TEDxMidAtlantic
Diana Laufenberg: How to learn? From mistakes
Diana Laufenberg: Kako učiti? Iz pogrešaka.
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Diana Laufenberg iznosi 3 iznenađujuće stvari koje je naučila o podučavanju -- uključujući ključan uvid o učenju na greškama.
Diana Laufenberg - Educator
For over 15 years Diana has been a secondary social studies teacher in Wisconsin, Kansas, Arizona and Pennsylvania. Full bio
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 for a long time,
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Podučavam već dugo vremena,
00:18
and in doing so
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i pri tome
00:20
have acquired a body of knowledge about kids and learning
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sam stekla ključna znanja o djeci i učenju
00:23
that I really wish more people would understand
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za koje bih voljela da više ljudi razumije,
00:26
about the potential of students.
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posebno o potencijalu učenika.
00:29
In 1931, my grandmother --
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1931. godine, moja baka --
00:31
bottom left for you guys over here --
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dolje lijevo za vas ovdje --
00:33
graduated from the eighth grade.
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je maturirala u osmom razredu.
00:35
She went to school to get the information
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Išla je u školu kako bi prikupila informacije
00:37
because that's where the information lived.
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jer tamo su informacije živjele.
00:39
It was in the books; it was inside the teacher's head;
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Bile su u knjigama, bile su u učiteljevoj glavi,
00:41
and she needed to go there to get the information,
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i morala je ići tamo kako bi prikupila te informacije,
00:44
because that's how you learned.
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jer na taj način se učilo.
00:46
Fast-forward a generation:
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Pođimo za jednu generaciju unaprijed:
00:48
this is the one-room schoolhouse, Oak Grove,
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ovo je škola s jednom prostorijom, "Oak Grove",
00:50
where my father went to a one-room schoolhouse.
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tamo je moj otac pohađao školu.
00:52
And he again had to travel to the school
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I on je trebao putovati u školu
00:54
to get the information from the teacher,
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kako bi dobio informacije od učitelja,
00:56
stored it in the only portable memory he has, which is inside his own head,
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pohraniti ih u jedinu prijenosnu memoriju koju ima, a koja se nalazi u njegovoj glavi,
00:59
and take it with him,
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i uzeti ih s njim,
01:01
because that is how information was being transported
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jer na taj način se informacija prenosila
01:04
from teacher to student and then used in the world.
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s učitelja na učenika, a zatim se koristila u svijetu.
01:07
When I was a kid,
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Kada sam ja bila dijete,
01:09
we had a set of encyclopedias at my house.
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imali smo kod kuće zbirku enciklopedija.
01:11
It was purchased the year I was born,
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Kupljene su one godine kada sam rođena,
01:13
and it was extraordinary,
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i bilo je nevjerojatno,
01:15
because I did not have to wait to go to the library to get to the information.
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jer nisam morala čekati da odem u knjižnicu kako bih prikupila informaciju;
01:18
The information was inside my house
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informacija je bila u mojoj kući
01:20
and it was awesome.
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i to je bilo fenomenalno.
01:22
This was different
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To je bilo različito
01:24
than either generation had experienced before,
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od bilo kakvih iskustava prijašnjih generacija,
01:26
and it changed the way I interacted with information
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i promijenilo je način na koji sam ja bila u interakciji s informacijom
01:28
even at just a small level.
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čak i na toj maloj razini.
01:30
But the information was closer to me.
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Ali informacija mi je bila bliža.
01:32
I could get access to it.
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Mogla sam dobiti pristup.
01:34
In the time that passes
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U vremenu koje je prošlo
01:36
between when I was a kid in high school
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od perioda kada sam bila dijete u srednjoj školi
01:38
and when I started teaching,
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do kada sam počela podučavati,
01:40
we really see the advent of the Internet.
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možemo doista vidjeti napredak interneta.
01:42
Right about the time that the Internet gets going
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Baš u vrijeme kada je internet prihvaćen
01:44
as an educational tool,
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kao alat za edukaciju,
01:46
I take off from Wisconsin
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otišla sam iz Wisconsina
01:48
and move to Kansas, small town Kansas,
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i preselila se u Kansas, u mali gradić u Kansasu,
01:50
where I had an opportunity to teach
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gdje sam imala priliku podučavati
01:52
in a lovely, small-town,
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u krasnom, malo gradiću
01:54
rural Kansas school district,
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školskom okrugu ruralnog Kansasa,
01:56
where I was teaching my favorite subject,
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gdje sam podučavala svoj omiljeni predmet,
01:58
American government.
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"Američka vlada".
02:00
My first year -- super gung-ho -- going to teach American government,
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Moja prva godina -- super željno -- počela sam podučavati predmet "Američka vlada",
02:03
loved the political system.
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voljeni politički sustav.
02:05
Kids in the 12th grade:
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Djeca u 12. razredu:
02:07
not exactly all that enthusiastic
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nisu bili baš toliko entuzijastični
02:09
about the American government system.
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oko američkog sustava vlade.
02:11
Year two: learned a few things -- had to change my tactic.
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Druga godina: naučila sam nekoliko stvari -- morala sam promijeniti svoju taktiku.
02:14
And I put in front of them an authentic experience
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Stavila sam pred njih autentično iskustvo
02:16
that allowed them to learn for themselves.
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koje im je omogućilo da uče za sebe same.
02:19
I didn't tell them what to do or how to do it.
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Nisam im rekla što da rade, ni kako da to rade.
02:21
I posed a problem in front of them,
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Postavila sam im problem,
02:23
which was to put on an election forum for their own community.
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koji je bio da moraju organizirati izborni forum za svoju zajednicu.
02:27
They produced flyers. They called offices.
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Imali su letke, nazivali su urede,
02:29
They checked schedules. They were meeting with secretaries.
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provjeravali rasporede, sastajali se s tajnicama,
02:31
They produced an election forum booklet
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osmislili su brošuru za izborni forum
02:33
for the entire town to learn more about their candidates.
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kako bi cijeli grad naučio što više o njihovim kandidatima.
02:35
They invited everyone into the school
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Pozvali su sve u školu
02:37
for an evening of conversation
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na večer razgovora
02:39
about government and politics
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o vladi i politici
02:41
and whether or not the streets were done well,
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o tome jesu li ulice dobro uređene ili ne,
02:43
and really had this robust experiential learning.
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i imali su doista situaciju velikog iskustvenog učenja.
02:46
The older teachers -- more experienced --
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Stariji učitelji -- iskusniji --
02:48
looked at me and went,
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pogledali su me i rekli,
02:50
"Oh, there she is. That's so cute. She's trying to get that done."
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"O, tamo je. To je tako slatko. Pokušava to učiniti."
02:53
(Laughter)
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(Smijeh)
02:55
"She doesn't know what she's in for."
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"Ne zna u što se uvalila."
02:57
But I knew that the kids would show up,
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Ali znala sam kako će se djeca pojaviti.
02:59
and I believed it,
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I vjerovala sam.
03:01
and I told them every week what I expected out of them.
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I rekla sam im svaki tjedan što očekujem od njih.
03:04
And that night, all 90 kids --
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I te večeri, njih svih 90toro djece --
03:06
dressed appropriately, doing their job, owning it.
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prikladno obučeni, rade svoj posao, posjedujući ga.
03:09
I had to just sit and watch.
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Trebala sam samo sjediti i promatrati.
03:11
It was theirs. It was experiential. It was authentic.
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Bilo je njihovo. Bilo je iskustveno. Bilo je autentično.
03:13
It meant something to them.
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Njima je nešto to i značilo.
03:15
And they will step up.
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I iskoračit će.
03:17
From Kansas, I moved on to lovely Arizona,
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Iz Kansasa, preselila sam se u ljupku Arizonu,
03:20
where I taught in Flagstaff for a number of years,
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gdje sam u Flagstaffu podučavala niz godina,
03:23
this time with middle school students.
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ovaj puta učenike osnovne škole.
03:25
Luckily, I didn't have to teach them American government.
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Srećom, nisam ih morala podučavati predmet "Američka vlada".
03:27
Could teach them the more exciting topic of geography.
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Mogla sam ih podučavati uzbudljivijim temama geografije.
03:30
Again, "thrilled" to learn.
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Ponovno, uzbuđeni da uče.
03:34
But what was interesting
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Ono što je bilo zanimljivo
03:36
about this position I found myself in in Arizona,
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o poziciji u kojoj sam se našla u Arizoni,
03:39
was I had this really
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jest da sam imala doista
03:41
extraordinarily eclectic group of kids to work with
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izvanredno eklektičnu grupu djece s kojom sam radila
03:43
in a truly public school,
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u stvarno javnoj školi.
03:45
and we got to have these moments where we would get these opportunities.
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I imali bismo te trenutke u kojima bi dobili te prilike.
03:48
And one opportunity
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Jedna od prilika
03:50
was we got to go and meet Paul Rusesabagina,
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je bila da smo upoznali Paula Rusesabagina,
03:53
which is the gentleman
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gospodina
03:55
that the movie "Hotel Rwanda" is based after.
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po kojem je napravljen film "Hotel Rwanda".
03:57
And he was going to speak at the high school next door to us.
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On je morao održati govor u srednjoj školi do nas.
03:59
We could walk there. We didn't even have to pay for the buses.
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Mogli smo se prošetati do tamo; nismo čak morali ni platiti za autobus.
04:01
There was no expense cost. Perfect field trip.
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Nije bilo nikakvog troška. Savršen izlet.
04:04
The problem then becomes
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Problem koji se tada javlja je
04:06
how do you take seventh- and eighth-graders to a talk about genocide
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kako povesti učenike sedmih i osmih razreda na govor o genocidu
04:08
and deal with the subject in a way
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i nositi se s temom na način
04:10
that is responsible and respectful,
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koji je odgovoran i pun poštovanja,
04:12
and they know what to do with it.
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a s kojim će oni znati što napraviti.
04:14
And so we chose to look at Paul Rusesabagina
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I tako smo odlučili promatrati Paula Rusesabagina
04:16
as an example of a gentleman
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kao primjer gospodina
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who singularly used his life to do something positive.
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koji je, na jedinstven način, iskoristio svoj život kako bi učinio nešto pozitivno.
04:22
I then challenged the kids to identify
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Onda sam postavila izazov pred djecu da identificiraju
04:24
someone in their own life, or in their own story, or in their own world,
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nekoga u svom vlastitom životu, ili u svojoj vlastitoj priči, ili u svom vlastitom svijetu,
04:27
that they could identify that had done a similar thing.
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koga će moći identificirati da je učinio nešto slično.
04:29
I asked them to produce a little movie about it.
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Zamolila sam ih da naprave mali filmić o tome.
04:31
It's the first time we'd done this.
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To je bilo prvi put da smo to napravili.
04:33
Nobody really knew how to make these little movies on the computer,
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Nitko zapravo nije znao napraviti te male filmiće na računalu.
04:35
but they were into it. And I asked them to put their own voice over it.
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Ali bili su cijeli u tome. I zamolila sam ih da preko filmića puste svoj glas.
04:39
It was the most awesome moment of revelation
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Bio je to najnevjerojatniji trenutak otkrića,
04:44
that when you ask kids to use their own voice
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kada tražite djecu da upotrijebe svoj vlastiti glas
04:47
and ask them to speak for themselves,
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i zatražite da govore za sebe,
04:49
what they're willing to share.
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što su sve voljni podijeliti.
04:51
The last question of the assignment is:
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Posljednje pitanje zadatka bilo je:
04:53
how do you plan to use your life
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na koji način mislite iskoristiti svoj život
04:55
to positively impact other people?
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kako bi pozitivno utjecali na druge ljude?
04:57
The things that kids will say
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Stvari koje će djeca reći
04:59
when you ask them and take the time to listen
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kada ih pitate i uzmete vremena za slušanje
05:02
is extraordinary.
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su izuzetne.
05:05
Fast-forward to Pennsylvania, where I find myself today.
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Brz pogle unaprijed prema Pennsylvaniji, gdje sam danas.
05:08
I teach at the Science Leadership Academy,
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Podučavam na Akademiji znanstvenog vodstva,
05:10
which is a partnership school between the Franklin Institute
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koja je škola partner između Franklin instituta
05:13
and the school district of Philadelphia.
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i školskog okruga u Philadelphiji.
05:15
We are a nine through 12 public school,
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Mi smo javna škola za učenike od 9. do 12. razreda,
05:18
but we do school quite differently.
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ali mi u školi radimo stvari prilično drugačije.
05:21
I moved there primarily
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Tamo sam se preselila prvenstveno
05:23
to be part of a learning environment
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kako bih bila dio okoline učenja
05:25
that validated the way that I knew that kids learned,
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koja je potvrdila način za koji sam znala da djeca uče,
05:27
and that really wanted to investigate
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i koja je doista htjela istražiti
05:29
what was possible
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što je moguće
05:31
when you are willing to let go
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kada si spreman pustiti
05:33
of some of the paradigms of the past,
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neke od paradigmi prošlosti,
05:35
of information scarcity when my grandmother was in school
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pomak od oskudnosti informacija kada je moja baka bila u školi
05:38
and when my father was in school and even when I was in school,
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i kada je moj otac bio u školi, pa čak kada sam i ja bila u školi,
05:41
and to a moment when we have information surplus.
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ka paradigmi u kojoj imamo višak informacija.
05:43
So what do you do when the information is all around you?
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Što radite kada su informacije svuda oko vas?
05:46
Why do you have kids come to school
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Zašto nam djeca dolaze u školu
05:48
if they no longer have to come there to get the information?
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ako više ne moraju odlaziti tamo kako bi prikupili informacije?
05:51
In Philadelphia we have a one-to-one laptop program,
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U Philadelphiji imamo jedan-na-jedan laptop program,
05:54
so the kids are bringing in laptops with them everyday,
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tako djeca nose svakodnevno sa sobom laptope,
05:57
taking them home, getting access to information.
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noseći ih doma, dobivajući pristup informacijama.
06:00
And here's the thing that you need to get comfortable with
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Ovo je nešto s čime se morate pomiriti
06:03
when you've given the tool
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kada ste dali alat
06:05
to acquire information to students,
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učenicima za pristup informacijama,
06:07
is that you have to be comfortable with this idea
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a to je da se morate pomiriti sa idejom
06:09
of allowing kids to fail
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dopuštanja djeci da dožive neuspjeh
06:11
as part of the learning process.
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kao dio procesa učenja.
06:14
We deal right now in the educational landscape
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Trenutno se, u edukacijskom krajobrazu, borimo
06:16
with an infatuation
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sa zaljubljenošću
06:18
with the culture of one right answer
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u kulturu jednog točnog odgovora
06:20
that can be properly bubbled on the average multiple choice test,
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koji se može prikladno zaokružiti na ispitu s višestrukim odgovorima,
06:23
and I am here to share with you:
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i došla sam ovdje s vama podijeliti,
06:25
it is not learning.
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kako to nije učenje.
06:27
That is the absolute wrong thing to ask,
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To je potpuno pogrešna stvar za tražiti,
06:30
to tell kids to never be wrong.
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reći djeci kako nikada ne smiju biti u krivu.
06:32
To ask them to always have the right answer
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Tražiti od njih da uvijek imaju točan odgovor
06:35
doesn't allow them to learn.
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ne dopušta im da uče.
06:37
So we did this project,
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Stoga smo proveli jedan projekt,
06:39
and this is one of the artifacts of the project.
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a ovo je jedan od artefakata projekta.
06:41
I almost never show them off
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Skoro nikada ih ne prikazujem
06:43
because of the issue of the idea of failure.
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zbog pitanja o ideji neuspjeha.
06:45
My students produced these info-graphics
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Moji učenici su izradili ove info-grafike
06:47
as a result of a unit that we decided to do at the end of the year
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kao rezultat cjeline koju smo odlučili obraditi na kraju godine
06:50
responding to the oil spill.
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kao odgovor na izlijevanje nafte.
06:52
I asked them to take the examples that we were seeing
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Zamolila sam ih da uzmu primjere koje viđamo
06:55
of the info-graphics that existed
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na postojećim info-grafikama
06:57
in a lot of mass media,
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u puno masovnih medija,
06:59
and take a look at what were the interesting components of it,
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i da bace pogled na njihove zanimljive komponente,
07:02
and produce one for themselves
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i izrade jednu za sebe
07:04
of a different man-made disaster from American history.
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iz različitih katastrofa iz američke povijesti koje je uzrokovao čovjek.
07:06
And they had certain criteria to do it.
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I imali su određene kriterije za izradu.
07:08
They were a little uncomfortable with it,
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Bilo im je malo nelagodno,
07:10
because we'd never done this before, and they didn't know exactly how to do it.
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jer nikad to prije nisu radili, i nisu znali kako točno to napraviti.
07:12
They can talk -- they're very smooth,
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Mogu pričati -- vrlo su tečni,
07:14
and they can write very, very well,
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i mogu pisati jako, jako dobro,
07:16
but asking them to communicate ideas in a different way
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ali tražiti da komuniciraju ideje na drukčiji način
07:19
was a little uncomfortable for them.
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je bilo malo nelagodno za njih.
07:22
But I gave them the room to just do the thing.
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Ali, dala sam im prostora da naprave upravo to.
07:25
Go create. Go figure it out.
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Idite stvarati. Idite osmišljavati.
07:27
Let's see what we can do.
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Da vidimo što možemo napraviti.
07:29
And the student that persistently
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I učenik koji je stalno
07:31
turns out the best visual product did not disappoint.
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radio najbolji vizualni proizvod nije podbacio.
07:34
This was done in like two or three days.
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To je bilo napravljeno u toku dva ili tri dana.
07:36
And this is the work of the student that consistently did it.
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I ovo je rad učenika koji je to kontinuirano radio.
07:39
And when I sat the students down, I said, "Who's got the best one?"
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I kada su svi učenici sjeli, rekla sam, "Tko ima najbolji?"
07:42
And they immediately went, "There it is."
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I odmah su krenuli, "Tamo je."
07:44
Didn't read anything. "There it is."
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Nisu čitali ništa. "Tamo je."
07:46
And I said, "Well what makes it great?"
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Rekla sam, "Pa, što ga čini izvrsnim?"
07:48
And they're like, "Oh, the design's good, and he's using good color.
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A oni kažu kao, "O, dizajn je dobar, i upotrebljava dobru boju.
07:50
And there's some ... " And they went through all that we processed out loud.
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I postoji nešto ..." I prošli su kroz sve procese naglas.
07:53
And I said, "Go read it."
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I rekla sam, "Idite ga pročitati."
07:55
And they're like, "Oh, that one wasn't so awesome."
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A oni kažu, "O, taj nije bio toliko sjajan."
07:58
And then we went to another one --
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Zatim smo krenuli na idući --
08:00
it didn't have great visuals, but it had great information --
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nije imao odlične vizuale, ali je imao izvrsne informacije --
08:02
and spent an hour talking about the learning process,
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i potrošili sat vremena govoreći o procesu učenja,
08:05
because it wasn't about whether or not it was perfect,
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jer se nije radilo o tome je li savršeno ili ne,
08:07
or whether or not it was what I could create.
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ili je li to nešto što ja mogu stvoriti ili ne mogu;
08:09
It asked them to create for themselves,
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tražilo se da to stvore za sebe.
08:12
and it allowed them to fail,
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I dopušteno im je da dožive neuspjeh,
08:14
process, learn from.
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procesuiraju, nauče iz toga.
08:16
And when we do another round of this in my class this year,
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A kada ćemo raditi drugi krug toga u mom razredu ove godine,
08:18
they will do better this time,
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ovaj put će to napraviti bolje.
08:20
because learning
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Jer učenje
08:22
has to include an amount of failure,
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mora uključiti dozu neuspjeha,
08:25
because failure is instructional
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jer neuspjeh je nastavni dio
08:27
in the process.
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procesa.
08:29
There are a million pictures
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Ovdje ima milijun slika
08:32
that I could click through here,
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kroz koje bih mogla proći,
08:34
and had to choose carefully -- this is one of my favorites --
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i morala sam odabrati pažljivo -- ovo je jedna od meni najdražih --
08:37
of students learning,
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učenika kako uče,
08:39
of what learning can look like
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kako učenje može izgledati
08:41
in a landscape where we let go of the idea
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u krajobrazu gdje možemo odbaciti ideju
08:44
that kids have to come to school to get the information,
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učenika koji moraju doći u školu kako bi prikupili informacije,
08:46
but instead, ask them what they can do with it.
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nego umjesto toga, vidjeti što mogu s time učiniti.
08:48
Ask them really interesting questions.
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Pitati ih doista zanimljiva pitanja.
08:50
They will not disappoint.
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Neće razočarati.
08:52
Ask them to go to places,
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Zamolite ih da odu na mjesta,
08:54
to see things for themselves,
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da vide stvari za sebe same,
08:56
to actually experience the learning,
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da zapravo iskuse učenje,
08:58
to play, to inquire.
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da se igraju, da se raspituju.
09:01
This is one of my favorite photos,
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Ovo je jedna od meni najdražih slika,
09:03
because this was taken on Tuesday,
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jer je ovo poslikano u utorak,
09:05
when I asked the students to go to the polls.
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kada sam zamolila učenike da odu na birališta.
09:07
This is Robbie, and this was his first day of voting,
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Ovo je Robbie, i ovo je bio njegov prvi dan glasanja,
09:10
and he wanted to share that with everybody and do that.
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i želio je to podijeliti sa svima i učiniti to.
09:12
But this is learning too,
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Ali to je, također, učenje,
09:14
because we asked them to go out into real spaces.
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jer smo ih zamolili da odu van na stvarna mjesta.
09:20
The main point
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Glavna poanta
09:22
is that, if we continue to look at education
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je ako nastavimo promatrati edukaciju
09:25
as if it's about coming to school
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kao dolazak u školu
09:28
to get the information
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kako bi prikupili informacije
09:30
and not about experiential learning,
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a ne kao učenje preko iskustva,
09:32
empowering student voice and embracing failure,
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osnaživanje glasova učenika i prihvaćanje neuspjeha,
09:35
we're missing the mark.
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promašili smo metu.
09:37
And everything that everybody is talking about today
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Sve o čemu svi pričaju danas
09:39
isn't possible if we keep having an educational system
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nije moguće ukoliko imamo edukacijski sustav
09:42
that does not value these qualities,
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koji ne cijeni te odlike,
09:45
because we won't get there with a standardized test,
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jer nećemo stići tamo preko standardiziranog ispita,
09:47
and we won't get there with a culture of one right answer.
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i nećemo stići tamo s kulturom jednog točnog odgovora.
09:49
We know how to do this better,
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Znamo kako to preokrenuti na bolje,
09:51
and it's time to do better.
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i vrijeme je da to preokrenemo na bolje.
09:53
(Applause)
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(Pljesak)
ABOUT THE SPEAKER
Diana Laufenberg - EducatorFor 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" >>
Diana Laufenberg | Speaker | TED.com