， 說那些他們愿意分享的故事。 這項作業的最后一個問題是 你打算怎么利用你自己的生命 去正面的影響其他人 孩子們說出來的那些話 在你詢問他們后并花時間傾聽那些話后 是非常了不起的。

　　5:05

　　快進到賓州,我現在住的地方。 我在科學領導學院教書， 它是富蘭克林學院 和費城學區協同的合辦的。 我們是一間9年級到12年級的公立高中， 但我們的教學方式很不一樣。 我起初搬到那里 是為了親身參與一個教學環境 一個可以證實我所理解孩子可以有效學習方式的方式， 一個愿意探索 所有可能性的教學環境 當你愿意放棄 一些過去的標準模式， 放棄我祖母和我父親上學的那個年代 甚至是我自己念書的那個年代，因為信息的稀缺， 到一個我們正處于信息過剩的時代。 所以你該怎么處理那些環繞在四周的知識你為什么要孩子們來學校如果他們再也不需要特意到學校獲得這些知識

　　5:51

　　在賓州,我們有一個人人有筆記本的項目， 所以這些孩子每天帶著他們筆記本電腦， 帶著電腦回家,隨時學習知識。 有一件事你需要學著適應的是 當你給了學生工具 讓他們可以自主取得知識， 你得適應一個想法 那就是允許孩子失敗 把失敗視為學習的一部分。 我們現在面對教育大環境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優的文化， 而我在這里要告訴你們， 這不是學習。 這絕對是個錯誤 去要求孩子們永遠不可以犯錯。 要求他們永遠都要有正確的解答 而不允許他們去學習。 所以我們實施了這個項目， 這就是這個項目中一件作品。 我幾乎從來沒有展示過這些 因為我們對于錯誤與失敗的觀念。