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.
Radim kao nastavnik već duže vreme, i tokom svoje karijere shvatila sam mnogo bitnih stvari o đacima i učenju, i želela bih da ih što više ljudi razume, naročito o potencijalu učenika. 1931. godine, moja baka - na slici dole levo - završila je osmi razred. Išla je u školu da bi dobila informacije, tamo je sticala znanja iz knjiga i od nastavnika, i to je u to vreme bio tipičan način učenja. Hajde da bacimo pogled na sledeću generaciju: Ovo je škola Ouk Grouv, koju je pohađao moj otac, a sastojala se od jedne učionice. I on je morao da ide u školu da bi dobio informacije od nastavnika i skladištio ih u jedinu portabl memoriju koju je imao - svoju glavu. Tako su se prenosile informacije - od nastavnika do učenika, koji su ih dalje prenosili ostalim ljudima iz svog okruženja. Kada sam ja bila mala, u kući smo imali komplet enciklopedija. Kupljen je iste godine kada sam rođena, i to je bilo sjajno, jer nisam morala da idem do biblioteke da bih dobila informacije - one su bile nadohvat ruke, u mojoj sopstvenoj kući, i to je bilo fantastično. Bilo je to nešto potpuno drugačije u odnosu na prethodne generacije i promenilo je moj odnos prema dobijanju informacija, makar u maloj meri. Informacije su mi bile bliže, dostupnije.
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.
Period od vremena kada sam bila đak do vremena kada sam postala nastavnik, bio je obeležen pojavom interneta. Baš u vreme kada internet počinje da se koristi i u nastavi, selim se iz Viskonsina u Kanzas, u mali grad, gde sam imala priliku da se oprobam kao nastavnik u divnom gradiću u ruralnoj oblasti Kanzasa, gde sam predavala svoj omiljeni predmet - Američka Vlada. Moja prva godina - jupi, baš super! - Jedva čekam da ih naučim sve o tome, pa ja obožavam politički sistem! Klinci iz 12. razreda i nisu baš delili moje oduševljenje u vezi sa sistemom američke vlade. Druga godina - naučila sam ponešto, pa sam promenila taktiku. Pružila sam im autentično iskustvo koje im je omogućavalo da sami uče. Nisam im rekla šta da rade, niti kako da to rade. Predstavila sam im zadatak, koji se sastojao u tome da organizuju 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.
Napravili su letke, kontaktirali kancelarije, proverili rasporede, sastali se sa sekretaricama, izradili brošuru za izborni forum, kako bi se svi njihovi sugrađani što bolje informisali o kandidatima. Zatim su ih sve pozvali da dođu u školu na otvorenu tribune o vladi i politici, o tome da li su ulice njihovog grada kvalitetno urađene, što im je pružilo neposredan, empirijski način sticanja znanja. Moje starije i iskusnije kolege su me posmatrale i komentarisale: "Jao, baš je simpatična, vidi kako se trudi." (Smeh) "I ne sanja u šta se uvalila." Ali ja sam znala da će se moji đaci pojaviti. Verovala sam u to. Svake nedelje govorila sam im šta očekujem od njih. I to veče, svih 90 đaka - adekvatno obučenih, radeći ono za šta su zaduženi, na nivou zadatka. Moje je bilo da samo sedim i pratim. Bilo je to nešto lično njihovo. Iskustveno. Autentično. Značilo im je nešto. I oni će se istaći.
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 Kanzasa sam se preselila u lepu Arizonu, gde sam nekoliko godina radila u Flagstafu, ovog puta sa učenicima nižih razreda. Na sreću, nisam morala da ih učim o američkoj vladi, već o nečemu uzbudljivijem - geografiji. I opet, bila sam presrećna da učim. Ono što je naročito interesantno u vezi sa ovim poslom u Arizoni je to da sam bila zadužena za izuzetno eklektičnu grupu učenika u državnoj školi. Imali smo prilike da iskoristimo i neke mogućnosti, a jedna od njih je bilo upoznavanje sa Polom Rasesabaginom, gospodinom po čijoj životnoj priči je snimljen film "Hotel Ruanda". Gostovao je u srednjoj školi koja se nalazila tik do zgrade naše škole. Mogli smo da pešačimo do tamo, uštedeli smo čak i na autobuskim kartama. Savršeni školski izlet bez ikakvih troškova.
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.
Nametao mi se sledeći problem: kako odvesti sedmake i osmake na tribinu o genocidu i odnositi se prema toj temi odgovorno i uz dužno poštovanje, tako da i učenici budu svesni značaja takvog iskustva. I tako smo odlučili da posetimo predavanje Pola Rasesasbagina kao primer čoveka koji je, oslanjajući se isključivo na sopstvene snage, doprineo opštoj dobrobiti. Zatim sam od učenika tražila da u svojoj okolini svom životu, ili svojoj ličnoj priči pronađu nekog ko je uradio sličnu stvar, i da o tome naprave kratak film. Bio je to prvi put da radimo tako nešto. Niko nije imao ideju kako se zapravo pravi film na kompjuteru. Ali to ih je zainteresovalo. I zamolila sam ih da oni lično budu naratori priče. Naprosto je neverovatno šta su sve deca spremna da podele sa vama kada ih zamolite da priču ispričaju oni lično, koristeći svoj glas. Poslednje pitanje u zadatku bilo je: kako biste vi lično, kao pojedinac, doprineli dobrobiti drugih ljudi? Odgovori koje deca daju na ovo pitanje, ako ih pažljivo saslušate, su izuzetni.
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?
Sada sam nastavnik u Pensilvaniji, gde predajem na Sajens Lideršip Akademiji, koja je škola partner između Instituta Frenklin i školskog okruga Filadelfije. Mi smo državna škola za učenike od 9. do 12. razreda, ali smo prilično drugačiji od drugih. Prihvatila sam baš ovo radno mesto zbog toga da bih bila deo ovakvog pristupa učenju, koji potvrđuje ono što i sama mislim o načinu na koji deca uče i koji zaista želi da otkrije šta je sve moguće ostvariti onog trenutka kada napustimo neke od obrazovnih obrazaca prošlih vremena, pomak od šturosti informacija tokom školovanja moje bake, mog oca, pa čak i mog školovanja, do trenutka kada informacija imamo na pretek. Dakle, šta činiti kada su informacije svuda oko vas? Zašto bi deca uopšte dolazila u školu kada informacije mogu da dobiju i na drugim mestima?
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 Filadelfiji postoji jedan-na-jedan laptop program, tako da učenici, koristeći svoje laptopove svakodnevno, u školi i van nje, dobijaju pristup informacijama. Postoji jedna bitna stvar na koju svaki nastavnik treba da se navikne, jednom kada učenici dobiju alat koji im obezbeđuje pristup informacijama, a to je da morate biti u redu sa idejom dopuštanja neuspeha, kao dela procesa učenja. U sistemu obrazovanja današnjice nailazimo na opsednutost tipom zadatka sa nekoliko ponuđenih odgovora od kojih je samo jedan tačan. Ja sam ovde da bih sa vama podelila činjenicu da to nije učenje. Potpuno je pogrešno očekivati od učenika da nikad ne naprave grešku. Tražiti od njih da uvek imaju tačan odgovor, ne dozvoljava im da uče. Zato smo uradili ovaj projekat, i ovo je jedan od radova iz tog projekta. Gotovo nikad ih ne pokazujem, baš zbog ideje mogućeg neuspeha.
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.
Ovi grafikoni mojih učenika nastali su kao rezultat nastavne celine koju smo odlučili da obradimo na kraju godine, a tiče se izlivanja nafte. Zadatak je bio da izaberu već postojeće grafikone iz masovnih medija, obrate pažnju na njihove najzanimljivije komponente, a onda naprave sopstvene grafikone na temu katastrofa koje je uzrokovao čovek u američkoj istoriji. Morali su da se vode određenim kriterijumima. Osećali su se pomalo nelagodno jer je to bio prvi put da rade tako nešto, a nisu znali kako tačno da urade. U stanju su da govore - veoma su elokventni, a i njihova vešina pisanja je veoma dobra, ali od njih se tražilo da komuniciraju idejama na drugačiji način, i to ih je činilo pomalo nesigurnim. Ali ja sam im pružila slobodu. Budite kreativni. Razmišljajte svojom glavom. Hajde da vidimo šta sve možemo da uradimo. Očekivano, učenik čiji su radovi uvek bili vizuelno najlepši, i sada je uradio najlepši prikaz. Imali su rok od oko dva-tri dana za izradu grafikona.
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.
Ovo je rad učenika koji je to dosledno radio. Kada smo se opet svi okupili, pitala sam ih: "Čiji rad je najbolji?" Odmah su pokazali: "Onaj tamo je najbolji." Nisu ništa ni čitali. "Da, to je taj." Onda sam pitala: "Šta ga čini tako dobrim?" Rekli su: "Dizajn je dobar, i koristio je dobre boje. I onda smo sve obradili naglas. Onda sam rekla da pročitaju tekst. Predomislili su se. "Uh, pa i nije baš tako sjajan." Onda smo pogledali jedan drugi rad - koji nije bio toliko lep, ali je imao odlične informacije - i proveli sat vremena pričajući o procesu učenja, jer poenta nije bila u tome da li je rad savršen ili ne, ili da li treba da bude sličan onome što bih ja napravila, poenta je bila u tome da oni naprave nešto samostalno, I to im je dozvolilo da prave greške, razmišljaju i nauče iz toga. A kada sledeće godine opet budemo radili projekat, biće bolji. Jer učenje je proces koji podrazumeva i određen broj neuspeha, na kojima se učimo
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.
i konačno stičemo znanja. Postoji milion slika koje bih mogla da vam pokažem, i morala sam pažljivo da biram - ovo je jedna od mojih omiljenih - učenika koji uče, koji pokazuju kako sve učenje može da izgleda u okruženju u kome se oslobađamo tereta ideje da učenici moraju da dođu u školu po informacije već da ih umesto toga pitamo šta sa tim mogu da urade. Postavite im pitanja koja ih stvarno zanimaju. Neće vas razočarati. Tražite od njih da posete različita mesta, da vide različite stvari, da dožive učenje, da se igraju, da ispituju. Ovo je jedna od mojih omiljenih fotografija, napravljena je u utorak, kada sam učenicima dala zadatak da idu na biračka mesta. Ovo je Robi, koji je želeo da podeli sa nama svoj prvi dan glasanja. I ovo je način na koji se uči, jer se od učenika tražilo da posete autentična mesta.
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.
Poenta je u tome da, ako nastavimo da obrazovanje posmatramo samo kao dolazak u školu da bi se dobile informacije, a ne kao sticanje znanja kroz iskustvo, uvažavanje mišljenja učenika i prihvatanje grešaka kao dela procesa učenja, onda smo promašili cilj. I sve ono što ste čuli danas neće moći da se ostvari ako nastavimo da se držimo postojećeg sistema obrazovanja koji ne prepoznaje ove kvalitete. Standardizovani test nije ključ uspeha, kao ni insistiranje na zaokruživanju jednog tačnog odgovora. Mi umemo to da uradimo bolje, i krajnje je vreme da se stvari poboljšaju.
(Applause)
(Aplauz)