Everyone needs a coach. It doesn't matter whether you're a basketball player, a tennis player, a gymnast or a bridge player. (Laughter)
每個人都需要一位教練, 不管你是棒球選手 網球選手、體操選手 或是橋牌玩家。 (笑聲)
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.
我的橋牌教練,沙龍歐斯博格(Sharon Osberg), 說他後腦勺的照片 比世上任何一人還多。 不好意思,沙龍,我出賣你了。
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.
我們都需要有人來給我們反饋。 這就是我們不斷自我提升的方法。 不幸的是,有一群人們 幾乎從來沒有得到系統化的回饋 協助他們把工作做得更好, 而這些人們 卻擔任著世上最重要的工作之一。 我正在說的就是老師們。 當米蘭達 (Melinda) 和我了解到 大多數老師都 僅得到很少有用的反饋, 我們都大吃一驚。 直到最近,將近 98% 的老師們 只得到一個詞的回饋︰ 挺滿意的。 如果我的所有橋牌教練都只告訴我 他對我的表現挺滿意的, 我就不可能會有進步。 我又怎樣知道誰才是最好的? 而我又怎麼知道 我做的與別人不太一樣呢? 時至今日, 衡量老師的方法日新月異, 但我們仍沒有給予 足夠幫助他們改善教學的反饋。 但我們仍沒有給予 足夠幫助他們改善教學的反饋。 我們的老師值得更好的反饋。 現行的系統對他們不公平, 也對學生們不公平, 並且將美國的全球領導地位 致於風險當中。 所以今天我想談談 我們如何幫助所有的老師 得到他們需要且應得的改進。
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.
我們就從問問誰做得好開始。 的確,很可惜國際上沒有一個 所謂的教師反饋系統的排行榜。 的確,很可惜國際上沒有一個 所謂的教師反饋系統的排行榜。 所以我研究了一些 學生學術表現很好的國家, 所以我研究了一些 學生學術表現很好的國家, 並且調查了一下 他們如何協助老師改善教學。 並且調查了一下 他們如何協助老師改善教學。 從閱讀能力來進行排名, 美國並非第一名, 甚至連前十名都沒有。 我們和冰島、波蘭並列第十五位。 而今,那些普遍閱讀能力 比美國好的國家, 而今,那些普遍閱讀能力 比美國好的國家, 有多少擁有一個正規的系統 協助老師改善教學? 有多少擁有一個正規的系統 協助老師改善教學? 答案是,在 14 個國家中 就有 11 個國家有這樣的系統。 美國的閱讀能力排名是第 15, 但我們在科學學習方面是第 23 名, 數學學習方面是第 31 名。 所以我們只有一個領域 是可以處於領先的, 那就是我們無法幫助老師們 提高教學能力這一領域。 那就是我們無法幫助老師們 提高教學能力這一領域。
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.
看看那些擁有最好的 學習表現的地域︰ 中國上海。 如今,他們的閱讀、數學 和科學能力都在排行榜第一名, 如今,他們的閱讀、數學 和科學能力都在排行榜第一名, 而上海取得非凡成功的關鍵之一 正是他們協助老師不斷進步。 他們確保年輕的老師在工作時 能夠有機會去觀摩大師級老師。 他們確保年輕的老師在工作時 能夠有機會去觀摩大師級老師。 在每周的研習小組里, 老師們能夠聚在一起 並談論甚麼樣的教學是有效的。 他們甚至要求每個老師 去觀察其他的老師教學並給予反饋。 他們甚至要求每個老師 去觀察其他的老師教學並給予反饋。
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.
你可能會問︰為甚麼像這樣的系統那麼重要? 這是因為有太多的變數存在於專業教學中。 這是因為有太多的變數 存在於專業教學中。 有些老師比其他的老師更有效率。 事實上,我們國家到處都有教師 正在幫助他們的學生 得到不同尋常的收穫。 如果當今每位老師 都能和這些老師一樣棒, 我們的學生就能比世界上 其他地方的人還優秀。 因此我們需要一個系統 去幫助我們的老師和最棒的 (老師) 一樣好。 因此我們需要一個系統 去幫助我們的老師和最棒的 (老師) 一樣好。
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?"
那這樣的系統是怎樣的呢? 因此,為了找出答案,我們的基金會 已經和全國各地區 3000 多名老師合作 已經和全國各地區 3000 多名老師合作 一項叫做效率化教學量測計畫 (Measures of Effective Teaching) 的專案。 我們會讓觀察者們 觀看老師在課堂上課的影片, 我們會讓觀察者們 觀看老師在課堂上課的影片, 對他們的實踐方式進行排名。 例如,他們有詢問學生 一些有挑戰性的問題嗎? 例如,他們有詢問學生 一些有挑戰性的問題嗎? 他們有找到多種方法 去解釋一個概念嗎? 我們也同時讓學生 填寫一些問卷諸如︰ 你們的老師是否瞭解 同學們對課堂內容的掌握程度嗎? 你們的老師是否瞭解 同學們對課堂內容的掌握程度嗎? 你們有學會如何更正自己的錯誤嗎?
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.
而我們找到的答案令人激動。 第一,在觀察者中得到好評的老師 往往也更受學生的瞭解和歡迎。 所以這表示我們問對問題了。 第二,參與計畫的老師們告訴我們 這些影片和學生的調查問卷 對他們來說是非常有用的診斷工具。 因為能指出他們需要改善的特定方面。 因為能指出他們需要改善的特定方面。 我想給你們看看效率化教學測量 的這一教師授課影片資料是怎樣的。 我想給你們看看效率化教學測量 的這一教師授課影片資料是怎樣的。
(Music)
(音樂)
(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.
(影片) 莎拉·布朗·偉斯林 (Sarah Brown Wessling)︰ 各位同學,早上好。 我們來談談今天的安排吧。 在開始之前,我們將有一個同儕評估日,好嗎? 在今天課堂結束之後, 同儕評估日和我們的目標 能夠讓你們自己判斷你的論文中 是否有試圖去驗證你所寫的。
My name is Sarah Brown Wessling. I am a high school English teacher at Johnston High School in Johnston, Iowa.
我的名字是莎拉·布朗·偉斯林 (Sarah Brown Wessling)。 我是一個中學英文老師。 任教於愛荷華州 (Iowa) 約翰史東地區約翰史東中學 (Johnston High School)。
Turn to somebody next to you. Tell them what you think I mean when I talk about moves to prove. I've talk about --
轉身面對你的鄰座, 告訴他們當我講到驗證你所寫的時候, 你是怎麼想的。我曾說過....
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.
我認為對老師們來說, 在我們對自己教學的看法 和真正的事實上是存在差異的。
Okay, so I would like you to please bring up your papers.
好了,所以現在我希望 你們可以拿出一張紙。
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.
我想這些影片提供給我們的 是在某種程度上的現實狀況。 我想這些影片提供給我們的 是在某種程度上的現實狀況。 影片中看到的都是不可置否的, 而且你能從中學到很多, 當我們真正認真觀看研究這些影片的時候, 我們是可以通過很多方法 來提高自己的專業性的。 我只用了一臺短片錄影機和一個小三腳架 並且只使用了這麼一個小小的廣角鏡。 在課堂的一開始, 我只是把它放在教室後的一角。 雖然不是最佳角度, 也不能掌握所有細節, 但我可以聽到聲音。我可以看到很多。 而我可以從中學到非常多。 所以它真的能成為一種 自我反思的簡單但強大的工具。 所以它真的能成為一種 自我反思的簡單但強大的工具。
All right, let's take a look at the long one first, okay?
好,我們先來看看比較長的那段,好嗎?
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.
當我結束錄影, 我就把它放到我的電腦裡, 然後我會大概瀏覽一下看看錄得怎樣。 如果我没將事情寫下來,我會忘了的。
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.
所以記筆記成為我思考過程的一部份, 我發現當我在記筆記的時候 也是我觀察的時候。 我真的用它來實現 我自己在教學方式、理論和課堂管理 乃至其他不同方面的 個人成長和反思。
I'm glad that we've actually done the process before so we can kind of compare what works, what doesn't.
我很高興我們事前做了這些研究, 就可以比較出什麽是有效的,什麽是無效的。
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.
我認為這些影片揭露出 我們身為老師所固有的東西 我認為這些影片揭露出 我們身為老師所固有的東西 用以幫助我們學習、幫助我們了解, 然後幫助我們這個更廣的社群 了解到這些複雜的工作是為了甚麼。 然後幫助我們這個更廣的社群 了解到這些複雜的工作是為了甚麼。 我認為這是一種例證和描述的方式 幫助我們去理解教授那些我們無法在課堂計劃中提及、 我認為這是一種例證和描述的方式 幫助我們去理解教授那些我們無法在課堂計劃中提及、 也無法用標準答案來傳遞、 甚至有時連教育學的書中都無法解釋的事項。 甚至有時連教育學的書中都無法解釋的事項。
Alrighty, everybody, have a great weekend. I'll see you later.
那麼,祝各位一個愉快的週末。 下週見。
[Every classroom could look like that]
所有的教室都能像這樣
(Applause)
(鼓掌)
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.
比爾蓋茲(Bill Gates)︰總有一天,美國的所有課堂 看起來都能像這樣。 但我們仍有許多工作要做。 診斷出教師需要改善的地方只是這場奮戰的一半。 診斷出教師需要改善的地方只是這場奮戰的一半。 我們還必須提供他們需要的工具,使他們針對這些診斷作出相應措施。 我們還必須提供他們需要的工具,使他們針對這些診斷作出相應措施。 如果你意識到你需要提高分數的教學方式, 如果你意識到你需要提高分數的教學方式, 你就應該看看世界上教分數教的最好的人的教學影片。 你就應該看看世界上教分數教的最好的人的教學影片。
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.
因此建立完整的教師回饋和改善系統並非容易。 因此建立完整的教師回饋和改善系統並非容易。 舉例來說,我了解一些老師不能馬上習慣有一台錄影機在教室。 舉例來說,我了解一些老師不能馬上習慣有一台錄影機在教室。 舉例來說,我了解一些老師不能馬上習慣有一台錄影機在教室。 這是人之常情,但是我們效率化教學測量計畫的經驗建議 如果老師能夠克服這個環節並自行收集自己班上的影片, 如果老師能夠克服這個環節,自行收集自己班上的影片, 並且選一個他們想要提交的, 其中很多人會變得渴望參與其中。
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.
建立這樣的系統也需要非常大的投資。 建立這樣的系統也需要非常大的投資。 我們基金會計畫將會花到將近50億美元。 我們基金計畫將會花到將近50億美元。 現在看來這是非常大的數目,但是放在更遠的願景中, 這只是我們每年使用在教師薪水上的2%而已。 這只是我們每年使用在教師薪水上的2%而已。
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.
但其對老師們的影響卻是前所未有的。 我們將終於找到一個給予他們反饋 和提供改善方式的方法。
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.
但這個系統將會對我們國家產生更重要的利益。 但這個系統將會對我們國家產生更重要的利益。 這樣會使我們確保自己的學生能夠得到最棒的教育, 這樣會使我們確保自己的學生能夠得到最棒的教育, 發現自己想完成並獲益的職業, 並且有機會讓他們實現夢想。 這不僅讓我們成為一個更成功的國家, 同時也是一個公平正義的國家。
I'm excited about the opportunity to give all our teachers the support they want and deserve. I hope you are too.
我非常興奮能有這個機會 給我們老師提供他們需要且應得的支持。 我希望你們也是。
Thank you.
謝謝。
(Applause)
(鼓掌)