【正文】 發(fā)展的時(shí)候， 我離開(kāi)威斯康辛州 搬到勘薩斯州,一個(gè)叫勘薩斯的小鎮(zhèn) 在那里我有機(jī)會(huì) 在一個(gè)小而美麗的勘薩斯的鄉(xiāng)村學(xué)區(qū) 教書(shū)， 教我最喜歡的學(xué)科 amp。美國(guó)政府a(chǎn)mp。 那是我教書(shū)的第一年,充滿(mǎn)熱情,準(zhǔn)備教amp。美國(guó)政府a(chǎn)mp。 我當(dāng)時(shí)熱愛(ài)教政治體系。 開(kāi)始教書(shū)的第二年,我學(xué)到了一些事情,讓我改變了教學(xué)方針。 我沒(méi)有告訴他們得做什么,或是要怎么做。
　　They produced flyers. They called offices. They checked schedules. They were meeting with secretaries. They produced an election forum booklet for the entire town to learn more about their candidates. They invited everyone into the school for an evening of conversation about government and politics and whether or not the streets were done well, and really had this robust experiential learning. The older teachers more experienced looked at me and went, amp。Oh, there she is. Thatamp。s so cute. Sheamp。s trying to get that done.amp。 (Laughter) amp。She doesnamp。t know what sheamp。s in for.amp。 But I knew that the kids would show up, and I believed it, and I told them every week what I expected out of them. And that night, all 90 kids dressed appropriately, doing their job, owning it. I had to just sit and watch. It was theirs. It was experiential. It was authentic. It meant something to them. And they will step up.
　　他們散布傳單,聯(lián)絡(luò)各個(gè)選舉辦公室， 他們和秘書(shū)排定行程， 他們?cè)O(shè)計(jì)了一本選舉論壇手冊(cè) 提供給全鎮(zhèn)的鎮(zhèn)民讓他們更了解這些候選人。 學(xué)校里比較資深年長(zhǎng)的老師 看著我說(shuō) amp。喔,看她,多天真呀,竟想試著這么做。quot。quot。quot。 每個(gè)禮拜我都對(duì)他們說(shuō)我是如何期待他們的表現(xiàn)。 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)。 而他們將會(huì)更加努力。39。quot。quot。quot。quot。39。 幸運(yùn)的,我這次不用教美國(guó)政治。 再一次,非常期待的要學(xué)習(xí)。 在那里,有些時(shí)候,我們會(huì)得到了一些機(jī)會(huì)。quot。quot。39。39。39。 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。 我要他們?yōu)檫@些人和事跡制作一部短片。 沒(méi)有人真的知道如何利用電腦制作短片。 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(shuō)話， 說(shuō)那些他們?cè)敢夥窒淼墓适隆?br /> 　　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。 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(lái)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。s the thing that you need to get fortable with when youamp。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 choi