TEDxMidAtlantic
Diana Laufenberg: How to learn? From mistakes
Diana Laugenberg: 怎样从错误中学习
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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
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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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
00:20
have acquired a body of knowledge about kids and learning
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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 more people would understand
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我非常希望更多人可以了解
00:26
about the potential of students.
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学生的潜能。
00:29
In 1931, my grandmother --
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1931年,我的祖母
00:31
bottom 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 from the eighth grade.
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从八年级毕业。
00:35
She went to school to get the information
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她上学是去获取知识
00:37
because that's where the information lived.
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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; it was inside the teacher's head;
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知识在书本里,在老师的脑袋里，
00:41
and she needed to go there to get the information,
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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.
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因为那是当时学习的途径
00:46
Fast-forward a generation:
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快进过一代：
00:48
this is the one-room schoolhouse, Oak Grove,
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这是个只有一间教室的学校,Oak Grove，
00:50
where my father went to a one-room schoolhouse.
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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 to the school
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而同样的,他不得不去上学
00:54
to get the information from the teacher,
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以从老师那儿取得知识，
00:56
stored it in the only portable memory he has, which is inside his own 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，
00:59
and take it with him,
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然后将这些随身携带，
01:01
because that is how information was being transported
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因为这是过去知识被传递的方式
01:04
from teacher to student and then used in the world.
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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,
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当我还小的时候，
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we had a set of encyclopedias at my house.
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我们家里有一套百科全书。
01:11
It was purchased the year I was born,
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从我一出生就买了这套书，
01:13
and it was extraordinary,
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而那是非常了不起的事情，
01:15
because I did not have to wait to go to the library to get to the information.
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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 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.
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而那真是太棒了。
01:22
This was different
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这是
01:24
than either generation had experienced 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 with information
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这改变了我和信息互动的方式
01:28
even at just a small level.
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即便改变的幅度很小。
01:30
But the information was closer to me.
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但这些知识却离我更近了。
01:32
I could get access to it.
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我可以随时获取它们。
01:34
In the time that passes
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在过去的这几年间
01:36
between when I was a kid in high school
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从我还在念高中
01:38
and when I started teaching,
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到我开始教书的时候，
01:40
we really see the advent of the Internet.
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我们真的亲眼目睹网络的发展。
01:42
Right about the time that the Internet gets going
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就在网络开始
01:44
as an educational tool,
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作为教学用的工具发展的时候，
01:46
I take off from Wisconsin
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我离开威斯康辛州
01:48
and move to Kansas, small town Kansas,
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搬到勘萨斯州,一个叫勘萨斯的小镇
01:50
where I had an opportunity to teach
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在那里我有机会
01:52
in a lovely, small-town,
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在一个小而美丽的勘萨斯的乡村学区
01:54
rural Kansas school district,
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教书，
01:56
where I was teaching my favorite subject,
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教我最喜欢的学科
01:58
American government.
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"美国政府"
02:00
My first year -- super gung-ho -- going to teach American government,
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那是我教书的第一年,充满热情,准备教"美国政府"
02:03
loved the political system.
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我当时热爱教政治体系。
02:05
Kids in the 12th grade:
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这些十二年级的孩子
02:07
not exactly all that enthusiastic
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对于美国政府体系
02:09
about the American government system.
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并不完全充满热情。
02:11
Year two: learned a few things -- had to change my tactic.
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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 of them an authentic experience
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我提供他们一个真实体验的机会
02:16
that allowed them to learn for themselves.
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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。
02:21
I posed a problem in front of them,
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我只是在他们面前提出一个问题，
02:23
which was to put on an election forum for their own community.
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要他们在自己的社区设立一个选举论坛。
02:27
They produced flyers. They called offices.
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他们散布传单,联络各个选举办公室，
02:29
They checked schedules. They were meeting with secretaries.
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他们和秘书排定行程，
02:31
They produced an election forum booklet
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他们设计了一本选举论坛手册
02:33
for the entire town to learn more about their candidates.
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提供给全镇的镇民让他们更了解这些候选人。
02:35
They invited everyone into the school
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他们邀请所有的人到学校
02:37
for an evening of conversation
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参与晚上的座谈
02:39
about government and politics
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谈论政府和政治
02:41
and whether or not the streets were done 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 experiential learning.
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学生们真的得到强大的体验式学习。
02:46
The older teachers -- more experienced --
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学校里比较资深年长的老师
02:48
looked at me and went,
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看着我说
02:50
"Oh, there she is. That's so cute. She's trying to get that done."
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"喔,看她,多天真呀,竟想试着这么做。"
02:53
(Laughter)
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(大笑)
02:55
"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"
02:57
But I knew that the kids would show up,
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但我知道孩子们会出席
02:59
and I believed it,
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而我真的这样相信。
03:01
and I told them every week what I expected 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 --
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而那天晚上,全部九十个孩子
03:06
dressed appropriately, doing their job, owning 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. It was experiential. It was authentic.
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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 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, I moved on to lovely Arizona,
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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 for a number of years,
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我在Flagstaff小镇教了几年书，
03:23
this time with middle school students.
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这次是教初中的学生。
03:25
Luckily, I didn't have to teach them American government.
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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 topic of geography.
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这次我教的是更令人兴奋的地理。
03:30
Again, "thrilled" to learn.
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再一次,非常期待的要学习。
03:34
But what was interesting
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但有趣的是
03:36
about this position I found myself in in Arizona,
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我发现在这个亚历桑纳州的教职
03:39
was I had this really
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我所面对的
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extraordinarily eclectic group of kids 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 school,
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在一所真正的公立学校。
03:45
and we got to have these moments where we would get these opportunities.
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在那里,有些时候,我们会得到了一些机会。
03:48
And one opportunity
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其中一个机会是
03:50
was we got to go and meet Paul Rusesabagina,
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我们得以和Paul Russabagina见面，
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which is the gentleman
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这位先生
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that the movie "Hotel Rwanda" is based 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 at the high school next door to us.
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他当时正要到隔壁的高中演讲
03:59
We could walk there. We didn't even have to pay for the buses.
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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 cost. Perfect field 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 then becomes
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然后接着的问题是
04:06
how do you take seventh- and eighth-graders to a talk about genocide
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你要怎么和七八年级的学生谈论种族屠杀
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and deal with the subject 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 and respectful,
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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 to look at Paul Rusesabagina
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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
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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。
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I then challenged the kids to identify
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接着,我挑战这些孩子,要他们去找出
04:24
someone in their own life, or in their own story, or in their own world,
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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 that had done a similar 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 a little movie 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 done this.
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这是我们第一次尝试制作短片。
04:33
Nobody really knew how to make these little movies on the computer,
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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 voice 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 moment of revelation
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那实在是最棒的启发方式
04:44
that when you ask kids to use their own voice
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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 for themselves,
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当你要他们为自己说话，
04:49
what they're willing to share.
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说那些他们愿意分享的故事。
04:51
The last question of the assignment is:
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这项作业的最后一个问题是
04:53
how do you plan 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 impact other people?
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去正面的影响其他人
04:57
The things that kids 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.
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是非常了不起的。
05:05
Fast-forward to Pennsylvania, where I find myself today.
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快进到宾州,我现在住的地方。
05:08
I teach at the Science Leadership Academy,
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我在科学领导学院教书，
05:10
which is a partnership school between the Franklin Institute
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它是富兰克林学院
05:13
and the school district of Philadelphia.
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和费城学区协同的合办的。
05:15
We are a nine through 12 public school,
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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 quite differently.
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但我们的教学方式很不一样。
05:21
I moved there primarily
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我起初搬到那里
05:23
to be part of a learning environment
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是为了亲身参与一个教学环境
05:25
that validated the way that I knew that kids learned,
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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
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一个愿意探索
05:29
what was possible
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所有可能性的教学环境
05:31
when you are willing to let go
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当你愿意放弃
05:33
of some of the paradigms of the past,
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一些过去的标准模式，
05:35
of information scarcity when my grandmother was in school
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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 was in school and even when I was in school,
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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 when we have information surplus.
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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 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 come to school
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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?
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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 we have a one-to-one laptop program,
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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 are bringing in laptops with them everyday,
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所以这些孩子每天带着他们笔记本电脑，
05:57
taking them home, getting access to information.
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带着电脑回家,随时学习知识。
06:00
And here's the thing that you need to get comfortable with
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有一件事你需要学着适应的是
06:03
when you've given the tool
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当你给了学生工具
06:05
to acquire information to students,
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让他们可以自主取得知识，
06:07
is that you have to be comfortable with this idea
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你得适应一个想法
06:09
of allowing kids to fail
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那就是允许孩子失败
06:11
as part of the learning process.
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把失败视为学习的一部分。
06:14
We deal right now in the educational landscape
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我们现在面对教育大环境
06:16
with an infatuation
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带着一种
06:18
with the culture of one right answer
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迷恋单一解答的文化
06:20
that can be properly bubbled on the average multiple choice test,
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一种靠选择题折优的文化，
06:23
and I am here to share with you:
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而我在这里要告诉你们，
06:25
it is not learning.
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这不是学习。
06:27
That is the absolute wrong thing to ask,
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这绝对是个错误
06:30
to tell kids to never be wrong.
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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
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要求他们永远都要有正确的解答
06:35
doesn't allow them to learn.
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而不允许他们去学习。
06:37
So we did this project,
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所以我们实施了这个项目，
06:39
and this is one of the artifacts of the project.
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这就是这个项目中一件作品。
06:41
I almost never show them off
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我几乎从来没有展示过这些
06:43
because of the issue of the idea of failure.
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因为我们对于错误与失败的观念。
06:45
My students produced these info-graphics
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我的学生们制作了这些信息图表
06:47
as a result of a unit that we decided to do at the end 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 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 that we were seeing
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我要求他们拿
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of the info-graphics that existed
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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,
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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 components of it,
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仔细看看那里头什么是有趣的，
07:02
and produce one for themselves
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然后自己设计一个
07:04
of a different man-made disaster from American history.
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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 criteria 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 with it,
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他们觉得这个作业有些困难，
07:10
because we'd never done this before, and they didn't know exactly 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,
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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 ideas in a different 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 for them.
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他们有点无所适从。
07:22
But I gave them the room 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. Go figure 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 that persistently
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最后那些总是
07:31
turns out the best visual product did not disappoint.
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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 done 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 that consistently 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 sat the students down, I said, "Who's got the best 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 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 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 good, and he's using good color.
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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 all that we processed 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."
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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 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, but it had great information --
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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 an hour talking about the learning process,
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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 or not it was perfect,
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因为那并不是关于哪个作品比较完美，
08:07
or whether or not it was what I could create.
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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 for themselves,
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这作业是要他们为自己创作。
08:12
and it allowed them to fail,
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这作业也让他们有失败的可能，
08:14
process, learn from.
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消化思考之后,从失败中学习。
08:16
And when we do another round 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
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因为学习
08:22
has to include an amount of failure,
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必须包含一定程度的失败，
08:25
because failure is instructional
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因为失败具有教学意义
08:27
in the process.
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在学习的过程中。
08:29
There are a million pictures
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我有上百万个照片
08:32
that I could click through here,
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可以展示，
08:34
and had to choose carefully -- this is one of my favorites --
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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 learning,
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学生正在学习的照片，
08:39
of what learning can look like
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学习可以是什么样子
08:41
in a landscape where we let go of the idea
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在一个我们放弃传统观念的环境中
08:44
that kids have to come to school to get the information,
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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, 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 questions.
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问他们真正有趣的问题。
08:50
They will not disappoint.
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他们不会让人失望。
08:52
Ask them to go to places,
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要求他们去不同的地方，
08:54
to see things for themselves,
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去亲眼见识不同的事情，
08:56
to actually experience the learning,
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去真正的体验学习，
08:58
to play, to inquire.
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去玩,去查询。
09:01
This is one of my favorite photos,
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这是我最喜欢的照片之一
09:03
because this was taken on Tuesday,
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因为这是一张星期二照的照片，
09:05
when I asked the students to go to the polls.
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当我要求学生们去投票。
09:07
This is Robbie, and this was his first day of voting,
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这是Robbie,这是他第一次投票，
09:10
and he wanted to share that with everybody 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 too,
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但这也是学习，
09:14
because we asked them to go out into real spaces.
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因为我们要他们到外头真实的世界去。
09:20
The main point
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重点是
09:22
is that, if we continue to look at education
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如果我们继续把教育
09:25
as if it's about coming to school
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当作是要来学校
09:28
to get the information
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取得知识
09:30
and not about experiential learning,
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而不是体验学习的过程，
09:32
empowering student voice and embracing failure,
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倾听学生的声音,接纳错误和失败，
09:35
we're missing the mark.
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我们将会误解上学的意义。
09:37
And everything that everybody is talking about today
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而今天每个人在谈论的每件事情
09:39
isn't possible if we keep having an educational system
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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,
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而不重视这些价值，
09:45
because we won't get there with a standardized test,
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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 get there with a culture of one right answer.
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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)
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(鼓掌)
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