Everyone needs a coach. It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player. (Laughter)
Svakome je potreban trener. Bez obzira da li igrate košarku, tenis, trenirate gimnastiku ili igrate bridž. (Smeh)
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.
Moj trener za bridž, Šeron Osberg, kaže da ima više slika njenog potiljka nego od bilo koje druge osobe na svetu. (Smeh) Izvini Šeron. Izvoli.
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.
Svima su nam potrebni ljudi koji će nam dati povratne informacije. Tako napredujemo. Nažalost, postoji jedna grupa ljudi koja ne dobija skoro nikakve sistematske povratne informacije koje bi im pomogle da bolje rade svoje poslove, i ovi ljudi imaju jedan od najbitnijih poslova na svetu. Pričam o nastavnicima. Kada smo Melinda i ja saznali koliko malo korisnih povratnih informacija dobijaju nastavnici, zaprepastili smo se. Preko 98% nastavnika je do skoro dobijalo samo jednu reč povratne informacije: zadovoljavajuće. Da mi je moj trener bridža ikad rekao samo da sam "zadovoljavajući", ne bih imao nikakve nade za poboljšanje. Kako bih znao ko je najbolji? Kako bih znao šta radim drugačije? Okruzi danas obnavljaju način na koji procenjuju nastavnike, ali im mi još uvek ne dajemo skoro nikakve povratne informacije koje im zaista pomažu da poboljšaju svoj rad. Naši nastavnici zaslužuju bolje. Sistem koji danas imamo je prema njima nepravedan. Nepravedan je prema učenicima, i stavlja pod rizik svetsko vođstvo Amerike. Danas želim da pričam o tome kako možemo pomoći svim nastavnicima da dobiju alate za usavršavanje koje žele i 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.
Da počnemo sa pitanjem kome dobro ide. Nažalost ne postoje međunarodni sistemi rangiranja za sisteme povratnih informacija za nastavnike. Pogledao sam zemlje čiji su učenici akademski uspešni i pogledao sam šta to rade kako bi pomogli svojim nastavnicima da se poboljšaju. Pogledajte rangiranje za veštinu čitanja. SAD nisu prve. Nismo čak ni u prvih 10. Delimo petnaesto mesto s Islandom i Poljskom. Od svih mesta koja su bolja od SAD u čitanju, koliko njih ima formalni sistem koji pomaže unapređenje nastavnika? Jedanaest od 14. SAD dele petnaesto mesto za čitanje, ali smo dvadeset treći u nauci i trideset prvi u matematici. Postoji samo jedno područje gde smo blizu vrha, a to je neuspeh u davanju našim nastavnicima pomoć koja im treba da razviju svoje veštine.
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.
Hajde da pogledamo akademski najuspešnije: provinciju Šangaj u Kini. Oni su prvi u svim tabelama, u čitanju, matematici i nauci, i jedan od uzroka za neverovatan uspeh Šangaja je način na koji pomažu napredak nastavnika. Postarali su se da mladi nastavnici imaju priliku da gledaju iskusne nastavnike kako rade. Imaju nedeljne grupe za učenje, gde se nastavnici sastaju i pričaju o tome šta funkcioniše. Čak zahtevaju od svakog nastavnika da posmatra i da 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.
Možda se pitate, zašto je ovakav sistem tako bitan? Zato što postoji toliko varijacija u izvođenju nastave. Neki nastavnici su puno efektivniji od drugih. Zapravo, u celoj zemlji postoje nastavnici koji svojim učenicima pomažu da dođu do izvanrednih rezulata. Kada bi prosečan nastavnik današnjice mogao da postane dobar kao ti nastavnici, naši učenici bi oduvali ostatak sveta. Potreban nam je sistem koji pomaže našim nastavnicima da budu dobri kao 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 izgledao takav sistem? Kako bismo ovo otkrili, naša fondacija je radila sa 3000 nastavnika u okruzima širom zemlje na projektu koji se zove Mere efektivne nastave (MET). Posmatrači su gledali snimke nastavnika u učionici i ocenjivali učinak na nizu vežbi. Na primer, da li su svojim učenicima postavljali izazovna pitanja? Da li su našli više načina da objasne neku zamisao? Takođe smo učenicima dali da ispune upitnike sa pitanjima poput: "Da li vaš nastavnik zna kada je odeljenje razumelo lekciju?" "Da li učiš da ispravljaš svoje greške?
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 je veoma uzbudljivo. Prvo, nastavnici koji su dobro prošli na ovim posmatranjima su imali puno bolje rezultate učenika. To nam govori da postavljamo prava pitanja. Drugo, nastavnici u programu su nam rekli da su ovi snimci i upitnici koje su radili učenici bili veoma dobri dijagnostički alati jer su upirali na tačna mesta gde mogu da se poboljšaju. Želim da vam pokažem kako ova video komponenta MET-a izgleda u akciji.
(Music)
(Muzika)
(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) Sara Braun Vesling: Dobro jutro svima. Da popričamo o onom što se dešava danas. Za početak, danas radimo međusobno pregledanje zadataka, u redu? Naš cilj do kraja časa je da možete da utvrdite da li možete ili ne da se dokažete u svojim sastavima.
My name is Sarah Brown Wessling. I am a high school English teacher at Johnston High School in Johnston, Iowa.
Zovem se Sara Braun Vesling. Ja sam nastavnica engleskog u srednjoj školi Džonston u Džonstonu, u Ajovi.
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 ka osobi pored vas. Recite im šta mislim kada pričam o dokazivanju. Pričam 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.
Mislim da za nastavnike postoji razlika između apstraknosti toga kako vidimo svoj posao i njegove konkretne stvarnosti.
Okay, so I would like you to please bring up your papers.
U redu, želim da donesete svoje radove.
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 ovaj snimak nudi određeni stepen stvarnosti. Ne možete pobiti to što vidite na snimku i dosta toga se može odatle naučiti. Postoji puno načina na koje možemo raziviti našu profesiju kada zaista ovo i pogledamo. Imam običnu kameru i mali tronožac i kupila sam ovaj maleni širokougaoni objektiv. Na početku časa ga samo namestim na kraj učionice. Snimak nije savršen. Ne uhvati svaku stvar koja se dešava. Ali mogu da čujem zvuk. Mogu da vidim dosta toga. I iz toga mogu dosta da naučim. To je zaista jednostvna ali moćna alatka, iz mog iskustva.
All right, let's take a look at the long one first, okay?
Hajde da prvo pogledamo ovaj duži, okej?
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, to stavim na svoj kompjuter i onda snimak pregledam i zavirim u njega. Ako nešto ne zapišem, onda to i ne zapamtim.
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.
Beleške su deo mog procesa razmišljanja i otkrivam u šta gledam dok pišem. Ovo sam zaista koristila za moj lični razvitak i moje lično razmišljanje o strategiji predavanja i metodologiji i vođenju učionice i svim tim različitim aspektima učionice.
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 ovaj proces već obavili tako da možemo da uporedimo šta funkcioniše, a šta ne.
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 snimci izlažu puno toga što je suštinsko nama kao nastavnicima na način koji nam pomaže da učimo i razumemo i da svojim širim zajednicima objasnimo o čemu se radi u ovom komplikovanom poslu. Mislim da je to način da se ilustruje i da primer stvari koje ne možemo preneti u planu časa, stvari koje ne možete preneti standardom, stvari koje ponekad ne možete preneti ni knjigom iz pedagogije.
Alrighty, everybody, have a great weekend. I'll see you later.
U redu, provedite prijatan vikend. Vidimo se kasnije.
[Every classroom could look like that]
[Svaka učionica bi mogla da izgleda ovako]
(Applause)
(Aplauz)
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.
Bil Gejts: Jednog dana, voleli bismo da svaka učionica u Americi izgleda otprilike kao ova. Ali još imamo posla. Dijagnoza delova gde nastavnik treba da se usavrši je samo pola posla. Takođe moramo da im damo potrebne alate da reaguju na dijagnozu. Ako saznate da morate da poboljšate način na koji predajete razlomke, trebalo bi da možete da pogledate snimak osobe koja najbolje na svetu predaje 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.
Pravljenje ovog celog sistema za povratne informacije i usavršavanje nastavnika neće biti lako. Na primer, znam da nekim nastavnicima nije odmah prijatno sa kamerom u učionici. To je razumljivo, ali naše iskustvo s MET-om sugeriše da ako nastavnici upravljaju procesom, ako snimaju u svojim učionicama, i biraju časove koje će poslati, dosta njih će biti voljno da učestvuje.
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.
Stvaranje ovog sistema će takođe iziskivati pozamašne investicije. Naša fondacija procenjuje da bi to moglo da košta i do 5 milijardi dolara. To je velika cifra, ali iz drugog ugla, to je manje od dva procenta sume koju godišnje trošimo na plate nastavnika.
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.
Uticaj bi bio fenomenalan za nastavnike. Konačno bismo imali način da im pružimo povratne informacije, kao i sredstva da reaguju.
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 ovaj sistem bi imao još bitniju korist za našu zemlju. To bi nas navelo do toga da se postaramo da svi naši učenici dobiju sjajno obrazovanje, nađu posao koji ih ispunjava i nagrađuje, i da imaju priliku da ostvare svoje snove. Ovo nas ne bi samo učinilo uspešnijom zemljom, nego bi nas učinilo pravičnijom i poštenijom.
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 našim nastavnicima damo podršku koju žele i zaslužuju. Nadam se da ste i vi.
Thank you.
Hvala vam.
(Applause)
(Aplauz)