TEDxMidAtlantic
Diana Laufenberg: How to learn? From mistakes
Dajana Laufenberg: Na greškama se uči
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Dajana Laufenberg će sa vama podeliti 3 iznenađujuće stvari koje je otkrila o podučavanju, sa posebnim osvrtom na učenje iz grešaka.
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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Radim kao nastavnik već duže vreme,
00:18
and in doing so
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i tokom svoje karijere shvatila
00:20
have acquired a body of knowledge about kids and learning
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sam mnogo bitnih stvari o đacima i učenju,
00:23
that I really wish more people would understand
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i želela bih da ih što više ljudi razume,
00:26
about the potential of students.
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naročito 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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na slici dole levo -
00:33
graduated from the eighth grade.
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završila je osmi razred.
00:35
She went to school to get the information
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Išla je u školu da bi dobila informacije,
00:37
because that's where the information lived.
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tamo je sticala znanja
00:39
It was in the books; it was inside the teacher's head;
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iz knjiga i od nastavnika,
00:41
and she needed to go there to get the information,
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i to je u to vreme
00:44
because that's how you learned.
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bio tipičan način učenja.
00:46
Fast-forward a generation:
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Hajde da bacimo pogled na sledeću generaciju:
00:48
this is the one-room schoolhouse, Oak Grove,
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Ovo je škola Ouk Grouv, koju je pohađao moj otac,
00:50
where my father went to a one-room schoolhouse.
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a sastojala se od jedne učionice.
00:52
And he again had to travel to the school
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I on je morao da ide u školu
00:54
to get the information from the teacher,
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da bi dobio informacije od nastavnika
00:56
stored it in the only portable memory he has, which is inside his own head,
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i skladištio ih u jedinu portabl memoriju koju je imao - svoju glavu.
00:59
and take it with him,
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Tako su se prenosile informacije -
01:01
because that is how information was being transported
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od nastavnika do učenika,
01:04
from teacher to student and then used in the world.
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koji su ih dalje prenosili ostalim ljudima iz svog okruženja.
01:07
When I was a kid,
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Kada sam ja bila mala,
01:09
we had a set of encyclopedias at my house.
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u kući smo imali komplet enciklopedija.
01:11
It was purchased the year I was born,
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Kupljen je iste godine kada sam rođena,
01:13
and it was extraordinary,
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i to je bilo sjajno,
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 da idem do biblioteke da bih dobila informacije -
01:18
The information was inside my house
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one su bile nadohvat ruke, u mojoj sopstvenoj kući,
01:20
and it was awesome.
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i to je bilo fantastično.
01:22
This was different
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Bilo je to nešto potpuno
01:24
than either generation had experienced before,
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drugačije u odnosu na prethodne generacije
01:26
and it changed the way I interacted with information
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i promenilo je moj odnos prema dobijanju informacija,
01:28
even at just a small level.
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makar u maloj meri.
01:30
But the information was closer to me.
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Informacije su mi bile bliže,
01:32
I could get access to it.
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dostupnije.
01:34
In the time that passes
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Period
01:36
between when I was a kid in high school
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od vremena kada sam bila đak
01:38
and when I started teaching,
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do vremena kada sam postala nastavnik,
01:40
we really see the advent of the Internet.
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bio je obeležen pojavom interneta.
01:42
Right about the time that the Internet gets going
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Baš u vreme kada internet
01:44
as an educational tool,
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počinje da se koristi i u nastavi,
01:46
I take off from Wisconsin
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selim se iz Viskonsina
01:48
and move to Kansas, small town Kansas,
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u Kanzas, mali grad,
01:50
where I had an opportunity to teach
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gde sam imala priliku da se oprobam kao nastavnik
01:52
in a lovely, small-town,
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u divnom gradiću
01:54
rural Kansas school district,
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u ruralnoj oblasti Kanzasa,
01:56
where I was teaching my favorite subject,
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gde sam predavala 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 - jupi, baš super! - jedva čekam da ih naučim sve o tome,
02:03
loved the political system.
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pa ja obožavam politički sistem!
02:05
Kids in the 12th grade:
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Klinci iz 12og razreda
02:07
not exactly all that enthusiastic
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i nisu baš delili moje oduševljenje
02:09
about the American government system.
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u vezi sa sistemom američke vlade.
02:11
Year two: learned a few things -- had to change my tactic.
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Druga godina - naučila sam ponešto, pa sam promenila taktiku.
02:14
And I put in front of them an authentic experience
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Pružila sam im autentično iskustvo
02:16
that allowed them to learn for themselves.
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koje im je omogućavalo da uče sami sebe.
02:19
I didn't tell them what to do or how to do it.
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Nisam im rekla šta da rade, niti kako da to rade.
02:21
I posed a problem in front of them,
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Predstavila sam im zadatak,
02:23
which was to put on an election forum for their own community.
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koji se sastojao u tome da organizuju izborni forum za svoju zajednicu.
02:27
They produced flyers. They called offices.
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Napravili su letke, kontaktirali kancelarije,
02:29
They checked schedules. They were meeting with secretaries.
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proverili rasporede, sastali se sa sekretaricama,
02:31
They produced an election forum booklet
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izradili brošuru za izborni forum,
02:33
for the entire town to learn more about their candidates.
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kako bi se svi njihovi sugrađani što bolje informisali o kandidatima.
02:35
They invited everyone into the school
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Zatim su ih sve pozvali da dođu u školu
02:37
for an evening of conversation
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na otvorenu tribinu
02:39
about government and politics
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o vladi i politici, o tome
02:41
and whether or not the streets were done well,
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da li su ulice njihovog grada kvalitetno urađene,
02:43
and really had this robust experiential learning.
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što im je pružilo neposredan, empirijski način sticanja znanja.
02:46
The older teachers -- more experienced --
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Moje starije i iskusnije kolege
02:48
looked at me and went,
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su me posmatrale i komentarisale :
02:50
"Oh, there she is. That's so cute. She's trying to get that done."
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"Jao, baš je simpatična, vidi kako se trudi."
02:53
(Laughter)
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(Smeh)
02:55
"She doesn't know what she's in for."
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"I ne sanja u šta se uvalila."
02:57
But I knew that the kids would show up,
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Ali ja sam znala da će se moji đaci pojaviti.
02:59
and I believed it,
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Verovala sam u to.
03:01
and I told them every week what I expected out of them.
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Svake nedelje govorila sam im šta očekujem od njih.
03:04
And that night, all 90 kids --
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I to veče, svih 90 đaka -
03:06
dressed appropriately, doing their job, owning it.
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adekvatno obučenih, radeći ono za šta su zaduženi, na nivou zadatka.
03:09
I had to just sit and watch.
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Moje je bilo da samo sedim i pratim.
03:11
It was theirs. It was experiential. It was authentic.
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Bilo je to nešto lično njihovo. Eksperimentalno. Autentično.
03:13
It meant something to them.
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Nešto što je za njih imalo značenje.
03:15
And they will step up.
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I oni će se istaći.
03:17
From Kansas, I moved on to lovely Arizona,
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Iz Kanzasa sam se preselila u lepu Arizonu,
03:20
where I taught in Flagstaff for a number of years,
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gde sam nekoliko godina radila u Flagstafu,
03:23
this time with middle school students.
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ovog puta sa učenicima nižih razreda.
03:25
Luckily, I didn't have to teach them American government.
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Na sreću, nisam morala da ih učim o američkoj vladi,
03:27
Could teach them the more exciting topic of geography.
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već o nečemu uzbudljivijem - geografiji.
03:30
Again, "thrilled" to learn.
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I opet, bila sam presrećna da učim.
03:34
But what was interesting
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Ono što je naročito interesantno
03:36
about this position I found myself in in Arizona,
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u vezi sa ovim poslom u Arizoni
03:39
was I had this really
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je to da sam bila zadužena za
03:41
extraordinarily eclectic group of kids to work with
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izuzetno eklektičnu grupu učenika
03:43
in a truly public school,
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u državnoj školi.
03:45
and we got to have these moments where we would get these opportunities.
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Imali smo prilike da iskoristimo i neke mogućnosti,
03:48
And one opportunity
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a jedna od njih je bilo
03:50
was we got to go and meet Paul Rusesabagina,
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upoznavanje sa Polom Rasesabaginom,
03:53
which is the gentleman
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gospodinom po čijoj životnoj priči
03:55
that the movie "Hotel Rwanda" is based after.
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je snimljen film "Hotel Ruanda".
03:57
And he was going to speak at the high school next door to us.
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Gostovao je u srednjoj školi koja se nalazila tik do zgrade naše škole.
03:59
We could walk there. We didn't even have to pay for the buses.
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Mogli smo da pešačimo do tamo, uštedeli smo čak i na autobuskim kartama.
04:01
There was no expense cost. Perfect field trip.
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Savršeni školski izlet bez ikakvih troškova.
04:04
The problem then becomes
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Nametao mi se sledeći problem:
04:06
how do you take seventh- and eighth-graders to a talk about genocide
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Kako odvesti sedmake i osmake na tribinu o genocidu
04:08
and deal with the subject in a way
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i odnositi se prema toj temi
04:10
that is responsible and respectful,
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odgovorno i uz dužno poštovanje, tako da
04:12
and they know what to do with it.
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i učenici budu svesni značaja takvog iskustva.
04:14
And so we chose to look at Paul Rusesabagina
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I tako smo odlučili da posetimo predavanje Pola Rasesasbagina
04:16
as an example of a gentleman
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kao primer čoveka koji je,
04:18
who singularly used his life to do something positive.
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oslanjajući se isključivo na sopstvene snage, doprineo opštoj dobrobiti.
04:22
I then challenged the kids to identify
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Zatim sam od učenika tražila da u svojoj okolini
04:24
someone in their own life, or in their own story, or in their own world,
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svom životu, ili svojoj ličnoj priči pronađu nekog ko je uradio
04:27
that they could identify that had done a similar thing.
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sličnu stvar,
04:29
I asked them to produce a little movie about it.
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i da o tome naprave kratak film.
04:31
It's the first time we'd done this.
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Bio je to prvi put da radimo tako nešto.
04:33
Nobody really knew how to make these little movies on the computer,
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Niko nije imao ideju kako se zapravo pravi film na kompjuteru.
04:35
but they were into it. And I asked them to put their own voice over it.
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Ali to ih je zainteresovalo. I zamolila sam ih da oni lično budu naratori priče.
04:39
It was the most awesome moment of revelation
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Naprosto je neverovatno
04:44
that when you ask kids to use their own voice
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šta su sve deca spremna da podele sa vama
04:47
and ask them to speak for themselves,
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kada ih zamolite
04:49
what they're willing to share.
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da priču ispričaju oni lično, koristeći svoj glas.
04:51
The last question of the assignment is:
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Poslednje pitanje u zadatku bilo je:
04:53
how do you plan to use your life
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Kako biste vi lično, kao pojedinac,
04:55
to positively impact other people?
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doprineli dobrobiti drugih ljudi?
04:57
The things that kids will say
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Odgovori koje deca daju na ovo pitanje,
04:59
when you ask them and take the time to listen
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ako ih pažljivo saslušate,
05:02
is extraordinary.
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su izuzetni.
05:05
Fast-forward to Pennsylvania, where I find myself today.
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Sada sam nastavnik u Pensilvaniji,
05:08
I teach at the Science Leadership Academy,
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gde predajem na Sajens Lideršip Akademiji,
05:10
which is a partnership school between the Franklin Institute
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koja je škola partner između Instituta Frenklin
05:13
and the school district of Philadelphia.
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i školskog okruga Filadelfije.
05:15
We are a nine through 12 public school,
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Mi smo državna škola za učenike od 9. do 12.
05:18
but we do school quite differently.
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razreda, ali smo prilično drugačiji od drugih.
05:21
I moved there primarily
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Prihvatila sam baš ovo radno mesto
05:23
to be part of a learning environment
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zbog toga da bih bila deo ovakvog pristupa učenju,
05:25
that validated the way that I knew that kids learned,
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koji potvrđuje ono što i sama mislim o načinu na koji deca uče
05:27
and that really wanted to investigate
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i koji zaista želi da otkrije
05:29
what was possible
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šta je sve moguće ostvariti
05:31
when you are willing to let go
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onog trenutka kada napustimo
05:33
of some of the paradigms of the past,
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neke od obrazovnih obrazaca prošlih vremena,
05:35
of information scarcity when my grandmother was in school
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pomak od šturosti informacija tokom školovanja moje bake,
05:38
and when my father was in school and even when I was in school,
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mog oca, pa čak i mog školovanja,
05:41
and to a moment when we have information surplus.
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do trenutka kada informacija imamo na pretek.
05:43
So what do you do when the information is all around you?
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Dakle, šta činiti kada su informacije svuda oko vas?
05:46
Why do you have kids come to school
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Zašto bi deca uopšte dolazila u školu
05:48
if they no longer have to come there to get the information?
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kada informacije mogu da dobiju i na drugim mestima?
05:51
In Philadelphia we have a one-to-one laptop program,
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U Filadelfiji postoji jedan-na-jedan laptop program,
05:54
so the kids are bringing in laptops with them everyday,
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tako da učenici, koristeći svoje laptopove svakodnevno,
05:57
taking them home, getting access to information.
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u školi i van nje, dobijaju pristup informacijama.
06:00
And here's the thing that you need to get comfortable with
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Postoji jedna bitna stvar na koju svaki nastavnik treba da se navikne,
06:03
when you've given the tool
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jednom kada učenici dobiju alat
06:05
to acquire information to students,
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koja im obezbeđuje pristup informacijama,
06:07
is that you have to be comfortable with this idea
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a to je da morate biti u redu sa idejom dopuštanja
06:09
of allowing kids to fail
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neuspeha, kao dela
06:11
as part of the learning process.
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procesa učenja.
06:14
We deal right now in the educational landscape
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U sistemu obrazovanja današnjice
06:16
with an infatuation
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nailazimo na opsednutost
06:18
with the culture of one right answer
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tipom zadatka sa nekoliko ponuđenih odgovora
06:20
that can be properly bubbled on the average multiple choice test,
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od kojih je samo jedan tačan.
06:23
and I am here to share with you:
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Ja sam ovde da bih sa vama podelila činjenicu
06:25
it is not learning.
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da to nije učenje.
06:27
That is the absolute wrong thing to ask,
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Potpuno je pogrešno očekivati
06:30
to tell kids to never be wrong.
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od učenika da nikad ne naprave grešku.
06:32
To ask them to always have the right answer
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Tražiti od njih da uvek imaju tačan odgovor,
06:35
doesn't allow them to learn.
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ne dozvoljava im da uče.
06:37
So we did this project,
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Zato smo uradili ovaj projekat,
06:39
and this is one of the artifacts of the project.
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i ovo je jedan od radova iz tog projekta.
06:41
I almost never show them off
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Gotovo nikad ih ne pokazujem,
06:43
because of the issue of the idea of failure.
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baš zbog ideje mogućeg neuspeha.
06:45
My students produced these info-graphics
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Ovi grafikoni mojih učenika nastali su
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 nastavne celine koju smo odlučili da obradimo
06:50
responding to the oil spill.
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na kraju godine,a tiče se izlivanja nafte.
06:52
I asked them to take the examples that we were seeing
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Zadatak je bio da izaberu
06:55
of the info-graphics that existed
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već postojeće grafikone
06:57
in a lot of mass media,
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iz masovnih medija,
06:59
and take a look at what were the interesting components of it,
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obrate pažnju na njihove najzanimljivije komponente,
07:02
and produce one for themselves
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a onda naprave svoje sopstvene grafikone na temu katastrofa
07:04
of a different man-made disaster from American history.
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prouzrokovanih od strane čoveka u američkoj istoriji.
07:06
And they had certain criteria to do it.
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Morali su da se vode određenim kriterijumima.
07:08
They were a little uncomfortable with it,
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Osećali su se pomalo 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 je to bio prvi put da rade tako nešto, a nisu znali kako tačno da to urade.
07:12
They can talk -- they're very smooth,
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U stanju su da govore - veoma su elokventni,
07:14
and they can write very, very well,
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a i njihova vešina pisanja je veoma dobra,
07:16
but asking them to communicate ideas in a different way
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ali od njih se tražilo da komuniciraju idejama na drugačiji način,
07:19
was a little uncomfortable for them.
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i to ih je činilo pomalo nesigurnim.
07:22
But I gave them the room to just do the thing.
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Ali ja sam im pružila slobodu.
07:25
Go create. Go figure it out.
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Budite kreativni. Razmišljajte svojom glavom.
07:27
Let's see what we can do.
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Hajde da vidimo šta sve možemo da uradimo.
07:29
And the student that persistently
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Očekivano, učenik čiji su radovi
07:31
turns out the best visual product did not disappoint.
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uvek bili vizuelno najlepši, i sada je uradio najlepši prikaz.
07:34
This was done in like two or three days.
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Imali su rok od oko dva-tri dana za izradu grafikona.
07:36
And this is the work of the student that consistently did it.
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Ovo je rad učenika koji je to dosledno radio.
07:39
And when I sat the students down, I said, "Who's got the best one?"
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Kada smo se opet svi okupili, pitala sam ih: "Čiji rad je najbolji?"
07:42
And they immediately went, "There it is."
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Odmah su pokazali: "Onaj tamo je najbolji."
07:44
Didn't read anything. "There it is."
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Nisu ništa ni čitali. "Da, to je taj."
07:46
And I said, "Well what makes it great?"
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Onda sam pitala: "Šta ga čini tako dobrim?"
07:48
And they're like, "Oh, the design's good, and he's using good color.
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Rekli su: "Pa, dizajn je dobar, i koristio je dobre boje.
07:50
And there's some ... " And they went through all that we processed out loud.
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A ima i..." I onda su prošli sve procese koje smo radili naglas.
07:53
And I said, "Go read it."
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Onda sam rekla: "Idite i pročitajte tekst."
07:55
And they're like, "Oh, that one wasn't so awesome."
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Predomislili su se. "Uh, pa i nije baš tako sjajan."
07:58
And then we went to another one --
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Onda smo pogledali jedan drugi rad -
08:00
it didn't have great visuals, but it had great information --
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koji nije bio toliko lep na oko, ali je posedovao odlične informacije -
08:02
and spent an hour talking about the learning process,
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i proveli sat vremena pričajući o procesu učenja,
08:05
because it wasn't about whether or not it was perfect,
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jer poenta nije bila u tome da li je rad savršen ili ne,
08:07
or whether or not it was what I could create.
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ili da li treba da bude sličan onome što bih ja napravila,
08:09
It asked them to create for themselves,
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poenta je bila u tome da oni naprave nešto samostalno,
08:12
and it allowed them to fail,
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I to im je dozvolilo da prave greške,
08:14
process, learn from.
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razmišljaju i nauče iz toga.
08:16
And when we do another round of this in my class this year,
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A kada sledeće godine opet budemo radili projekat,
08:18
they will do better this time,
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biće bolji.
08:20
because learning
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Jer učenje je proces
08:22
has to include an amount of failure,
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koji podrazumeva i određen broj neuspeha,
08:25
because failure is instructional
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na kojima se učimo
08:27
in the process.
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i konačno stičemo znanja.
08:29
There are a million pictures
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Postoji milion slika
08:32
that I could click through here,
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koje bih mogla da vam pokažem,
08:34
and had to choose carefully -- this is one of my favorites --
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i morala sam pažljivo da biram - ovo je jedna od mojih omiljenih -
08:37
of students learning,
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učenika koji uče,
08:39
of what learning can look like
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koji pokazuju kako sve učenje može da izgleda
08:41
in a landscape where we let go of the idea
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u okruženju u kome se oslobađamo tereta ideje
08:44
that kids have to come to school to get the information,
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da učenici moraju da dođu u školu po informacije
08:46
but instead, ask them what they can do with it.
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već da ih umesto toga pitamo šta sa tim mogu da urade.
08:48
Ask them really interesting questions.
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Postavite im pitanja koja ih stvarno zanimaju.
08:50
They will not disappoint.
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Neće vas razočarati.
08:52
Ask them to go to places,
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Tražite od njih da posete različita mesta,
08:54
to see things for themselves,
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da vide različite stvari,
08:56
to actually experience the learning,
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da dožive učenje,
08:58
to play, to inquire.
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da se igraju, da ispituju.
09:01
This is one of my favorite photos,
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Ovo je jedna od mojih omiljenih fotografija,
09:03
because this was taken on Tuesday,
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napravljena je u utorak,
09:05
when I asked the students to go to the polls.
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kada sam učenicima dala zadatak da idu na biračka mesta.
09:07
This is Robbie, and this was his first day of voting,
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Ovo je Robi, koji je želeo da podeli sa nama
09:10
and he wanted to share that with everybody and do that.
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svoj prvi dan glasanja.
09:12
But this is learning too,
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I ovo je način na koji se uči, jer se
09:14
because we asked them to go out into real spaces.
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od učenika tražilo da posete autentična mesta.
09:20
The main point
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Poenta je u tome da, ako nastavimo da
09:22
is that, if we continue to look at education
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obrazovanje posmatramo samo kao
09:25
as if it's about coming to school
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dolazak u školu
09:28
to get the information
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da bi se dobile informacije,
09:30
and not about experiential learning,
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a ne kao sticanje znanja kroz iskustvo,
09:32
empowering student voice and embracing failure,
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uvažavanje mišljenja učenika i prihvatanje grešaka
09:35
we're missing the mark.
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kao deo procesa učenja, onda smo promašili cilj.
09:37
And everything that everybody is talking about today
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I sve ono što ste čuli danas neće moći da se ostvari
09:39
isn't possible if we keep having an educational system
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ako nastavimo da se držimo postojećeg sistema obrazovanja
09:42
that does not value these qualities,
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koji ne prepoznaje ove kvalitete.
09:45
because we won't get there with a standardized test,
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Standardizovani test nije ključ uspeha,
09:47
and we won't get there with a culture of one right answer.
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kao ni insistiranje na zaokruživanju jednog tačnog odgovora.
09:49
We know how to do this better,
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Mi umemo to da uradimo bolje,
09:51
and it's time to do better.
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i krajnje je vreme da se stvari poboljšaju.
09:53
(Applause)
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(Aplauz)
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