【正文】 ：以后再這樣，可不是現(xiàn)在這么簡單了。但您也不屈服，奉陪到底。到晚飯時(shí)，就是您的長篇大論。
　　在剛上四年級(jí)時(shí)，我第一次當(dāng)寄宿生，以前還在您手掌心游戲，不管在哪兒，都能看到您的關(guān)心和照顧。媽媽，每個(gè)人都會(huì)不小心做錯(cuò)事，所以請?jiān)试S我犯錯(cuò)。 而今天每個(gè)人在談?wù)摰拿考虑?都將不可能達(dá)成,如果我們繼續(xù)這樣的教育系統(tǒng) 而不重視這些價(jià)值， 因?yàn)槲覀兪遣豢赡芤揽繕?biāo)準(zhǔn)化測試， 一種只有一個(gè)標(biāo)準(zhǔn)答案的文化是沒有辦法引領(lǐng)我們達(dá)到目標(biāo)的。39。39。39。 這是我最喜歡的照片之一 因?yàn)檫@是一張星期二照的照片， 當(dāng)我要求學(xué)生們?nèi)ネ镀薄?因?yàn)閷W(xué)習(xí) 必須包含一定程度的失敗， 因?yàn)槭【哂薪虒W(xué)意義 在學(xué)習(xí)的過程中。 后來我們談到另外一個(gè)作業(yè) 那個(gè)作品沒有很好的視覺設(shè)計(jì),但是有非常好的資訊內(nèi)容 我們接著花了大概一個(gè)小時(shí)來討論這個(gè)學(xué)習(xí)過程， 因?yàn)槟遣⒉皇顷P(guān)于哪個(gè)作品比較完美， 或是我能或不能創(chuàng)造出這樣的東西。 接著他們說amp。 他們分別說了想法,我們一起討論了之后 我說,amp。 他們回答說,amp。 然后我說,amp。 他們并沒有細(xì)讀其中的內(nèi)容,就回答了amp。 他們立刻指著這個(gè)作品回答amp。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.
　　然后當(dāng)我要所有學(xué)生坐下來,我問他們amp。 And then we went to another one it didnamp。Oh, that one wasnamp。 And theyamp。 And they went through all that we processed out loud. And I said, amp。s using good color. And thereamp。Oh, the designamp。 And theyamp。 And I said, amp。t read anything. amp。There it is.amp。s got the best one?amp。
　　And when I sat the students down, I said, amp。 但我給了他們空間去做這個(gè)作業(yè)。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.
　　我的學(xué)生們制作了這些信息圖表 結(jié)果是我們決定以這個(gè)匯報(bào)作為我們學(xué)年的總結(jié)報(bào)告 內(nèi)容是回應(yīng)漏油事件。t know exactly how to do it. They can talk theyamp。
　　My students produced these infographics 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 infographics that existed in a lot of mass media, and take a look at what were the interesting ponents of it, and produce one for themselves of a different manmade disaster from American history. And they had certain criteria to do it. They were a little unfortable with it, because weamp。 這絕對是個(gè)錯(cuò)誤 去要求孩子們永遠(yuǎn)不可以犯錯(cuò)。39。39。 我在科學(xué)領(lǐng)導(dǎo)學(xué)院教書， 它是富蘭克林學(xué)院 和費(fèi)城學(xué)區(qū)協(xié)同的合辦的。 但他們非常投入,我要他們在片子里用自己的聲音。 接著,我挑戰(zhàn)這些孩子,要他們?nèi)フ页?在他們的生命里,在他們自己的故事中,或是在他們自己的世界里， 找出那些他們認(rèn)為也做過類似事情的人。d done this. Nobody really knew how to make these little movies on the puter, 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 theyamp。根據(jù)描述的那位主人翁 他當(dāng)時(shí)正要到隔壁的高中演講 我們可以步行到那所學(xué)校,我們甚至不用坐公共汽車 完全不需要額外的支出,非常完美的校外教學(xué)
　　The problem then bees how do you take seventh and eighthgraders 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 do