【正文】 我躲到房間里，抹干了淚水，裝作無事，打算與您長期作戰(zhàn)，只為證明這是一件小事。但您是否想過您的成就之后就是我和您的距離越來越遠(yuǎn)了。s time to do better.
　　重點是 如果我們繼續(xù)把教育 當(dāng)作是要來學(xué)校 取得知識 而不是體驗學(xué)習(xí)的過程， 傾聽學(xué)生的聲音,接納錯誤和失敗， 我們將會誤解上學(xué)的意義。re missing the mark. And everything that everybody is talking about today isnamp。 要求他們?nèi)ゲ煌牡胤剑?去親眼見識不同的事情， 去真正的體驗學(xué)習(xí)， 去玩,去查詢。quot。quot。quot。quot。quot。quot。39。quot。39。39。 他們可以談?wù)撨@議題,相當(dāng)順暢， 他們也能寫得非常非常得好， 但當(dāng)被要求要用一種其他的方式來表達(dá)想法的時候 他們有點無所適從。39。 我們現(xiàn)在面對教育大環(huán)境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優(yōu)的文化， 而我在這里要告訴你們， 這不是學(xué)習(xí)。 所以你該怎么處理那些環(huán)繞在四周的知識? 你為什么要孩子們來學(xué)校? 如果他們再也不需要特意到學(xué)校獲得這些知識?
　　In Philadelphia we have a onetoone laptop program, so the kids are bringing in laptops with them everyday, taking them home, getting access to information. And hereamp。 沒有人真的知道如何利用電腦制作短片。39。 在那里,有些時候,我們會得到了一些機(jī)會。quot。39。quot。 學(xué)校里比較資深年長的老師 看著我說 amp。She doesnamp。Oh, there she is. Thatamp。 我當(dāng)時熱愛教政治體系。 就在網(wǎng)絡(luò)開始 作為教學(xué)用的工具發(fā)展的時候， 我離開威斯康辛州 搬到勘薩斯州,一個叫勘薩斯的小鎮(zhèn) 在那里我有機(jī)會 在一個小而美麗的勘薩斯的鄉(xiāng)村學(xué)區(qū) 教書， 教我最喜歡的學(xué)科 amp。 當(dāng)我還小的時候， 我們家里有一套百科全書。39。資料共分享，我們負(fù)責(zé)傳遞知識。39。 1931年,我的祖母 從你們那邊看過來左下角那位 從八年級畢業(yè)。
　　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, smalltown, rural Kansas school district, where I was teaching my favorite subject, American government. My first year super gungho 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 didnamp。quot。 我只是在他們面前提出一個問題， 要他們在自己的社區(qū)設(shè)立一個選舉論壇。quot。quot。 (大笑) amp。 那對他們來說具有意義。 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 amp。 這次我教的是更令人興奮的地理。根據(jù)描述的那位主人翁 他當(dāng)時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 done a similar thing. I asked them to produce a little movie about it. Itamp。 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。 我在科學(xué)領(lǐng)導(dǎo)學(xué)院教書， 它是富蘭克林學(xué)院 和費城學(xué)區(qū)協(xié)同的合辦的。39。
　　My students produced these infographics as a result of a unit that we decided to do at the end of the