【正文】 he eighth grade. She went to school to get the information because thatamp。s how you learned. Fastforward a generation: this is the oneroom schoolhouse, Oak Grove, where my father went to a oneroom 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.
　　我從事教師工作很長(zhǎng)一段時(shí)間了， 而在我教書的過程當(dāng)中 我學(xué)了很多關(guān)于孩子與學(xué)習(xí)的知識(shí) 我非常希望更多人可以了解 學(xué)生的潛能。 我可以隨時(shí)獲取它們。 那是我教書的第一年,充滿熱情,準(zhǔn)備教amp。 我沒有告訴他們得做什么,或是要怎么做。s trying to get that done.amp。s in for.amp。quot。 那是屬于他們的夜晚,那是經(jīng)驗(yàn),那是實(shí)在的經(jīng)驗(yàn)。quot。 幸運(yùn)的,我這次不用教美國政治。quot。 所以我們決定去觀察Paul Rusesabagina是怎么做的 把他當(dāng)作一個(gè)例子 一個(gè)平凡人如何利用自己的生命做些積極的事情的例子。
　　Fastforward 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 e to school if they no longer have to e there to get the information?
　　快進(jìn)到賓州,我現(xiàn)在住的地方。ve given the tool to acquire information to students, is that you have to be fortable 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 doesnamp。 我?guī)缀鯊膩頉]有展示過這些 因?yàn)槲覀儗?duì)于錯(cuò)誤與失敗的觀念。39。 最后那些總是 呈現(xiàn)最佳視覺效果作品的學(xué)生,這次也沒有讓人失望 這個(gè)作品大概花了兩三天的時(shí)間 而這是來自一個(gè)經(jīng)常很棒得完成作業(yè)的學(xué)生。quot。quot。quot。quot。quot。39。quot。quot。quot。 今年,當(dāng)我們又再一次嘗試類似的作業(yè)， 他們都將會(huì)比去年做的更好。
　　The main point is that, if we continue to look at education as if itamp。t get there with a standardized test, and we wonamp。當(dāng)媽媽您望女成風(fēng)，要求孩子做個(gè)完美的人時(shí)，是否想過我還是個(gè)孩子。我以為這件事就完了，但等我周五回家時(shí)，迎來的不是您心疼的慰問，而是一頓臭罵。
　　我是小孩，我會(huì)犯錯(cuò)，但我也會(huì)改正，我需要的是您的體諒，朝暮相處的母親啊，您是否聽到您女兒多年的吶喊?