【正文】 g thing to ask, to tell kids to never be wrong. To ask them to always have the right answer doesnamp。39。t allow them to learn. So we did this project, and this is one of the artifacts of the project. I almost never show them off because of the issue of the idea of failure.
　　在賓州,我們有一個(gè)人人有筆記本的項(xiàng)目， 所以這些孩子每天帶著他們筆記本電腦， 帶著電腦回家,隨時(shí)學(xué)習(xí)知識(shí)。 有一件事你需要學(xué)著適應(yīng)的是 當(dāng)你給了學(xué)生工具 讓他們可以自主取得知識(shí)， 你得適應(yīng)一個(gè)想法 那就是允許孩子失敗 把失敗視為學(xué)習(xí)的一部分。 我們現(xiàn)在面對(duì)教育大環(huán)境 帶著一種 迷戀單一解答的文化 一種靠選擇題折優(yōu)的文化， 而我在這里要告訴你們， 這不是學(xué)習(xí)。 這絕對(duì)是個(gè)錯(cuò)誤 去要求孩子們永遠(yuǎn)不可以犯錯(cuò)。 要求他們永遠(yuǎn)都要有正確的解答 而不允許他們?nèi)W(xué)習(xí)。 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。 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。
　　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。39。d never done this before, and they didnamp。39。t know exactly how to do it. They can talk theyamp。39。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。39。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。 我要求他們拿 他們看過的資訊圖表當(dāng)做范例 就是在媒體里展示的那些信息圖表， 仔細(xì)看看那里頭什么是有趣的， 然后自己設(shè)計(jì)一個(gè) 以美國(guó)歷史中其他的人為災(zāi)難為主題。 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。 他們可以談?wù)撨@議題,相當(dāng)順暢， 他們也能寫得非常非常得好， 但當(dāng)被要求要用一種其他的方式來表達(dá)想法的時(shí)候 他們有點(diǎn)無所適從。 但我給了他們空間去做這個(gè)作業(yè)。 去創(chuàng)造,去自己發(fā)現(xiàn)該怎么做。 讓我們拭目以待我們可以完成些什么。 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。
　　And when I sat the students down, I said, amp。quot。Whoamp。39。s got the best one?amp。quot。 And they immediately went, amp。quot。There it is.amp。quot。 Didnamp。39。t read anything. amp。quot。There it is.amp。quot。 And I said, amp。quot。Well what makes it great?amp。quot。 And theyamp。39。re like, amp。quot。Oh, the designamp。39。s good, and heamp。39。s using good color. And thereamp。39。s some ... amp。quot。 And they went through all that we processed out loud. And I said, amp。quot。Go read it.amp。quot。 And theyamp。39。re like, amp。quot。Oh, that one wasnamp。39。t so awesome.amp。quot。 And then we went to another one it didnamp。39。t have great visuals, but it had great information and spent an hour talking about the learning process, because it wasnamp。39。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, becau