【正文】 但您仍說了一句讓我痛心的話：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。為了不讓您看到我的樣子，我放下碗筷，起身就走，還沒走兩三步，我的淚水已經(jīng)劃過了鼻間。到晚飯時(shí)，就是您的長篇大論。果然，就在中午，錢就寄別人進(jìn)來了。
　　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。雖說您是在恐嚇我，但也如您所愿，我的確被嚇倒了。媽媽，每個(gè)人都會(huì)不小心做錯(cuò)事，所以請(qǐng)?jiān)试S我犯錯(cuò)。
　　《犯錯(cuò)吧，我支持你》觀后感
　　人無完人。 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)答案的文化是沒有辦法引領(lǐng)我們達(dá)到目標(biāo)的。39。39。39。39。39。39。 但這也是學(xué)習(xí)， 因?yàn)槲覀円麄兊酵忸^真實(shí)的世界去。 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?他們不會(huì)讓人失望。 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。 這作業(yè)也讓他們有失敗的可能， 消化思考之后,從失敗中學(xué)習(xí)。 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。喔,現(xiàn)在看起來好像其實(shí)沒有那么好amp。 接著他們說amp?，F(xiàn)在去讀讀內(nèi)容amp。 他們分別說了想法,我們一起討論了之后 我說,amp。喔,設(shè)計(jì)得很好,他用了很好的顏色組合,還有一些...amp。 他們回答說,amp。那么,是什么因素讓這個(gè)作品這么好?amp。 然后我說,amp。這件amp。 他們并沒有細(xì)讀其中的內(nèi)容,就回答了amp。這件amp。 他們立刻指著這個(gè)作品回答amp。誰交出了最好的作品?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。t have great visuals, but it had great information and spent an hour talking about the learning process, because it wasnamp。 And then we went to another one it didnamp。t so awesome.amp。Oh, that one wasnamp。re like, amp。 And theyamp。Go read it.amp。 And they went through all that we processed out loud. And I said, amp。s some ... amp。s using good color. And thereamp。s good, and heamp。Oh, the designamp。re like, amp。 And theyamp。Well what makes it great?amp。 And I said, amp。There it is.amp。t read anything. amp。 Didnamp。There it is.amp。 And they immediately went, amp。s got the best one?amp。Whoamp。
　　And when I sat the students down, I said, amp。 讓我們拭目以待我們可以完成些什么。 但我給了他們空間去做這個(gè)作業(yè)。 我為這項(xiàng)作業(yè)設(shè)了一些其他的條件 他們覺得這個(gè)作業(yè)有些困難， 因?yàn)槲覀儚膩頉]有出過這樣的作業(yè),而他們不完全知道要怎么進(jìn)行。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。re very smooth, and they can write very, very well, but asking them to municate ideas in a different way was a little unfortable for them. But I gave them the room to just do the thing. Go create. Go figure it out. Letamp。t know exactly how to do it. They can talk theyamp。d never done this before, and they didnamp。
　　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。 所以我們實(shí)施了這個(gè)項(xiàng)目， 這就是這個(gè)項(xiàng)目中一件作品。 這絕對(duì)是個(gè)錯(cuò)