TEDxPSU
Ali Carr-Chellman: Gaming to re-engage boys in learning
Ali Carr-Chellman: Spil til at genstarte drenges læring
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Ved TEDxPSU fremhæver Ali Carr-Chellman 3 grunde til at drenge fravælger skolen og fremlægger sin plan for at bringe dem tilbage; Ved at bringe deres kultur ind i klasselokalet, med regler der tillader drenge at være drenge og computerspil som både kan undervise og underholde.
Ali Carr-Chellman - Instructional designer
Ali Carr-Chellman is an instructional designer and author who studies the most effective ways to teach kids and to make changes at school. Full bio
Ali Carr-Chellman is an instructional designer and author who studies the most effective ways to teach kids and to make changes at school. Full bio
Double-click the English transcript below to play the video.
00:15
So I'm here to tell you
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Jeg er her for at fortælle
00:17
that we have a problem with boys,
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at vi har et problem med drenge,
00:19
and it's a serious problem with boys.
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et alvorligt problem.
00:21
Their culture isn't working in schools,
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Deres kultur virker ikke i skolerne.
00:24
and I'm going to share with you
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Idag vil jeg fortælle om metoder,
00:26
ways that we can think about overcoming that problem.
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som vi tror kan løse problemet.
00:29
First, I want to start by saying, this is a boy,
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Jeg vil starte med at sige, at her er en dreng,
00:32
and this is a girl,
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og her er en pige.
00:34
and this is probably stereotypically
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Det er sikkert stereotyper på
00:36
what you think of as a boy and a girl.
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hvordan i forestiller jer en dreng og en pige.
00:38
If I essentialize gender for you today,
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Hvis jeg beskriver essensen af køn idag,
00:40
then you can dismiss what I have to say.
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så kan i se bort fra det jeg siger.
00:42
So I'm not going to do that. I'm not interested in doing that.
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Så det vil jeg ikke; Det er jeg ikke interesseret i.
00:44
This is a different kind of boy and a different kind of girl.
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Der er en anden slags dreng og en anden slags pige.
00:48
So the point here is that not all boys
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Det vigtige her er, at ikke alle drenge
00:50
exist within these rigid boundaries
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passer ind i de faste rammer,
00:52
of what we think of as boys and girls,
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som vi kommer drenge i.
00:55
and not all girls exist within those rigid boundaries
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Og ikke alle piger passer ind i de faste rammer
00:57
of what we think of as girls.
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som vi kommer piger i.
00:59
But, in fact, most boys tend to be a certain way,
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Men faktum er, at de fleste drenge er på en bestemt måde,
01:02
and most girls tend to be a certain way.
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og de fleste piger er på en bestemt måde.
01:04
And the point is that, for boys,
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Og pointen er at for drenge,
01:07
the way that they exist and the culture that they embrace
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så er måden de lever og kulturen de dyrker
01:10
isn't working well in schools now.
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ikke velegnet i nutidens skoler.
01:12
How do we know that?
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Hvordan ved vi det?
01:14
The Hundred Girls Project
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100-Piger projektet
01:16
tells us some really nice statistics.
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giver os nogle gode statistikker.
01:19
For example, for every 100 girls that are suspended from school,
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F.eks.: For hver 100 piger der bliver bortvist fra skolen i kortere perioder,
01:22
there are 250 boys that are suspended from school.
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bliver 250 drenge bortvist fra skolen.
01:25
For every 100 girls who are expelled from school,
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For hver 100 piger der bliver permanent bortvist fra skolen,
01:28
there are 335 boys who are expelled from school.
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bliver 335 drenge permanent bortvist.
01:31
For every 100 girls in special education,
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Hvor hver 100 piger der modtager specialundervisning,
01:33
there are 217 boys.
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er der 217 drenge.
01:35
For every 100 girls with a learning disability,
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For hver 100 piger med indlæringsvanskeligheder,
01:37
there are 276 boys.
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er der 276 drenge.
01:40
For every 100 girls
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For hver 100 piger
01:42
with an emotional disturbance diagnosed,
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diagnostiseret med en psykisk sygdom,
01:44
we have 324 boys.
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har vi 324 drenge.
01:46
And by the way, all of these numbers are significantly higher
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Og forresten, alle disse tal er væsentligt højere
01:49
if you happen to be black,
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hvis du er sort,
01:51
if you happen to be poor,
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hvis du er fattig,
01:53
if you happen to exist in an overcrowded school.
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eller hvis du går i en overfyldt skole.
01:57
And if you are a boy,
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Og hvis du er en dreng,
01:59
you're four times as likely
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er der 4 gange så stor chance
02:01
to be diagnosed with ADHD --
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for at du bliver diagnostiseret med ADHD -
02:03
Attention Deficit Hyperactivity Disorder.
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Attention Deficit Hyperactivity Disorder.
02:06
Now there is another side to this.
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Der er en anden side til dette.
02:09
And it is important that we recognize
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Det er vigtigt at vi anerkender
02:12
that women still need help in school,
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at kvinder stadig skal bruge hjælp i skolen,
02:14
that salaries are still significantly lower,
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at deres lønninger er markant lavere,
02:16
even when controlled for job types,
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selv når de bliver kontrolleret,
02:19
and that girls have continued to struggle
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og piger må fortsat kæmpe
02:21
in math and science for years.
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indenfor matematik og videnskab i mange år endnu.
02:23
That's all true.
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Det er altsammen sandt.
02:25
Nothing about that prevents us
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Intet af det forhindrer os i
02:27
from paying attention to the literacy needs
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at øge indsatsen mod de forståelsesproblemer
02:29
of our boys between ages three and 13.
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som drenge mellem 3 og 13 har.
02:31
And so we should.
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Og det bør vi.
02:33
In fact, what we ought to do is take a page from their playbook,
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Faktisk burde vi tage en side fra deres spilleregler,
02:36
because the initiatives and programs
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fordi de initiativer og programmer
02:38
that have been set in place
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der er sat igang
02:40
for women in science and engineering and mathematics
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for kvinder indenfor videnskab, ingeniørkunst og matematik
02:42
are fantastic.
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er fantastiske.
02:44
They've done a lot of good
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De har gjort en masse godt
02:46
for girls in these situations,
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for piger i disse situationer.
02:48
and we ought to be thinking about
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Og vi burde tænke på
02:50
how we can make that happen for boys too
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hvordan vi også kan få det til at ske for drenge
02:52
in their younger years.
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i deres yngre år.
02:54
Even in their older years,
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Selv når de bliver ældre,
02:56
what we find is that there's still a problem.
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oplever vi at der stadig er problemer.
02:58
When we look at the universities,
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Når vi ser på universiteterne,
03:00
60 percent of baccalaureate degrees are going to women now,
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udgør kvinder 60% af de færdiguddannede
03:03
which is a significant shift.
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hvilket er et markant skift.
03:05
And in fact, university administrators
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Faktisk er universiteterne
03:07
are a little uncomfortable about the idea
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en smule urolige ved ideen om,
03:09
that we may be getting close to 70 percent
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at vi nærmer os 70%
03:11
female population in universities.
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kvindelige studerende på universiteterne.
03:13
This makes university administrators very nervous,
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Og det gør universiterne meget nervøse,
03:16
because girls don't want to go to schools that don't have boys.
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fordi piger ikke vil gå på skoler, hvor der ikke er drenge.
03:21
And so we're starting to see the establishment
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Og så begynder vi at se etableringen af
03:24
of men centers and men studies
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centre for mænd og mandestudier
03:26
to think about how do we engage men
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til at undersøge hvordan vi kan fange mænds interesse
03:28
in their experiences in the university.
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for universitetet.
03:30
If you talk to faculty, they may say,
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Hvis du spørger universiteterne siger de måske,
03:32
"Ugh. Yeah, well, they're playing video games,
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"Uhh, ja, de spiller computerspil,
03:35
and they're gambling online all night long,
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og de spiller hele natten
03:38
and they're playing World of Warcraft,
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og de spiller World of Warcraft.
03:40
and that's affecting
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Og det påvirker
03:42
their academic achievement."
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deres studie."
03:45
Guess what?
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Og ved i hvad?
03:47
Video games are not the cause.
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Computerspil er ikke årsagen.
03:49
Video games are a symptom.
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Computerstil er symptomet.
03:51
They were turned off a long time
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Mænd havde mistet interessen
03:53
before they got here.
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lang tid før de dukkede op.
03:56
So let's talk about why they got turned off
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Lad os snakke om den manglende interesse,
03:58
when they were between the ages of three and 13.
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i alderen 3 til 13.
04:01
There are three reasons that I believe
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Jeg tror der er 3 grunde til
04:03
that boys are out of sync
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at drenge at kommet ud af sync
04:05
with the culture of schools today.
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med nutidens skolekultur.
04:07
The first is zero tolerance.
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Den første er tolerance.
04:10
A kindergarten teacher I know,
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Jeg kender en børnehavepædagog,
04:12
her son donated all of his toys to her,
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hvis søn gav hende alt sit legetøj,
04:15
and when he did, she had to go through
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og hun blev nødt til at gå det igennem
04:18
and pull out all the little plastic guns.
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og fjerne alle de små plastikpistoler.
04:22
You can't have plastic knives and swords and axes
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Du kan ikke have plastik knive, sværd og økser
04:24
and all that kind of thing
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og den slags ting
04:26
in a kindergarten classroom.
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i en børnehave idag.
04:28
What is it that we're afraid that this young man is going to do with this gun?
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Hvad er det vi er bange for, at denne unge mand vil gøre med sådan en pistol?
04:31
I mean, really.
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Seriøst.
04:33
But here he stands as testament
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Men her er han som bevis for,
04:36
to the fact that you can't roughhouse on the playground today.
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at man ikke længere kan lege "drengelege" på legepladsen.
04:39
Now I'm not advocating for bullies.
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Jeg siger ikke god for ballademagere.
04:41
I'm not suggesting
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Jeg foreslår ikke
04:43
that we need to be allowing guns and knives into school.
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at vi skal tillade pistoler og knive i skolen.
04:46
But when we say
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Men når vi siger at
04:48
that an Eagle Scout in a high school classroom
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en spejder i folkeskolen,
04:50
who has a locked parked car in the parking lot
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som i sin låste bil på parkeringspladsen
04:52
and a penknife in it
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har en hobbykniv liggende,
04:54
has to be suspended from school,
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skal bortvises fra skolen,
04:56
I think we may have gone a little too far with zero tolerance.
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så er vi gået et skridt for langt med hensyn til nul tolerance.
04:59
Another way that zero tolerance lives itself out is in the writing of boys.
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Et andet sted vi ser nul tolerance er i det som drenge skriver.
05:02
In a lot of classrooms today
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I mange klasseværelser idag
05:04
you're not allowed to write about anything that's violent.
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er det ikke tilladt at skrive noget som helst om vold.
05:06
You're not allowed to write about anything
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Du må ikke skrive om
05:08
that has to do with video games -- these topics are banned.
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ting som har med computerstil at gøre - disse emner er forbudt.
05:11
Boy comes home from school, and he says,
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En dreng kommer hjem fra skolen og siger,
05:13
"I hate writing."
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"Jeg hader at skrive."
05:15
"Why do you hate writing, son? What's wrong with writing?"
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"Hvorfor hader du at skrive, sønnike? Hvad er der galt med det?"
05:17
"Now I have to write what she tells me to write."
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"Jeg skal skrive det som hun siger jeg skal skrive."
05:20
"Okay, what is she telling you to write?"
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"Ok, hvad siger hun du skal skrive?"
05:23
"Poems. I have to write poems.
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"Digte, jeg skal skrive digte.
05:25
And little moments in my life.
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Og om episoder i mit liv.
05:27
I don't want to write that stuff."
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Den slags har jeg ikke lyst til at skrive om."
05:29
"All right. Well, what do you want to write? What do you want to write about?"
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"Ok, hvad har du lyst til at skrive? Hvad vil du skrive om?"
05:32
"I want to write about video games. I want to write about leveling-up.
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"Jeg vil skrive om computerspil og hvordan man stiger i levels.
05:35
I want to write about this really interesting world.
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Jeg vil skrive om den verden.
05:37
I want to write about a tornado that comes into our house
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Jeg vil skrive om en orkan der kommer ind i vores hus
05:40
and blows all the windows out
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og blæser alle vinduerne ud
05:42
and ruins all the furniture and kills everybody."
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og ødelægger alle vores møbler og dræber allesammen."
05:44
"All right. Okay."
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"Ok."
05:46
You tell a teacher that,
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Fortæl det til en lærer,
05:48
and they'll ask you, in all seriousness,
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og de vil spørge dig,
05:51
"Should we send this child to the psychologist?"
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"Skal vi sende dette barn til en psykolog?"
05:54
And the answer is no, he's just a boy.
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Og svaret er nej - han er bare en dreng.
05:57
He's just a little boy.
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Han er bare en lille dreng.
06:00
It's not okay to write these kinds of things
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Det er ikke i orden at skrive om den slags ting
06:02
in classrooms today.
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i klasseværelset i dag.
06:04
So that's the first reason:
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Det er den første grund:
06:06
zero tolerance policies and the way they're lived out.
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Nul tolerance politik og dets virkning.
06:08
The next reason that boys' cultures are out of sync with school cultures:
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Den næste grund er at drenges kultur er ude af sync med skolers kultur:
06:11
there are fewer male teachers.
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Der er færre mandlige lærere.
06:13
Anybody who's over 15 doesn't know what this means,
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Alle der er over 15 år gamle ved ikke hvad det betyder,
06:16
because in the last 10 years,
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fordi de sidste 10 år,
06:18
the number of elementary school classroom teachers
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er antallet af folkeskolelærere
06:20
has been cut in half.
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blevet halveret.
06:22
We went from 14 percent
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Vi gik fra 14 procent
06:24
to seven percent.
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til 7 procent.
06:26
That means that 93 percent of the teachers
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Det betyder at 93% af de lærere
06:28
that our young men get in elementary classrooms
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der underviser drenge i folkeskolen
06:30
are women.
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er kvinder.
06:32
Now what's the problem with this?
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Hvad er problemet med det?
06:34
Women are great. Yep, absolutely.
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Kvinder er fine, bestemt.
06:36
But male role models for boys
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Men mandlige rollemodeller for drenge
06:39
that say it's all right to be smart --
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der siger det er i orden at være smart -
06:41
they've got dads, they've got pastors,
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de har fædre,
06:43
they've got Cub Scout leaders,
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de har spejderledere,
06:45
but ultimately, six hours a day, five days a week
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men i sidste ende, 6 timer om dagen, 5 dage om ugen,
06:48
they're spending in a classroom,
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bruger de i klasseværelset.
06:50
and most of those classrooms
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Og i de fleste af disse klasseværelser
06:52
are not places where men exist.
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er der ingen mænd til stede.
06:54
And so they say, I guess this really isn't a place for boys.
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Så de siger, det er nok ikke et sted for drenge.
06:57
This is a place for girls.
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Det er et sted for piger.
06:59
And I'm not very good at this,
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Jeg er ikke særlig god til det her,
07:01
so I guess I'd better
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så jeg må vist hellere
07:03
go play video games or get into sports, or something like that,
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bare spille nogle computerspil eller dyrke noget sport eller lignende,
07:06
because I obviously don't belong here.
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fordi her hører jeg åbenbart ikke til.
07:08
Men don't belong here, that's pretty obvious.
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Mænd hører ikke til det, der er tydeligt.
07:10
So that may be a very direct way
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Så det er måske den direkte vej
07:12
that we see it happen.
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vi ser det ske.
07:14
But less directly,
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Men mindre direkte
07:16
the lack of male presence in the culture --
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er manglen på mænd i kulture -
07:19
you've got a teachers' lounge,
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lad os se på lærerværelset
07:21
and they're having a conversation
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hvor de sidder og snakker
07:23
about Joey and Johnny who beat each other up on the playground.
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om Joye og Johnny som sloges på legepladsen.
07:26
"What are we going to do with these boys?"
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"Hvad skal vi stille op med de drenge?"
07:28
The answer to that question changes depending on who's sitting around that table.
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Svaret på det spørgsmål afhænger helt af hvor der snakker om det.
07:31
Are there men around that table?
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Er der mænd ved bordet?
07:33
Are there moms who've raised boys around that table?
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Er der mødre der har opfostret børn ved bordet?
07:36
You'll see, the conversation changes
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Du vil se hvordan snakker forandres
07:38
depending upon who's sitting around the table.
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afhænging af hvem der sidder ved bordet.
07:40
Third reason that boys are out of sync with school today:
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Den 3. grund til at drenge er ude af sync med skolen idag:
07:43
kindergarten is the old second grade, folks.
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Børnehaven er den gamle 2. klasse.
07:46
We have a serious compression of the curriculum happening out there.
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Vi har et meget sammenpresset pensum.
07:50
When you're three, you better be able to write your name legibly,
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Når du er 3 år gammel, skal du helst kunne skrive dit navn,
07:52
or else we'll consider it a developmental delay.
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ellers vil vi betragte det som sen udvikling.
07:55
By the time you're in first grade,
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Når du starter i første klasse,
07:57
you should be able to read paragraphs of text
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skal du helst kunne læse din første tekst
08:00
with maybe a picture, maybe not,
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hvor der måske er et billede til, måske ikke,
08:02
in a book of maybe 25 to 30 pages.
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i en bog på 25-30 sider.
08:04
If you don't, we're probably going to be putting you
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Hvis du ikke kan det, bliver du sikkert sendt til
08:06
into a Title 1 special reading program.
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specialundervisning i læsning.
08:08
And if you ask Title 1 teachers, they'll tell you
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Og spørg man specialunderviserne, fortæller de:
08:10
they've got about four or five boys for every girl that's in their program,
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Der er 4-5 drenge for hver pige der deltager,
08:13
in the elementary grades.
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i de første skoleår.
08:15
The reason that this is a problem
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Grunden til at det er et problem
08:18
is because the message that boys are getting
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er at den besked drengene får
08:21
is "you need to do
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er "Du skal gøre
08:23
what the teacher asks you to do all the time."
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som læreren siger hele tiden."
08:26
The teacher's salary depends
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Lærerens løn afhænger af
08:29
on "No Child Left Behind" and "Race to the Top"
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at Intet Barn Bliver Efterladt og Hvem Kommer Først
08:31
and accountability and testing
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og opgørelser og tests
08:33
and all of this.
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og den slags.
08:35
So she has to figure out a way
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Så hun skal finde ud af hvordan
08:37
to get all these boys through this curriculum --
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hun får alle drengene igennem pensum -
08:40
and girls.
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og piger.
08:42
This compressed curriculum is bad
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Dette sammenpressede pensum er dårligt
08:44
for all active kids.
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for alle aktive børn.
08:47
And what happens is,
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Det der sker er,
08:49
she says, "Please, sit down,
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hun siger, "Sæt jer ned,
08:52
be quiet, do what you're told, follow the rules,
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vær stille og gør som der bliver sagt, følg reglerne,
08:55
manage your time, focus,
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hold øje med tiden, fokuser,
08:57
be a girl."
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vær en pige."
08:59
That's what she tells them.
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Det er hvad hun siger.
09:01
Indirectly, that's what she tells them.
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Det er hvad hun inddirekte siger.
09:04
And so this is a very serious problem. Where is it coming from?
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Det er et alvorligt problem. Hvor kommer det fra?
09:06
It's coming from us.
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Det kommer fra os.
09:08
(Laughter)
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(Latter)
09:11
We want our babies to read when they are six months old.
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Vi vil have vores babyer til at læse når de er 6 måneder gamle.
09:14
Have you seen the ads?
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Har i set reklamerne?
09:16
We want to live in Lake Wobegon
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Vi vil bo i Lake Wobegon,
09:18
where every child is above average,
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hvor alle børn ligger over gennemsnittet.
09:21
but what this does to our children is really not healthy.
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Men hvad det gør for vores børn er ikke sundt.
09:24
It's not developmentally appropriate,
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Det er ikke godt for deres udvikling,
09:26
and it's particularly bad for boys.
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og det er særligt slemt for drenge.
09:28
So what do we do?
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Så hvad skal vi gøre?
09:30
We need to meet them where they are.
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Vi skal møde dem hvor de er.
09:32
We need to put ourselves into boy culture.
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Vi skal sætte os ind i drengenes kultur.
09:35
We need to change the mindset
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Vi skal ændre vores opfattelse
09:38
of acceptance in boys in elementary schools.
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af hvad der kan accepteres af drenge i folkeskolen.
09:42
More specifically, we can do some very specific things.
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Vi kan lave nogle helt specifikke ændringer.
09:45
We can design better games.
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Vi kan designe bedre spil.
09:47
Most of the educational games that are out there today
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De fleste undervisningsspil der findes
09:49
are really flashcards.
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er blot infokort.
09:51
They're glorified drill and practice.
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De er en velkendt øvelse.
09:53
They don't have the depth, the rich narrative
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De har ingen dybde, de mangler handlingen
09:56
that really engaging video games have,
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som computerspil har,
09:58
that the boys are really interested in.
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det som drenge er interesseret i.
10:00
So we need to design better games.
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Så vi skal designe bedre spil.
10:02
We need to talk to teachers and parents
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Vi skal tale med lærerne og forældrene
10:04
and school board members and politicians.
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og skolebestyrelserne og politikerne.
10:06
We need to make sure that people see that we need more men in the classroom.
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Vi skal sikre os at folk indser, at der mangler flere mænd i klasseværelserne.
10:09
We need to look carefully at our zero tolerance policies.
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Vi skal se nærmere på vores nul tolerance politik.
10:11
Do they make sense?
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Giver de mening?
10:13
We need to think about
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Vi skal tænke over
10:15
how to uncompress this curriculum if we can,
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hvordan vi kan gøre pensum nemmere at komme igennem,
10:18
trying to bring boys back into a space
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og bringe drengene ind i det rum
10:20
that is comfortable for them.
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som de kan lide at være i.
10:22
All of those conversations need to be happening.
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Alle disse snakke skal ske.
10:24
There are some great examples out there
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Der er nogle gode eksempler
10:26
of schools --
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på skoler -
10:28
the New York Times just talked about a school recently.
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New York Times nævnte en for nylig.
10:30
A game designer from the New School
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En spil-designer fra Den Nye Skole
10:33
put together a wonderful video gaming school.
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lavede en fantastisk computerspilsskole.
10:36
But it only treats a few kids,
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Men der er kun plads til få børn.
10:39
and so this isn't very scalable.
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Så den er ikke videre skalérbar.
10:41
We have to change the culture and the feelings
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Vi bliver nødt til at ændre kulturen og de tanker
10:43
that politicians and school board members and parents have
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politikere og skolebestyrelser og forældre har,
10:46
about the way we accept and what we accept
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om hvordan vi accepterer og hvad vi accepterer
10:48
in our schools today.
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i skolerne idag.
10:51
We need to find more money for game design.
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Vi skal finde flere penge til spil-design.
10:53
Because good games, really good games, cost money,
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Gode spil, virkelig gode spil, koster penge,
10:55
and World of Warcraft has quite a budget.
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og World of Warcraft har et heftigt budget.
10:57
Most of the educational games do not.
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Det har de fleste uddannelsesorienterede spil ikke.
10:59
Where we started:
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Der hvor vi startede:
11:01
my colleagues -- Mike Petner, Shawn Vashaw, myself --
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mine kolleger - Mike Petner, Shawn Vashaw, jeg selv -
11:04
we started by trying to look at the teachers' attitudes
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vi begyndte at se på lærernes holding og
11:06
and find out how do they really feel about gaming,
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hvordan de har det med computerspil,
11:08
what do they say about it.
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hvad har de at sige til det.
11:10
And we discovered
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Og vi opdagede
11:12
that they talk about the kids in their school,
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at de taler med børnene i skolen,
11:14
who talk about gaming,
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som taler som spil,
11:16
in pretty demeaning ways.
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på en nedværdigende måde.
11:18
They say, "Oh, yeah. They're always talking about that stuff.
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De siger, "Ja, de taler altid om den slags.
11:21
They're talking about their little action figures
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De snakker om deres actionfigurer
11:23
and their little achievements or merit badges,
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og deres små præstationer og duelighedsbeviser,
11:26
or whatever it is that they get.
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og hvad de ellers får.
11:28
And they're always talking about this stuff."
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Og de taler konstant om den slags."
11:30
And they say these things as if it's okay.
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Og de taler om disse ting helt naturligt.
11:32
But if it were your culture,
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Men hvis det var din kultur,
11:34
think of how that might feel.
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så forestil dig hvordan du ville have det.
11:36
It's very uncomfortable to be on the receiving end
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Det er ikke rart at være modtageren
11:38
of that kind of language.
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for den slags omtale.
11:40
They're nervous about anything
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De er nervøse omkring
11:42
that has anything to do with violence
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alt hvad der har det mindste med vold at gøre
11:44
because of the zero tolerance policies.
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på grund af nul tolerance politikken.
11:46
They are sure that parents and administrators will never accept anything.
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De er sikre på at forældrene og lederne ikke vil acceptere noget som helst.
11:49
So we really need to think about looking at teacher attitudes
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Så vi skal se på lærernes holdning
11:52
and finding ways to change the attitudes
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og finde ud af hvordan vi ændre den holdning
11:55
so that teachers are much more open
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så lærerne bliver mere åbne
11:57
and accepting of boy cultures in their classrooms.
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og accepterer drengenes kultur i klasseværelset.
12:00
Because, ultimately, if we don't,
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Fordi i sidste ende, hvis vi ikke gør noget
12:02
then we're going to have boys who leave elementary school saying,
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så ender vi med drenge der forlader folkeskolen og siger,
12:05
"Well I guess that was just a place for girls.
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"Jamen det er jo kun for piger;
12:07
It wasn't for me.
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det var ikke noget for mig.
12:09
So I've got to do gaming, or I've got to do sports."
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Så jeg skal spille eller dyrke noget sport."
12:12
If we change these things, if we pay attention to these things,
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Hvis vi ændrer disse ting og er opmærksomme på det,
12:15
and we re-engage boys in their learning,
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og få drengene igang med at lære igen,
12:17
they will leave the elementary schools saying, "I'm smart."
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så vil de forlade folkeskolen og sige, "Jeg er klog."
12:20
Thank you.
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Tak.
12:22
(Applause)
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(Klapsalver)
ABOUT THE SPEAKER
Ali Carr-Chellman - Instructional designerAli Carr-Chellman is an instructional designer and author who studies the most effective ways to teach kids and to make changes at school.
Why you should listen
A former third-grade teacher, Ali Carr-Chellman realized that traditional elementary classrooms weren't for her, in part because she was frustrated by the lack of innovation, agility, and readiness to change in traditional schools. She's now an instructional designer, author and educator, working on how to change and innovate within schools to make education work better for more kids. She teaches at Penn State University in the College of Education, working primarily with doctoral-level students to help produce the next generation of faculty with inspired research ideas and methods. Carr-Chellman also teaches online courses focused on helping practicing teachers learn how to improve their own instructional design practices and how to improve their classrooms.
Her recent research projects include "Bring Back the Boys," looking at ways gaming can be used to re-engage boys in their elementary education. Another projects asks prisoners and homeless people to think about how to reform schools, bringing new voices to the policy-making table.
Ali Carr-Chellman | Speaker | TED.com