【正文】 我以為這件事就完了，但等我周五回家時(shí)，迎來(lái)的不是您心疼的慰問(wèn)，而是一頓臭罵。t get there with a standardized test, and we wonamp。 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。quot。39。quot。quot。 最后那些總是 呈現(xiàn)最佳視覺(jué)效果作品的學(xué)生,這次也沒(méi)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(lái)自一個(gè)經(jīng)常很棒得完成作業(yè)的學(xué)生。 我?guī)缀鯊膩?lái)沒(méi)有展示過(guò)這些 因?yàn)槲覀儗?duì)于錯(cuò)誤與失敗的觀念。
　　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。quot。quot。quot。s trying to get that done.amp。 那是我教書的第一年,充滿熱情,準(zhǔn)備教amp。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(guò)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。TED英語(yǔ)演講：犯錯(cuò)吧，我支持你　　在學(xué)校學(xué)習(xí)知識(shí)的時(shí)候，老師擔(dān)心學(xué)生記住錯(cuò)誤的東西，所以總是教給他們正確的知識(shí)。 從我一出生就買了這套書， 而那是非常了不起的事情， 因?yàn)槲也恍枰戎D書館取得這些知識(shí)， 這些信息就在我的屋子里 而那真是太棒了。 這些十二年級(jí)的孩子 對(duì)于美國(guó)政府體系 并不完全充滿熱情。39。 但我知道孩子們會(huì)出席 而我真的這樣相信。 is based after. And he was going to speak at the high school next door to us. We could walk there. We didnamp。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。39。t know exactly how to do it. They can talk theyamp。s got the best one?amp。 And theyamp。 And theyamp。 他們立刻指著這個(gè)作品回答amp。 他們分別說(shuō)了想法,我們一起討論了之后 我說(shuō),amp。 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?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(cè)試， 一種只有一個(gè)標(biāo)準(zhǔn)答案的文化是沒(méi)有辦法引領(lǐng)我們達(dá)到目標(biāo)的。但您也不屈服，奉陪到底。雖說(shuō)您是在恐嚇我，但也如您所愿，我的確被嚇倒了。39。喔,現(xiàn)在看起來(lái)好像其實(shí)沒(méi)有那么好a