I have been teaching for a long time, and in doing so have acquired a body of knowledge about kids and learning that I really wish more people would understand about the potential of students. In 1931, my grandmother -- bottom left for you guys over here -- graduated from the eighth grade. She went to school to get the information because that's where the information lived. It was in the books; it was inside the teacher's head; and she needed to go there to get the information, because that's how you learned. Fast-forward a generation: this is the one-room schoolhouse, Oak Grove, where my father went to a one-room schoolhouse. And he again had to travel to the school to get the information from the teacher, stored it in the only portable memory he has, which is inside his own head, and take it with him, because that is how information was being transported from teacher to student and then used in the world. When I was a kid, we had a set of encyclopedias at my house. It was purchased the year I was born, and it was extraordinary, because I did not have to wait to go to the library to get to the information. The information was inside my house and it was awesome. This was different than either generation had experienced before, and it changed the way I interacted with information even at just a small level. But the information was closer to me. I could get access to it.
Podučavam već dugo vremena, i pri tome sam stekla ključna znanja o djeci i učenju za koje bih voljela da više ljudi razumije, posebno o potencijalu učenika. 1931. godine, moja baka -- dolje lijevo za vas ovdje -- je maturirala u osmom razredu. Išla je u školu kako bi prikupila informacije jer tamo su informacije živjele. Bile su u knjigama, bile su u učiteljevoj glavi, i morala je ići tamo kako bi prikupila te informacije, jer na taj način se učilo. Pođimo za jednu generaciju unaprijed: ovo je škola s jednom prostorijom, "Oak Grove", tamo je moj otac pohađao školu. I on je trebao putovati u školu kako bi dobio informacije od učitelja, pohraniti ih u jedinu prijenosnu memoriju koju ima, a koja se nalazi u njegovoj glavi, i uzeti ih s njim, jer na taj način se informacija prenosila s učitelja na učenika, a zatim se koristila u svijetu. Kada sam ja bila dijete, imali smo kod kuće zbirku enciklopedija. Kupljene su one godine kada sam rođena, i bilo je nevjerojatno, jer nisam morala čekati da odem u knjižnicu kako bih prikupila informaciju; informacija je bila u mojoj kući i to je bilo fenomenalno. To je bilo različito od bilo kakvih iskustava prijašnjih generacija, i promijenilo je način na koji sam ja bila u interakciji s informacijom čak i na toj maloj razini. Ali informacija mi je bila bliža. Mogla sam dobiti pristup.
In the time that passes between when I was a kid in high school and when I started teaching, we really see the advent of the Internet. Right about the time that the Internet gets going as an educational tool, I take off from Wisconsin and move to Kansas, small town Kansas, where I had an opportunity to teach in a lovely, small-town, rural Kansas school district, where I was teaching my favorite subject, American government. My first year -- super gung-ho -- going to teach American government, loved the political system. Kids in the 12th grade: not exactly all that enthusiastic about the American government system. Year two: learned a few things -- had to change my tactic. And I put in front of them an authentic experience that allowed them to learn for themselves. I didn't tell them what to do or how to do it. I posed a problem in front of them, which was to put on an election forum for their own community.
U vremenu koje je prošlo od perioda kada sam bila dijete u srednjoj školi do kada sam počela podučavati, možemo doista vidjeti napredak interneta. Baš u vrijeme kada je internet prihvaćen kao alat za edukaciju, otišla sam iz Wisconsina i preselila se u Kansas, u mali gradić u Kansasu, gdje sam imala priliku podučavati u krasnom, malo gradiću školskom okrugu ruralnog Kansasa, gdje sam podučavala svoj omiljeni predmet, "Američka vlada". Moja prva godina -- super željno -- počela sam podučavati predmet "Američka vlada", voljeni politički sustav. Djeca u 12. razredu: nisu bili baš toliko entuzijastični oko američkog sustava vlade. Druga godina: naučila sam nekoliko stvari -- morala sam promijeniti svoju taktiku. Stavila sam pred njih autentično iskustvo koje im je omogućilo da uče za sebe same. Nisam im rekla što da rade, ni kako da to rade. Postavila sam im problem, koji je bio da moraju organizirati izborni forum za svoju zajednicu.
They produced flyers. They called offices. They checked schedules. They were meeting with secretaries. They produced an election forum booklet for the entire town to learn more about their candidates. They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust experiential learning. The older teachers -- more experienced -- looked at me and went, "Oh, there she is. That's so cute. She's trying to get that done." (Laughter) "She doesn't know what she's in for." But I knew that the kids would show up, and I believed it, and I told them every week what I expected out of them. And that night, all 90 kids -- dressed appropriately, doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It was authentic. It meant something to them. And they will step up.
Imali su letke, nazivali su urede, provjeravali rasporede, sastajali se s tajnicama, osmislili su brošuru za izborni forum kako bi cijeli grad naučio što više o njihovim kandidatima. Pozvali su sve u školu na večer razgovora o vladi i politici o tome jesu li ulice dobro uređene ili ne, i imali su doista situaciju velikog iskustvenog učenja. Stariji učitelji -- iskusniji -- pogledali su me i rekli, "O, tamo je. To je tako slatko. Pokušava to učiniti." (Smijeh) "Ne zna u što se uvalila." Ali znala sam kako će se djeca pojaviti. I vjerovala sam. I rekla sam im svaki tjedan što očekujem od njih. I te večeri, njih svih 90toro djece -- prikladno obučeni, rade svoj posao, posjedujući ga. Trebala sam samo sjediti i promatrati. Bilo je njihovo. Bilo je iskustveno. Bilo je autentično. Njima je nešto to i značilo. I iskoračit će.
From Kansas, I moved on to lovely Arizona, where I taught in Flagstaff for a number of years, this time with middle school students. Luckily, I didn't have to teach them American government. Could teach them the more exciting topic of geography. Again, "thrilled" to learn. But what was interesting about this position I found myself in in Arizona, was I had this really extraordinarily eclectic group of kids to work with in a truly public school, and we got to have these moments where we would get these opportunities. And one opportunity was we got to go and meet Paul Rusesabagina, which is the gentleman that the movie "Hotel Rwanda" is based after. And he was going to speak at the high school next door to us. We could walk there. We didn't even have to pay for the buses. There was no expense cost. Perfect field trip.
Iz Kansasa, preselila sam se u ljupku Arizonu, gdje sam u Flagstaffu podučavala niz godina, ovaj puta učenike osnovne škole. Srećom, nisam ih morala podučavati predmet "Američka vlada". Mogla sam ih podučavati uzbudljivijim temama geografije. Ponovno, uzbuđeni da uče. Ono što je bilo zanimljivo o poziciji u kojoj sam se našla u Arizoni, jest da sam imala doista izvanredno eklektičnu grupu djece s kojom sam radila u stvarno javnoj školi. I imali bismo te trenutke u kojima bi dobili te prilike. Jedna od prilika je bila da smo upoznali Paula Rusesabagina, gospodina po kojem je napravljen film "Hotel Rwanda". On je morao održati govor u srednjoj školi do nas. Mogli smo se prošetati do tamo; nismo čak morali ni platiti za autobus. Nije bilo nikakvog troška. Savršen izlet.
The problem then becomes how do you take seventh- and eighth-graders to a talk about genocide and deal with the subject in a way that is responsible and respectful, and they know what to do with it. And so we chose to look at Paul Rusesabagina as an example of a gentleman who singularly used his life to do something positive. I then challenged the kids to identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing. I asked them to produce a little movie about it. It's the first time we'd done this. Nobody really knew how to make these little movies on the computer, but they were into it. And I asked them to put their own voice over it. It was the most awesome moment of revelation that when you ask kids to use their own voice and ask them to speak for themselves, what they're willing to share. The last question of the assignment is: how do you plan to use your life to positively impact other people? The things that kids will say when you ask them and take the time to listen is extraordinary.
Problem koji se tada javlja je kako povesti učenike sedmih i osmih razreda na govor o genocidu i nositi se s temom na način koji je odgovoran i pun poštovanja, a s kojim će oni znati što napraviti. I tako smo odlučili promatrati Paula Rusesabagina kao primjer gospodina koji je, na jedinstven način, iskoristio svoj život kako bi učinio nešto pozitivno. Onda sam postavila izazov pred djecu da identificiraju nekoga u svom vlastitom životu, ili u svojoj vlastitoj priči, ili u svom vlastitom svijetu, koga će moći identificirati da je učinio nešto slično. Zamolila sam ih da naprave mali filmić o tome. To je bilo prvi put da smo to napravili. Nitko zapravo nije znao napraviti te male filmiće na računalu. Ali bili su cijeli u tome. I zamolila sam ih da preko filmića puste svoj glas. Bio je to najnevjerojatniji trenutak otkrića, kada tražite djecu da upotrijebe svoj vlastiti glas i zatražite da govore za sebe, što su sve voljni podijeliti. Posljednje pitanje zadatka bilo je: na koji način mislite iskoristiti svoj život kako bi pozitivno utjecali na druge ljude? Stvari koje će djeca reći kada ih pitate i uzmete vremena za slušanje su izuzetne.
Fast-forward to Pennsylvania, where I find myself today. I teach at the Science Leadership Academy, which is a partnership school between the Franklin Institute and the school district of Philadelphia. We are a nine through 12 public school, but we do school quite differently. I moved there primarily to be part of a learning environment that validated the way that I knew that kids learned, and that really wanted to investigate what was possible when you are willing to let go of some of the paradigms of the past, of information scarcity when my grandmother was in school and when my father was in school and even when I was in school, and to a moment when we have information surplus. So what do you do when the information is all around you? Why do you have kids come to school if they no longer have to come there to get the information?
Brz pogle unaprijed prema Pennsylvaniji, gdje sam danas. Podučavam na Akademiji znanstvenog vodstva, koja je škola partner između Franklin instituta i školskog okruga u Philadelphiji. Mi smo javna škola za učenike od 9. do 12. razreda, ali mi u školi radimo stvari prilično drugačije. Tamo sam se preselila prvenstveno kako bih bila dio okoline učenja koja je potvrdila način za koji sam znala da djeca uče, i koja je doista htjela istražiti što je moguće kada si spreman pustiti neke od paradigmi prošlosti, pomak od oskudnosti informacija kada je moja baka bila u školi i kada je moj otac bio u školi, pa čak kada sam i ja bila u školi, ka paradigmi u kojoj imamo višak informacija. Što radite kada su informacije svuda oko vas? Zašto nam djeca dolaze u školu ako više ne moraju odlaziti tamo kako bi prikupili informacije?
In Philadelphia we have a one-to-one laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information. And here's the thing that you need to get comfortable with when you've given the tool to acquire information to students, is that you have to be comfortable with this idea of allowing kids to fail as part of the learning process. We deal right now in the educational landscape with an infatuation with the culture of one right answer that can be properly bubbled on the average multiple choice test, and I am here to share with you: it is not learning. That is the absolute wrong thing to ask, to tell kids to never be wrong. To ask them to always have the right answer doesn't allow them to learn. So we did this project, and this is one of the artifacts of the project. I almost never show them off because of the issue of the idea of failure.
U Philadelphiji imamo jedan-na-jedan laptop program, tako djeca nose svakodnevno sa sobom laptope, noseći ih doma, dobivajući pristup informacijama. Ovo je nešto s čime se morate pomiriti kada ste dali alat učenicima za pristup informacijama, a to je da se morate pomiriti sa idejom dopuštanja djeci da dožive neuspjeh kao dio procesa učenja. Trenutno se, u edukacijskom krajobrazu, borimo sa zaljubljenošću u kulturu jednog točnog odgovora koji se može prikladno zaokružiti na ispitu s višestrukim odgovorima, i došla sam ovdje s vama podijeliti, kako to nije učenje. To je potpuno pogrešna stvar za tražiti, reći djeci kako nikada ne smiju biti u krivu. Tražiti od njih da uvijek imaju točan odgovor ne dopušta im da uče. Stoga smo proveli jedan projekt, a ovo je jedan od artefakata projekta. Skoro nikada ih ne prikazujem zbog pitanja o ideji neuspjeha.
My students produced these info-graphics as a result of a unit that we decided to do at the end of the year responding to the oil spill. I asked them to take the examples that we were seeing of the info-graphics that existed in a lot of mass media, and take a look at what were the interesting components of it, and produce one for themselves of a different man-made disaster from American history. And they had certain criteria to do it. They were a little uncomfortable with it, because we'd never done this before, and they didn't know exactly how to do it. They can talk -- they're very smooth, and they can write very, very well, but asking them to communicate ideas in a different way was a little uncomfortable for them. But I gave them the room to just do the thing. Go create. Go figure it out. Let's see what we can do. And the student that persistently turns out the best visual product did not disappoint. This was done in like two or three days. And this is the work of the student that consistently did it.
Moji učenici su izradili ove info-grafike kao rezultat cjeline koju smo odlučili obraditi na kraju godine kao odgovor na izlijevanje nafte. Zamolila sam ih da uzmu primjere koje viđamo na postojećim info-grafikama u puno masovnih medija, i da bace pogled na njihove zanimljive komponente, i izrade jednu za sebe iz različitih katastrofa iz američke povijesti koje je uzrokovao čovjek. I imali su određene kriterije za izradu. Bilo im je malo nelagodno, jer nikad to prije nisu radili, i nisu znali kako točno to napraviti. Mogu pričati -- vrlo su tečni, i mogu pisati jako, jako dobro, ali tražiti da komuniciraju ideje na drukčiji način je bilo malo nelagodno za njih. Ali, dala sam im prostora da naprave upravo to. Idite stvarati. Idite osmišljavati. Da vidimo što možemo napraviti. I učenik koji je stalno radio najbolji vizualni proizvod nije podbacio. To je bilo napravljeno u toku dva ili tri dana. I ovo je rad učenika koji je to kontinuirano radio.
And when I sat the students down, I said, "Who's got the best one?" And they immediately went, "There it is." Didn't read anything. "There it is." And I said, "Well what makes it great?" And they're like, "Oh, the design's good, and he's using good color. And there's some ... " And they went through all that we processed out loud. And I said, "Go read it." And they're like, "Oh, that one wasn't so awesome." And then we went to another one -- it didn't have great visuals, but it had great information -- and spent an hour talking about the learning process, because it wasn't about whether or not it was perfect, or whether or not it was what I could create. It asked them to create for themselves, and it allowed them to fail, process, learn from. And when we do another round of this in my class this year, they will do better this time, because learning has to include an amount of failure, because failure is instructional in the process.
I kada su svi učenici sjeli, rekla sam, "Tko ima najbolji?" I odmah su krenuli, "Tamo je." Nisu čitali ništa. "Tamo je." Rekla sam, "Pa, što ga čini izvrsnim?" A oni kažu kao, "O, dizajn je dobar, i upotrebljava dobru boju. I postoji nešto ..." I prošli su kroz sve procese naglas. I rekla sam, "Idite ga pročitati." A oni kažu, "O, taj nije bio toliko sjajan." Zatim smo krenuli na idući -- nije imao odlične vizuale, ali je imao izvrsne informacije -- i potrošili sat vremena govoreći o procesu učenja, jer se nije radilo o tome je li savršeno ili ne, ili je li to nešto što ja mogu stvoriti ili ne mogu; tražilo se da to stvore za sebe. I dopušteno im je da dožive neuspjeh, procesuiraju, nauče iz toga. A kada ćemo raditi drugi krug toga u mom razredu ove godine, ovaj put će to napraviti bolje. Jer učenje mora uključiti dozu neuspjeha, jer neuspjeh je nastavni dio procesa.
There are a million pictures that I could click through here, and had to choose carefully -- this is one of my favorites -- of students learning, of what learning can look like in a landscape where we let go of the idea that kids have to come to school to get the information, but instead, ask them what they can do with it. Ask them really interesting questions. They will not disappoint. Ask them to go to places, to see things for themselves, to actually experience the learning, to play, to inquire. This is one of my favorite photos, because this was taken on Tuesday, when I asked the students to go to the polls. This is Robbie, and this was his first day of voting, and he wanted to share that with everybody and do that. But this is learning too, because we asked them to go out into real spaces.
Ovdje ima milijun slika kroz koje bih mogla proći, i morala sam odabrati pažljivo -- ovo je jedna od meni najdražih -- učenika kako uče, kako učenje može izgledati u krajobrazu gdje možemo odbaciti ideju učenika koji moraju doći u školu kako bi prikupili informacije, nego umjesto toga, vidjeti što mogu s time učiniti. Pitati ih doista zanimljiva pitanja. Neće razočarati. Zamolite ih da odu na mjesta, da vide stvari za sebe same, da zapravo iskuse učenje, da se igraju, da se raspituju. Ovo je jedna od meni najdražih slika, jer je ovo poslikano u utorak, kada sam zamolila učenike da odu na birališta. Ovo je Robbie, i ovo je bio njegov prvi dan glasanja, i želio je to podijeliti sa svima i učiniti to. Ali to je, također, učenje, jer smo ih zamolili da odu van na stvarna mjesta.
The main point is that, if we continue to look at education as if it's about coming to school to get the information and not about experiential learning, empowering student voice and embracing failure, we're missing the mark. And everything that everybody is talking about today isn't possible if we keep having an educational system that does not value these qualities, because we won't get there with a standardized test, and we won't get there with a culture of one right answer. We know how to do this better, and it's time to do better.
Glavna poanta je ako nastavimo promatrati edukaciju kao dolazak u školu kako bi prikupili informacije a ne kao učenje preko iskustva, osnaživanje glasova učenika i prihvaćanje neuspjeha, promašili smo metu. Sve o čemu svi pričaju danas nije moguće ukoliko imamo edukacijski sustav koji ne cijeni te odlike, jer nećemo stići tamo preko standardiziranog ispita, i nećemo stići tamo s kulturom jednog točnog odgovora. Znamo kako to preokrenuti na bolje, i vrijeme je da to preokrenemo na bolje.
(Applause)
(Pljesak)