【文章內(nèi)容簡介】 bagina 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。39。s the first time weamp。39。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。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.
　　然后接著的問題是 你要怎么和七八年級(jí)的學(xué)生談?wù)摲N族屠殺 用怎么樣的方式來處理這個(gè)問題 才是一種負(fù)責(zé)任和尊重的方式， 讓學(xué)生們知道該怎么面對(duì)這個(gè)問題。 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。 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。 我要他們?yōu)檫@些人和事跡制作一部短片。 這是我們第一次嘗試制作短片。 沒有人真的知道如何利用電腦制作短片。 但他們非常投入,我要他們?cè)谄永镉米约旱穆曇簟?那實(shí)在是最棒的啟發(fā)方式 當(dāng)你要孩子們用他們自己的聲音 當(dāng)你要他們?yōu)樽约赫f話， 說那些他們?cè)敢夥窒淼墓适隆?這項(xiàng)作業(yè)的最后一個(gè)問題是 你打算怎么利用你自己的生命 去正面的影響其他人 孩子們說出來的那些話 在你詢問他們后并花時(shí)間傾聽那些話后 是非常了不起的。
　　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。 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。 我們是一間9年級(jí)到2020年級(jí)的公立高中， 但我們的教學(xué)方式很不一樣。 我起初搬到那里 是為了親身參與一個(gè)教學(xué)環(huán)境 一個(gè)可以證實(shí)我所理解孩子可以有效學(xué)習(xí)方式的方式， 一個(gè)愿意探索 所有可能性的教學(xué)環(huán)境 當(dāng)你愿意放棄 一些過去的標(biāo)準(zhǔn)模式， 放棄我祖母和我父親上學(xué)的那個(gè)年代 甚至是我自己念書的那個(gè)年代，因?yàn)樾畔⒌南∪保?到一個(gè)我們正處于信息過剩的時(shí)代。 所以你該怎么處理那些環(huán)繞在四周的知識(shí)? 你為什么要孩子們來學(xué)校? 如果他們?cè)僖膊恍枰匾獾綄W(xué)校獲得這些知識(shí)?
　　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。39。s the thing that you need to get fortable with when youamp。39。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 wron