Everyone needs a coach. It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player. (Laughter)
Svi trebamo trenera. Nije važno jeste li košarkaš, tenisač, gimnastičar ili bridžist. (Smijeh)
My bridge coach, Sharon Osberg, says there are more pictures of the back of her head than anyone else's in the world. (Laughter) Sorry, Sharon. Here you go.
Moja trenerica bridža, Sharon Osberg, kaže da postoji više fotografija njezinog zatiljka nego ičijeg drugog na svijetu. (Smijeh) Žao mi je, Sharon. Evo te...
We all need people who will give us feedback. That's how we improve. Unfortunately, there's one group of people who get almost no systematic feedback to help them do their jobs better, and these people have one of the most important jobs in the world. I'm talking about teachers. When Melinda and I learned how little useful feedback most teachers get, we were blown away. Until recently, over 98 percent of teachers just got one word of feedback: Satisfactory. If all my bridge coach ever told me was that I was "satisfactory," I would have no hope of ever getting better. How would I know who was the best? How would I know what I was doing differently? Today, districts are revamping the way they evaluate teachers, but we still give them almost no feedback that actually helps them improve their practice. Our teachers deserve better. The system we have today isn't fair to them. It's not fair to students, and it's putting America's global leadership at risk. So today I want to talk about how we can help all teachers get the tools for improvement they want and deserve.
Svi trebamo ljude koji će nam dati povratnu informaciju. Tako napredujemo. Nažalost, postoji grupa ljudi koji skoro i ne dobivaju sustavnu povratnu informaciju koja bi im pomogla da bolje obavljaju svoje poslove. A ti ljudi rade jedan od najvažnijih poslova na svijetu... Govorim o učiteljima! Kad smo Melinda i ja shvatili koliko malo korisnih povratnih informacija većina učitelja dobiva, zaprepastili smo se! Donedavno, preko 98 posto učitelja dobivalo je povratnu informaciju u obliku jedne jedine riječi: Zadovoljavajuće. Da je sve što mi je moja trenerica bridža ikad rekla bilo to da sam "zadovoljio", ne bih se nadao da ću ikad postati bolji. Kako bih znao tko je bio najbolji? Kako bih znao što sam to radio drugačije? Danas, škole mijenjaju način na koji ocjenjuju učitelje. No, i dalje im ne dajemo gotovo nikakvu povratnu informaciju koja bi im pomogla da unaprijede svoj rad. Naši učitelji zaslužuju bolje. Današnji sustav nije pravedan prema njima. Nije pravedan prema učenicima, i predstavlja rizik za Ameriku kao svjetskog lidera. Stoga, danas želim govoriti o tome kako možemo pomoći svim učiteljima da dođu do razvojnih alata kakve žele i kakve zaslužuju.
Let's start by asking who's doing well. Well, unfortunately there's no international ranking tables for teacher feedback systems. So I looked at the countries whose students perform well academically, and looked at what they're doing to help their teachers improve. Consider the rankings for reading proficiency. The U.S. isn't number one. We're not even in the top 10. We're tied for 15th with Iceland and Poland. Now, out of all the places that do better than the U.S. in reading, how many of them have a formal system for helping teachers improve? Eleven out of 14. The U.S. is tied for 15th in reading, but we're 23rd in science and 31st in math. So there's really only one area where we're near the top, and that's in failing to give our teachers the help they need to develop their skills.
Započnimo pitajući se kome ide dobro... Nažalost, zapravo i ne postoje internacionalne rang-liste o sustavima povratnog informiranja učitelja. Zato samo pogledao kakvo je stanje u zemljama u kojima učenici postižu dobre obrazovne rezultate, i razmotrio što se ondje čini kako bi se pomoglo učiteljima u njihovom razvoju. Uzmite u obzir redoslijed zemalja prema vještinama čitanja... SAD nije na prvom mjestu. Nismo čak niti među prvih 10. Dijelimo petnaesto mjesto s Islandom i s Poljskom. Dakle, od svih zemalja bolje pozicioniranih u čitanju od SAD-a, koliko njih ima razvijen sustav podrške učiteljima u njihovom razvoju? Jedanaest od četrnaest (11/14). SAD dijeli 15. mjesto u čitanju, a 23. smo u prirodoslovlju i 31. u matematici. Dakle, u samo jednom području smo blizu vrha, i to uz propuštanje da našim učiteljima osiguramo podršku potrebnu u razvoju njihovih vještina.
Let's look at the best academic performer: the province of Shanghai, China. Now, they rank number one across the board, in reading, math and science, and one of the keys to Shanghai's incredible success is the way they help teachers keep improving. They made sure that younger teachers get a chance to watch master teachers at work. They have weekly study groups, where teachers get together and talk about what's working. They even require each teacher to observe and give feedback to their colleagues.
Razmotrimo obrazovno najuspješniju regiju: šangajsku pokrajinu u Kini. U svim su kategorijama najbolji - u čitanju, u matematici i u prirodoslovlju. Jedan od ključeva nevjerojatnog šangajskog uspjeha način je na koji pomažu učiteljima u njihovom razvoju. Mlađim su učiteljima osigurali priliku da promatraju najbolje učitelje na djelu. Održavaju tjedne koordinacijske sastanke, na kojima se učitelji okupljaju i razgovaraju o onome što funkcionira. Čak i nalažu svakom učitelju da promatra i daje povratnu informaciju svojim kolegama.
You might ask, why is a system like this so important? It's because there's so much variation in the teaching profession. Some teachers are far more effective than others. In fact, there are teachers throughout the country who are helping their students make extraordinary gains. If today's average teacher could become as good as those teachers, our students would be blowing away the rest of the world. So we need a system that helps all our teachers be as good as the best.
Mogli biste se zapitati: "Zašto je ovakav sustav toliko važan?" Važan je, jer toliko je razlika u učiteljskom zanimanju. Neki su učitelji daleko djelotvorniji od drugih. Zapravo, u cijeloj zemlji ima učitelja koji svojim učenicima pomažu u postizanju izvanrednih dostignuća. Kad bi današnji prosječan učitelj mogao postati toliko dobar kao što su ti učitelji, naši bi učenici "otpuhali" ostatak svijeta. Zato nam je potreban sustav koji svim našim učiteljima pomaže da budu jednako dobri kao oni najbolji.
What would that system look like? Well, to find out, our foundation has been working with 3,000 teachers in districts across the country on a project called Measures of Effective Teaching. We had observers watch videos of teachers in the classroom and rate how they did on a range of practices. For example, did they ask their students challenging questions? Did they find multiple ways to explain an idea? We also had students fill out surveys with questions like, "Does your teacher know when the class understands a lesson?" "Do you learn to correct your mistakes?"
Kako bi taj sustav izgledao? Kako bismo to otkrili, naša Zaklada već radi s 3000 učitelja diljem zemlje na projektu zvanom - "Mjere djelotvornog poučavanja" (MDP). Naši su promatrači pregledavali snimke učitelja u učionicama, i ocjenjivali koliko su se ovi iskazali u nizu praktičnih elemenata. Na primjer, jesu li svojim učenicima postavljali izazovna pitanja? Jesu li iznalazili različite načine da objasne neke pojmove? Također, učenici su nam ispunjavali upitnike s pitanjima poput: "Prepoznaje li vaš učitelj kad čitav razred razumije temu?" "Učite li ispravljati vlastite pogreške?"
And what we found is very exciting. First, the teachers who did well on these observations had far better student outcomes. So it tells us we're asking the right questions. And second, teachers in the program told us that these videos and these surveys from the students were very helpful diagnostic tools, because they pointed to specific places where they can improve. I want to show you what this video component of MET looks like in action.
Ono što smo otkrili jako je uzbudljivo... Prvo, učenici učitelja koji su se iskazali u tim situacijama postizali su daleko bolje rezultate. Što nam govori da postavljamo prava pitanja! I drugo, učitelji u programu rekli su nam da su te snimke i upitnici koje su učenici popunjavali bili vrlo koristan dijagnostički alat. Zato što su ukazali na određene detalje koje mogu poboljšati. Želim vam pokazati kako ova video-komponenta MDP-a izgleda u stvarnosti...
(Music)
(Glazba)
(Video) Sarah Brown Wessling: Good morning everybody. Let's talk about what's going on today. To get started, we're doing a peer review day, okay? A peer review day, and our goal by the end of class is for you to be able to determine whether or not you have moves to prove in your essays.
(Video) Sarah Brown Wessling: Dobro jutro svima! Porazgovarajmo o onome što ćemo danas raditi. Za početak, pozabavit ćemo se međusobnim povratnim informacijama. Može? Međusobne povratne informacije... Naš je cilj, do kraja sata, osigurati da budete u stanju ustanoviti imate li što za popraviti u vašim esejima.
My name is Sarah Brown Wessling. I am a high school English teacher at Johnston High School in Johnston, Iowa.
Moje je ime Sarah Brown Wessling. Učiteljica sam engleskog srednjoj školi Johnston u Johnstonu, u Iowi...
Turn to somebody next to you. Tell them what you think I mean when I talk about moves to prove. I've talk about --
Okrenite se prema osobi kraj vas. Recite im što mislite da ja mislim kad govorim o onome što trebate popraviti. Govorim o...
I think that there is a difference for teachers between the abstract of how we see our practice and then the concrete reality of it.
Smatram da za učitelje postoji razlika između onoga kako mi apstraktno doživljavamo svoj posao i, potom, konkretne stvarnosti toga posla.
Okay, so I would like you to please bring up your papers.
Dobro... Zamolila bih vas da donesete svoje papire.
I think what video offers for us is a certain degree of reality. You can't really dispute what you see on the video, and there is a lot to be learned from that, and there are a lot of ways that we can grow as a profession when we actually get to see this. I just have a flip camera and a little tripod and invested in this tiny little wide-angle lens. At the beginning of class, I just perch it in the back of the classroom. It's not a perfect shot. It doesn't catch every little thing that's going on. But I can hear the sound. I can see a lot. And I'm able to learn a lot from it. So it really has been a simple but powerful tool in my own reflection.
Mislim da nam snimka nudi izvjestan stupanj stvarnosti. Doista ne možete osporavati ono što vidite na snimci. Puno se iz toga može naučiti. Brojni su načini na koje možemo rasti i razvijati se kao struka jednom kad, ustvari, vidimo ovo. Imam okretnu kameru i mali tronožac, i u nju utisnut ovaj sićušan širokokutni objektiv. Na početku sata, jednostavno ga postavim u pozadini učionice. Kadar nije savršen. Ne zahvaća svaku sitnicu koja se zbiva. Ali, mogu čuti zvuk. Mogu vidjeti mnogo i... Mogu iz toga puno naučiti. Prema tome, bio je to zbilja jednostavan, ali moćan alat, po mom mišljenju.
All right, let's take a look at the long one first, okay?
Pogledajmo najprije ovog dugog, može?
Once I'm finished taping, then I put it in my computer, and then I'll scan it and take a peek at it. If I don't write things down, I don't remember them.
Kad završim sa snimanjem, snimku stavim u svoje računalo, skeniram i "bacim oko" na nju. Ne zabilježim li detalje, zaboravit ću ih.
So having the notes is a part of my thinking process, and I discover what I'm seeing as I'm writing. I really have used it for my own personal growth and my own personal reflection on teaching strategy and methodology and classroom management, and just all of those different facets of the classroom.
Bilješke su tako dio mog procesa razmišljanja, a dok pišem, otkrivam i što vidim. Stvarno to upotrebljavam za vlastiti rast: pri razmišljanju o strategiji poučavanja, o metodologiji i o upravljanju razredom, i o svim tim različitim aspektima rada u učionici.
I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.
Drago mi je što smo, zapravo, već iskusili postupak pa možemo usporediti što radi, što ne radi.
I think that video exposes so much of what's intrinsic to us as teachers in ways that help us learn and help us understand, and then help our broader communities understand what this complex work is really all about. I think it is a way to exemplify and illustrate things that we cannot convey in a lesson plan, things you cannot convey in a standard, things that you cannot even sometimes convey in a book of pedagogy.
Mislim da snimka razotkriva toliko toga svojstvenoga nama učiteljima na način koji nam pomaže naučiti i pomaže nam razumjeti, a potom pomaže i našim širim zajednicama razumjeti u čemu je bit ovog složenog posla. Smatram da je to način da se oprimjeri i prikaže stvari koje ne možemo obuhvatiti planom rada, stvari koje ne možete izraziti standardom, stvari koje čak ne možete ponekad niti prenijeti u knjizi o pedagogiji.
Alrighty, everybody, have a great weekend. I'll see you later.
Dobro... Svi se dobro provedite za vikend! Vidimo se kasnije.
[Every classroom could look like that]
(Svaka bi učionica mogla tako izgledati)
(Applause)
(Pljesak)
Bill Gates: One day, we'd like every classroom in America to look something like that. But we still have more work to do. Diagnosing areas where a teacher needs to improve is only half the battle. We also have to give them the tools they need to act on the diagnosis. If you learn that you need to improve the way you teach fractions, you should be able to watch a video of the best person in the world teaching fractions.
Bill Gates: Željeli bismo da jednoga dana svaka učionica u Americi izgleda pomalo poput ove. Ali, još uvijek imamo puno posla. Dijagnosticiranje područja u kojima se učitelj treba popraviti tek je pola bitke. Trebamo im, također, dati potrebne alate kako bi reagirali na dijagnozu. Ako naučite da trebate poboljšati način na koji poučavate razlomke, trebali biste biti u stanju pogledati snimku osobe koja najbolje na svijetu poučava razlomke.
So building this complete teacher feedback and improvement system won't be easy. For example, I know some teachers aren't immediately comfortable with the idea of a camera in the classroom. That's understandable, but our experience with MET suggests that if teachers manage the process, if they collect video in their own classrooms, and they pick the lessons they want to submit, a lot of them will be eager to participate.
Prema tome, stvaranje takvog potpunog povratnog informiranja učitelja te sustava unapređivanja neće biti jednostavno. Na primjer, znam da nekim učiteljima nije isprva simpatična ta zamisao o kameri u učionici. To je razumljivo, ali naše iskustvo s MDP-om govori nam da ako učitelji upravljaju procesom, ako prikupe snimke u vlastitim učionicama, i odaberu teme koje žele zabilježiti, mnogi među njima bit će željni sudjelovati.
Building this system will also require a considerable investment. Our foundation estimates that it could cost up to five billion dollars. Now that's a big number, but to put it in perspective, it's less than two percent of what we spend every year on teacher salaries.
Izgradnja takvog sustava zahtijevat će i znatna ulaganja. Naša zaklada procjenjuje da bi to moglo koštati i do pet milijardi dolara. To je velik broj, ali da bi vam bio razumljiviji, to je manje od dva posto onog što svake godine potrošimo na učiteljske plaće.
The impact for teachers would be phenomenal. We would finally have a way to give them feedback, as well as the means to act on it.
Učinak na učitelje bio bi izvanredan. Napokon bismo imali načina da im damo povratnu informaciju, kao i sredstva da na osnovi nje djelujemo.
But this system would have an even more important benefit for our country. It would put us on a path to making sure all our students get a great education, find a career that's fulfilling and rewarding, and have a chance to live out their dreams. This wouldn't just make us a more successful country. It would also make us a more fair and just one, too.
Ali, taj bi sustav donio još i važniju dobrobit našoj zemlji. Njime bismo mogli svim našim učenicima osigurati odlično obrazovanje, omogućiti odabir ispunjavajuće i isplative karijere, te pružiti priliku da ostvare svoje snove. To nas ne bi učinilo samo uspješnijom zemljom... Učinilo bi nas pravednijom i pravičnijom, također.
I'm excited about the opportunity to give all our teachers the support they want and deserve. I hope you are too.
Uzbuđen sam zbog prilike da svim našim učiteljima izrazim podršku koju žele i koju zaslužuju. Nadam se da ste i vi.
Thank you.
Hvala vam.
(Applause)
(Pljesak)