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.
Učím už dosť dlho na to, aby som získala základ poznatkov o deťoch a učení, a naozaj si prajem, aby viac ľudí pochopilo potenciál študentov. V roku 1931 moja babka -- pre vás vľavo dole -- absolvovala ôsmy ročník. Chodila do školy, aby získala informácie, pretože to bolo miesto, kde tie informácie boli. Boli v knihách, v učiteľovej hlave a ona tam musela chodiť, aby tieto informácie získala, lebo takto sa učilo. O generáciu neskôr: toto je škola s jednou triedou v Oak Grove, kde chodil môj otec. A znovu, on musel cestovať do školy, aby získal informácie od učiteľa, uložil si ich do jedinej prenosnej pamäte, ktorú mal, a to tú v jeho hlave, a zobral ich so sebou, pretože takto sa informácie prenášali od učiteľa k študentom a potom sa použili v bežnom živote. Keď som bola dieťaťom, mali sme doma zbierku encyklopédií. Bola zakúpená v roku, keď som sa narodila, a bolo to niečo výnimočné. Nemusela som ísť do knižnice, aby som získala informácie; tie informácie boli v mojom dome a to bolo úžasné. Toto bolo odlišné od predchádzajúcich generácií a zmenilo to spôsob, ako som nakladala s informáciami, aj keď len na malej úrovni. Ale informácie boli ku mne bližšie. Mala som k nim prístup.
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.
Medzi časom, keď som študovala na strednej škole, a keď som začala učiť, môžeme vidieť príchod internetu. Práve v dobe, keď sa internet začína používať ako vzdelávací nástroj, som odišla z Wisconsinu a presťahovala sa do Kansasu, malého mesta v Kansase, kde som mala príležitosť učiť v milom malom mestečku v školskom obvode vidieckeho Kansasu, kde som učila môj obľúbený predmet - - americký vládny systém. Môj prvý rok -- super plná elánu -- idem učiť americkú vládu, milovaný politický systém. Decká v 12tom ročníku však neboli až také nadšené zo systému americkej vlády. Druhý rok: naučila som sa niekoľko vecí -- musela som zmeniť svoju taktiku. Postavila som ich pred autentickú skúsenosť, ktorá im dovolila učiť samých seba. Nepovedala som im, čo urobiť a ani ako to urobiť. Postavila som ich pred problém, ktorým bolo spraviť volebné fórum pre ich vlastnú komunitu.
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.
Vyrobili letáky, zavolali úradom, kontrolovali rozvrhy, stretávali sa s tajomníkmi, spravili brožúrku volebného fóra pre celé mesto, aby sa dozvedeli viac o ich kandidátoch. Pozvali všetkých do školy na večer konverzácie o vláde a politike, o tom, či sú ulice dobre spravované, a skúsili, ako sa dá učiť pomocou skúseností. Starší učitelia -- tí skúsenejší -- pozreli na mňa a hovorili: "Och, tak tu je. To je také milé. Snaží sa tú vec dokončiť." (Smiech) "Nevie, na čo sa dala." Ale vedela som, že deti prídu. A verila som tomu. A hovorila som im každý týždeň, čo od nich očakávam. A v tú noc, všetkých 90 detí -- vhodne oblečených, robilo svoju prácu, a mali to pevne v rukách. Ja som len sedela a pozerala sa. Bolo to ich. Bolo to o skúsenostiach. Bolo to autentické. Niečo to pre nich znamenalo. Oni vykročia dopredu.
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.
Z Kansasu som sa posunula do nádhernej Arizony, kde som niekoľko rokov učila vo Flagstaffe, tentokrát študentov druhého stupňa ZŠ. Našťastie som ich nemusela učiť americkú vládu. Učila som ich oveľa zaujímavejší predmet - zemepis. Znovu - úplne nadšení učiť sa. Ale čo bolo zaujímavé na tejto pozícii v Arizone, bolo, že som mala naozaj mimoriadne rozmanitú skupinu detí v skutočne štátnej škole. V živote mávame momenty, keď dostaneme príležitosť. A jedna príležitosť bola, že sme mohli ísť na stretnutie s Paulom Rusesabaginaom. On je ten gentleman, na ktorom je založený film "Hotel Rwanda". Mal hovoriť na strednej škole hneď vedľa našej školy. Mohli sme tam ísť peši; nemuseli sme dokonca ani platiť autobusy. Neboli tu žiadne výdavky. Perfektný oblastný výlet.
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.
Potom nastane problém - ako zoberiete siedmy a ôsmy ročník na prednášku o genocíde, a ako sa vyrovnáte s témou spôsobom, ktorý je rozvážny a úctivý, aby vedeli, čo s tým urobiť. Tak sme sa vybrali pozrieť sa na Paula Rusesabaginaa, ako príklad pána, ktorý neobyčajným spôsobom použil svoj život na niečo pozitívne. Potom som vyzvala deti, aby našli niekoho z ich života alebo z ich vlastného príbehu, alebo z ich sveta, o ktorom si myslia, že urobil niečo podobné. Požiadala som ich, aby o tom urobili krátky film. Bolo to prvýkrát, čo sme niečo podobné robili. Nikto vlastne nevedel, ako robiť tie krátke videá na počítači. Ale veľmi sa im to páčilo. Povedala som im, aby dali do toho svoj vlastný hlas. Najúžasnejším momentom bolo to odhalenie, že keď požiadate deti použiť ich vlastný hlas a požiadate ich hovoriť za seba, zistíte, že sú ochotné podeliť sa s množstvom vecí. Posledná otázka úlohy bola: ako plánuješ využiť svoj život, aby si pozitívne ovplyvnil ostatných ľudí? Veci, ktoré deti povedia, keď ich požiadate, a keď ich počúvate, sú výnimočné.
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?
Rýchlo prejdime k Pensylvánii, kde som teraz. Učím na Akadémii vedeckého vodcovstva, ktorá je partnerskou školou medzi Franklinovým inštitútom a školským obvodom Philadelphie. Sme deviata z dvanástich štátnych škôl, ale učíme trochu odlišne. Prešla som sem hlavne pre to, aby som bola súčasťou prostredia, ktoré schvaľuje spôsob, o ktorom som vedela, že deťom pomáha pri učení, a ktoré chce zistiť, čo je možné, keď opustíte paradigmy minulosti informačného nedostatku, keď chodila do školy moja babka, a keď chodil do školy môj otec a dokonca, keď som chodila do školy ja, až do momentu, keď máme nadbytok informácií. Tak, čo urobiť, keď máme informácie všade okolo nás? Prečo deti chodia do školy, keď tam už nemusia chodiť, aby získali informácie?
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.
Vo Philadelphii máme program "laptop pre každé dieťa", takže deti si nosia laptopy so sebou každý deň, berú si ich späť domov, aby mali stále prístup k informáciám. Je tu jedna vec, s ktorou sa musíte zmieriť, keď dávate študentom nástroj na získanie informácií. Musíte zmieriť s myšlienkou, že dovolíte deťom zlyhať ako súčasť procesu učenia. Vo vzdelávaní v súčasnosti riešime zaslepenosť kultúrou jednej správnej odpovede, ktorá môže byť riadne zakrúžkovaná na priemernom teste s viacerými odpoveďami, a ja som tu prišla, aby som vám povedala, že toto nie je učenie. Hovoriť deťom, aby sa nikdy nemýlili, je úplne zlé. Požadovať od nich, aby mali vždy správnu odpoveď im nedovoľuje učiť sa. Preto sme urobili tento projekt a toto je jeden z artefaktov projektu. Takmer nikdy ich nechválim práve kvôli tomu problému s myšlienkou neúspechu.
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 študenti spravili túto infografiku ako výsledok projektu, ktorý sme sa rozhodli spraviť na konci roka, a ktorý bol odpoveďou na únik ropy. Požiadala som ich, aby použili príklady infografík, ktoré boli vo väčšine médií, a všímali si ich zaujímavé komponenty a spravili svoju vlastnú o inej katastrofe spôsobenej človekom v histórii Ameriky. Mali určité kritéria. Boli trošku nesvoji, lebo nikdy predtým nič také nerobili a nevedeli, ako na to. Vedia hovoriť -- hovoria veľmi uhladene, vedia veľmi, veľmi dobre písať, ale cítili sa trochu nesvoji, keď sa od nich žiadalo komunikovať iným spôsobom. Ale nechala som im priestor, aby to jednoducho urobili. Buď kreatívny. Príď na to. Pozrime sa, čo môžeme spraviť. Študent, ktorý stále robil najlepší produkt po vizuálnej stránke, nesklamal. Spravil to asi za dva alebo tri dni. A toto je práca študenta, ktorý to robil dôsledne.
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.
Keď som študentov usadila, opýtala som sa: "Ktorý je najlepší?" Okamžite povedali: "Tento." Nič nečítali. "Tento." Spýtala som sa: "Čo ho robí takým úžasným?" A oni na to: "No, dizajn je dobrý, používa dobré farby. A tu je nejaký..." A prešli cez všetko, čo sme si vyjasňovali predtým. Tak som povedala: "Choďte si to prečítať." A oni na to: "Fúha, tento nebol až taký úžasný." Išli potom k ďalšiemu -- nebolo to tak skvele nadizajnované, ale malo to skvelé informácie -- a potom sme sa asi hodinu rozprávali o procese učenia sa. Už to nebolo o tom, či niečo bolo alebo nebolo perfektné, alebo o tom, či by som ja také vedel spraviť; žiadalo to od nich vlastnú kreativitu. Dovolilo im to zlyhať, spracovať a naučiť sa z toho. Keď to budeme robiť tento rok znovu, spravia to lepšie. Pretože učenie musí zahŕňať kúsok zlyhania, lebo zlyhanie v tom procese učí.
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.
Mám milión fotiek, ktoré by som tu mohla odklikať, ale musela som vyberať opatrne -- toto je jedna z mojich obľúbených -- učiacich sa študentov, ukážka toho, ako môže učenie vyzerať keď opustíme tú myšlienku, že deti musia ísť do školy, aby získali informáciu, ale namiesto toho sa ich opýtame, čo s ňou môžu urobiť. Pýtajte sa ich naozaj zaujímavé otázky. Nesklamú vás. Požiadajte ich, aby išli na miesta, kde môžu veci vidieť sami, aby vlastne zažili to učenie, aby sa hrali, aby sa pýtali. Toto je jedna z mojich obľúbených fotiek, lebo bola spravená v utorok, keď som chcela od študentov, aby išli na voľby. Toto je Robbie a toto bol jeho prvý deň volieb, chcel o tom každému hovoriť a urobiť to. Toto je takisto učenie, lebo ich žiadame, aby išli na reálne miesta.
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.
Hlavná myšlienka je, že ak sa budeme stále pozerať na vzdelávanie, akoby to bolo len o tom, že chodíme do školy, aby sme získali informácie, a nie kvôli učeniu sa zo skúseností, podporovaní hlasu študenta a prijatí zlyhania, tak strácame pointu. A všetko, o čom každý dnes hovorí, nie je možné, ak budeme mať stále vzdelávací systém, ktorý si neváži tieto kvality. Nedostaneme sa tam so štandardizovaným testom a nedostaneme sa tam s kultúrou jednej správnej odpovede. Vieme ako to môžeme robiť lepšie a je čas, aby sme to robili lepšie.
(Applause)
(Potlesk)