Diana Laufenberg: How to learn? From mistakes

Translator: Daniel Stupavsky Reviewer: Janka Pazurikova

I have been teaching for a long time,

Učím už dosť dlho na to,

and in doing so

aby som

have acquired a body of knowledge about kids and learning

získala základ poznatkov o deťoch a učení,

that I really wish more people would understand

a naozaj si prajem, aby viac ľudí pochopilo

about the potential of students.

potenciál študentov.

In 1931, my grandmother --

V roku 1931 moja babka --

bottom left for you guys over here --

pre vás vľavo dole --

graduated from the eighth grade.

absolvovala ôsmy ročník.

She went to school to get the information

Chodila do školy, aby získala informácie,

because that's where the information lived.

pretože to bolo miesto, kde tie informácie boli.

It was in the books; it was inside the teacher's head;

Boli v knihách, v učiteľovej hlave

and she needed to go there to get the information,

a ona tam musela chodiť, aby tieto informácie získala,

because that's how you learned.

lebo takto sa učilo.

Fast-forward a generation:

O generáciu neskôr:

this is the one-room schoolhouse, Oak Grove,

toto je škola s jednou triedou v Oak Grove,

where my father went to a one-room schoolhouse.

kde chodil môj otec.

And he again had to travel to the school

A znovu, on musel cestovať do školy,

to get the information from the teacher,

aby získal informácie od učiteľa,

stored it in the only portable memory he has, which is inside his own head,

uložil si ich do jedinej prenosnej pamäte, ktorú mal, a to tú v jeho hlave,

and take it with him,

a zobral ich so sebou,

because that is how information was being transported

pretože takto sa informácie prenášali

from teacher to student and then used in the world.

od učiteľa k študentom a potom sa použili v bežnom živote.

When I was a kid,

Keď som bola dieťaťom,

we had a set of encyclopedias at my house.

mali sme doma zbierku encyklopédií.

It was purchased the year I was born,

Bola zakúpená v roku, keď som sa narodila,

and it was extraordinary,

a bolo to niečo výnimočné.

because I did not have to wait to go to the library to get to the information.

Nemusela som ísť do knižnice, aby som získala informácie;

The information was inside my house

tie informácie boli v mojom dome

and it was awesome.

a to bolo úžasné.

This was different

Toto bolo odlišné

than either generation had experienced before,

od predchádzajúcich generácií

and it changed the way I interacted with information

a zmenilo to spôsob, ako som nakladala s informáciami,

even at just a small level.

aj keď len na malej úrovni.

But the information was closer to me.

Ale informácie boli ku mne bližšie.

I could get access to it.

Mala som k nim prístup.

In the time that passes

Medzi časom,

between when I was a kid in high school

keď som študovala na strednej škole,

and when I started teaching,

a keď som začala učiť,

we really see the advent of the Internet.

môžeme vidieť príchod internetu.

Right about the time that the Internet gets going

Práve v dobe, keď sa internet začína používať

as an educational tool,

ako vzdelávací nástroj,

I take off from Wisconsin

som odišla z Wisconsinu

and move to Kansas, small town Kansas,

a presťahovala sa do Kansasu, malého mesta v Kansase,

where I had an opportunity to teach

kde som mala príležitosť učiť

in a lovely, small-town,

v milom malom mestečku

rural Kansas school district,

v školskom obvode vidieckeho Kansasu,

where I was teaching my favorite subject,

kde som učila môj obľúbený predmet -

American government.

- americký vládny systém.

My first year -- super gung-ho -- going to teach American government,

Môj prvý rok -- super plná elánu -- idem učiť americkú vládu,

loved the political system.

milovaný politický systém.

Kids in the 12th grade:

Decká v 12tom ročníku

not exactly all that enthusiastic

však neboli až také nadšené

about the American government system.

zo systému americkej vlády.

Year two: learned a few things -- had to change my tactic.

Druhý rok: naučila som sa niekoľko vecí -- musela som zmeniť svoju taktiku.

And I put in front of them an authentic experience

Postavila som ich pred autentickú skúsenosť,

that allowed them to learn for themselves.

ktorá im dovolila učiť samých seba.

I didn't tell them what to do or how to do it.

Nepovedala som im, čo urobiť a ani ako to urobiť.

I posed a problem in front of them,

Postavila som ich pred problém,

which was to put on an election forum for their own community.

ktorým bolo spraviť volebné fórum pre ich vlastnú komunitu.

They produced flyers. They called offices.

Vyrobili letáky, zavolali úradom,

They checked schedules. They were meeting with secretaries.

kontrolovali rozvrhy, stretávali sa s tajomníkmi,

They produced an election forum booklet

spravili brožúrku volebného fóra

for the entire town to learn more about their candidates.

pre celé mesto, aby sa dozvedeli viac o ich kandidátoch.

They invited everyone into the school

Pozvali všetkých do školy

for an evening of conversation

na večer konverzácie

about government and politics

o vláde a politike,

and whether or not the streets were done well,

o tom, či sú ulice dobre spravované,

and really had this robust experiential learning.

a skúsili, ako sa dá učiť pomocou skúseností.

The older teachers -- more experienced --

Starší učitelia -- tí skúsenejší --

looked at me and went,

pozreli na mňa a hovorili:

"Oh, there she is. That's so cute. She's trying to get that done."

"Och, tak tu je. To je také milé. Snaží sa tú vec dokončiť."

(Laughter)

(Smiech)

"She doesn't know what she's in for."

"Nevie, na čo sa dala."

But I knew that the kids would show up,

Ale vedela som, že deti prídu.

and I believed it,

A verila som tomu.

and I told them every week what I expected out of them.

A hovorila som im každý týždeň, čo od nich očakávam.

And that night, all 90 kids --

A v tú noc, všetkých 90 detí --

dressed appropriately, doing their job, owning it.

vhodne oblečených, robilo svoju prácu, a mali to pevne v rukách.

I had to just sit and watch.

Ja som len sedela a pozerala sa.

It was theirs. It was experiential. It was authentic.

Bolo to ich. Bolo to o skúsenostiach. Bolo to autentické.

It meant something to them.

Niečo to pre nich znamenalo.

And they will step up.

Oni vykročia dopredu.

From Kansas, I moved on to lovely Arizona,

Z Kansasu som sa posunula do nádhernej Arizony,

where I taught in Flagstaff for a number of years,

kde som niekoľko rokov učila vo Flagstaffe,

this time with middle school students.

tentokrát študentov druhého stupňa ZŠ.

Luckily, I didn't have to teach them American government.

Našťastie som ich nemusela učiť americkú vládu.

Could teach them the more exciting topic of geography.

Učila som ich oveľa zaujímavejší predmet - zemepis.

Again, "thrilled" to learn.

Znovu - úplne nadšení učiť sa.

But what was interesting

Ale čo bolo zaujímavé

about this position I found myself in in Arizona,

na tejto pozícii v Arizone,

was I had this really

bolo, že som mala naozaj

extraordinarily eclectic group of kids to work with

mimoriadne rozmanitú skupinu detí

in a truly public school,

v skutočne štátnej škole.

and we got to have these moments where we would get these opportunities.

V živote mávame momenty, keď dostaneme príležitosť.

And one opportunity

A jedna príležitosť

was we got to go and meet Paul Rusesabagina,

bola, že sme mohli ísť na stretnutie s Paulom Rusesabaginaom.

which is the gentleman

On je ten gentleman,

that the movie "Hotel Rwanda" is based after.

na ktorom je založený film "Hotel Rwanda".

And he was going to speak at the high school next door to us.

Mal hovoriť na strednej škole hneď vedľa našej školy.

We could walk there. We didn't even have to pay for the buses.

Mohli sme tam ísť peši; nemuseli sme dokonca ani platiť autobusy.

There was no expense cost. Perfect field trip.

Neboli tu žiadne výdavky. Perfektný oblastný výlet.

The problem then becomes

Potom nastane problém -

how do you take seventh- and eighth-graders to a talk about genocide

ako zoberiete siedmy a ôsmy ročník na prednášku o genocíde,

and deal with the subject in a way

a ako sa vyrovnáte s témou spôsobom,

that is responsible and respectful,

ktorý je rozvážny a úctivý,

and they know what to do with it.

aby vedeli, čo s tým urobiť.

And so we chose to look at Paul Rusesabagina

Tak sme sa vybrali pozrieť sa na Paula Rusesabaginaa,

as an example of a gentleman

ako príklad pána,

who singularly used his life to do something positive.

ktorý neobyčajným spôsobom použil svoj život na niečo pozitívne.

I then challenged the kids to identify

Potom som vyzvala deti, aby našli

someone in their own life, or in their own story, or in their own world,

niekoho z ich života alebo z ich vlastného príbehu, alebo z ich sveta,

that they could identify that had done a similar thing.

o ktorom si myslia, že urobil niečo podobné.

I asked them to produce a little movie about it.

Požiadala som ich, aby o tom urobili krátky film.

It's the first time we'd done this.

Bolo to prvýkrát, čo sme niečo podobné robili.

Nobody really knew how to make these little movies on the computer,

Nikto vlastne nevedel, ako robiť tie krátke videá na počítači.

but they were into it. And I asked them to put their own voice over it.

Ale veľmi sa im to páčilo. Povedala som im, aby dali do toho svoj vlastný hlas.

It was the most awesome moment of revelation

Najúžasnejším momentom bolo to odhalenie,

that when you ask kids to use their own voice

že keď požiadate deti použiť ich vlastný hlas

and ask them to speak for themselves,

a požiadate ich hovoriť za seba,

what they're willing to share.

zistíte, že sú ochotné podeliť sa s množstvom vecí.

The last question of the assignment is:

Posledná otázka úlohy bola:

how do you plan to use your life

ako plánuješ využiť svoj život,

to positively impact other people?

aby si pozitívne ovplyvnil ostatných ľudí?

The things that kids will say

Veci, ktoré deti povedia,

when you ask them and take the time to listen

keď ich požiadate, a keď ich počúvate,

is extraordinary.

sú výnimočné.

Fast-forward to Pennsylvania, where I find myself today.

Rýchlo prejdime k Pensylvánii, kde som teraz.

I teach at the Science Leadership Academy,

Učím na Akadémii vedeckého vodcovstva,

which is a partnership school between the Franklin Institute

ktorá je partnerskou školou medzi Franklinovým inštitútom

and the school district of Philadelphia.

a školským obvodom Philadelphie.

We are a nine through 12 public school,

Sme deviata z dvanástich štátnych škôl,

but we do school quite differently.

ale učíme trochu odlišne.

I moved there primarily

Prešla som sem hlavne pre to,

to be part of a learning environment

aby som bola súčasťou prostredia,

that validated the way that I knew that kids learned,

ktoré schvaľuje spôsob, o ktorom som vedela, že deťom pomáha pri učení,

and that really wanted to investigate

a ktoré chce zistiť,

what was possible

čo je možné,

when you are willing to let go

keď opustíte

of some of the paradigms of the past,

paradigmy minulosti

of information scarcity when my grandmother was in school

informačného nedostatku, keď chodila do školy moja babka,

and when my father was in school and even when I was in school,

a keď chodil do školy môj otec a dokonca, keď som chodila do školy ja,

and to a moment when we have information surplus.

až do momentu, keď máme nadbytok informácií.

So what do you do when the information is all around you?

Tak, čo urobiť, keď máme informácie všade okolo nás?

Why do you have kids come to school

Prečo deti chodia do školy,

if they no longer have to come there to get the information?

keď tam už nemusia chodiť, aby získali informácie?

In Philadelphia we have a one-to-one laptop program,

Vo Philadelphii máme program "laptop pre každé dieťa",

so the kids are bringing in laptops with them everyday,

takže deti si nosia laptopy so sebou každý deň,

taking them home, getting access to information.

berú si ich späť domov, aby mali stále prístup k informáciám.

And here's the thing that you need to get comfortable with

Je tu jedna vec, s ktorou sa musíte zmieriť,

when you've given the tool

keď dávate študentom nástroj

to acquire information to students,

na získanie informácií.

is that you have to be comfortable with this idea

Musíte zmieriť s myšlienkou,

of allowing kids to fail

že dovolíte deťom zlyhať

as part of the learning process.

ako súčasť procesu učenia.

We deal right now in the educational landscape

Vo vzdelávaní v súčasnosti riešime

with an infatuation

zaslepenosť

with the culture of one right answer

kultúrou jednej správnej odpovede,

that can be properly bubbled on the average multiple choice test,

ktorá môže byť riadne zakrúžkovaná na priemernom teste s viacerými odpoveďami,

and I am here to share with you:

a ja som tu prišla, aby som vám povedala,

it is not learning.

že toto nie je učenie.

That is the absolute wrong thing to ask,

Hovoriť deťom, aby sa nikdy nemýlili,

to tell kids to never be wrong.

je úplne zlé.

To ask them to always have the right answer

Požadovať od nich, aby mali vždy správnu odpoveď

doesn't allow them to learn.

im nedovoľuje učiť sa.

So we did this project,

Preto sme urobili tento projekt

and this is one of the artifacts of the project.

a toto je jeden z artefaktov projektu.

I almost never show them off

Takmer nikdy ich nechválim

because of the issue of the idea of failure.

práve kvôli tomu problému s myšlienkou neúspechu.

My students produced these info-graphics

Moji študenti spravili túto infografiku

as a result of a unit that we decided to do at the end of the year

ako výsledok projektu, ktorý sme sa rozhodli spraviť na konci roka,

responding to the oil spill.

a ktorý bol odpoveďou na únik ropy.

I asked them to take the examples that we were seeing

Požiadala som ich, aby použili príklady

of the info-graphics that existed

infografík, ktoré boli

in a lot of mass media,

vo väčšine médií,

and take a look at what were the interesting components of it,

a všímali si ich zaujímavé komponenty

and produce one for themselves

a spravili svoju vlastnú

of a different man-made disaster from American history.

o inej katastrofe spôsobenej človekom v histórii Ameriky.

And they had certain criteria to do it.

Mali určité kritéria.

They were a little uncomfortable with it,

Boli trošku nesvoji,

because we'd never done this before, and they didn't know exactly how to do it.

lebo nikdy predtým nič také nerobili a nevedeli, ako na to.

They can talk -- they're very smooth,

Vedia hovoriť -- hovoria veľmi uhladene,

and they can write very, very well,

vedia veľmi, veľmi dobre písať,

but asking them to communicate ideas in a different way

ale cítili sa trochu nesvoji, keď sa od nich žiadalo

was a little uncomfortable for them.

komunikovať iným spôsobom.

But I gave them the room to just do the thing.

Ale nechala som im priestor, aby to jednoducho urobili.

Go create. Go figure it out.

Buď kreatívny. Príď na to.

Let's see what we can do.

Pozrime sa, čo môžeme spraviť.

And the student that persistently

Študent, ktorý stále robil

turns out the best visual product did not disappoint.

najlepší produkt po vizuálnej stránke, nesklamal.

This was done in like two or three days.

Spravil to asi za dva alebo tri dni.

And this is the work of the student that consistently did it.

A toto je práca študenta, ktorý to robil dôsledne.

And when I sat the students down, I said, "Who's got the best one?"

Keď som študentov usadila, opýtala som sa: "Ktorý je najlepší?"

And they immediately went, "There it is."

Okamžite povedali: "Tento."

Didn't read anything. "There it is."

Nič nečítali. "Tento."

And I said, "Well what makes it great?"

Spýtala som sa: "Čo ho robí takým úžasným?"

And they're like, "Oh, the design's good, and he's using good color.

A oni na to: "No, dizajn je dobrý, používa dobré farby.

And there's some ... " And they went through all that we processed out loud.

A tu je nejaký..." A prešli cez všetko, čo sme si vyjasňovali predtým.

And I said, "Go read it."

Tak som povedala: "Choďte si to prečítať."

And they're like, "Oh, that one wasn't so awesome."

A oni na to: "Fúha, tento nebol až taký úžasný."

And then we went to another one --

Išli potom k ďalšiemu --

it didn't have great visuals, but it had great information --

nebolo to tak skvele nadizajnované, ale malo to skvelé informácie --

and spent an hour talking about the learning process,

a potom sme sa asi hodinu rozprávali o procese učenia sa.

because it wasn't about whether or not it was perfect,

Už to nebolo o tom, či niečo bolo alebo nebolo perfektné,

or whether or not it was what I could create.

alebo o tom, či by som ja také vedel spraviť;

It asked them to create for themselves,

žiadalo to od nich vlastnú kreativitu.

and it allowed them to fail,

Dovolilo im to zlyhať,

process, learn from.

spracovať a naučiť sa z toho.

And when we do another round of this in my class this year,

Keď to budeme robiť tento rok znovu,

they will do better this time,

spravia to lepšie.

because learning

Pretože učenie

has to include an amount of failure,

musí zahŕňať kúsok zlyhania,

because failure is instructional

lebo zlyhanie v tom procese

in the process.

učí.

There are a million pictures

Mám milión fotiek,

that I could click through here,

ktoré by som tu mohla odklikať,

and had to choose carefully -- this is one of my favorites --

ale musela som vyberať opatrne -- toto je jedna z mojich obľúbených --

of students learning,

učiacich sa študentov,

of what learning can look like

ukážka toho, ako môže učenie vyzerať

in a landscape where we let go of the idea

keď opustíme tú myšlienku,

that kids have to come to school to get the information,

že deti musia ísť do školy, aby získali informáciu,

but instead, ask them what they can do with it.

ale namiesto toho sa ich opýtame, čo s ňou môžu urobiť.

Ask them really interesting questions.

Pýtajte sa ich naozaj zaujímavé otázky.

They will not disappoint.

Nesklamú vás.

Ask them to go to places,

Požiadajte ich, aby išli na miesta,

to see things for themselves,

kde môžu veci vidieť sami,

to actually experience the learning,

aby vlastne zažili to učenie,

to play, to inquire.

aby sa hrali, aby sa pýtali.

This is one of my favorite photos,

Toto je jedna z mojich obľúbených fotiek,

because this was taken on Tuesday,

lebo bola spravená v utorok,

when I asked the students to go to the polls.

keď som chcela od študentov, aby išli na voľby.

This is Robbie, and this was his first day of voting,

Toto je Robbie a toto bol jeho prvý deň volieb,

and he wanted to share that with everybody and do that.

chcel o tom každému hovoriť a urobiť to.

But this is learning too,

Toto je takisto učenie,

because we asked them to go out into real spaces.

lebo ich žiadame, aby išli na reálne miesta.

The main point

Hlavná myšlienka je,

is that, if we continue to look at education

že ak sa budeme stále pozerať na vzdelávanie,

as if it's about coming to school

akoby to bolo len o tom, že chodíme do školy,

to get the information

aby sme získali informácie,

and not about experiential learning,

a nie kvôli učeniu sa zo skúseností,

empowering student voice and embracing failure,

podporovaní hlasu študenta a prijatí zlyhania,

we're missing the mark.

tak strácame pointu.

And everything that everybody is talking about today

A všetko, o čom každý dnes hovorí,

isn't possible if we keep having an educational system

nie je možné, ak budeme mať stále vzdelávací systém,

that does not value these qualities,

ktorý si neváži tieto kvality.

because we won't get there with a standardized test,

Nedostaneme sa tam so štandardizovaným testom

and we won't get there with a culture of one right answer.

a nedostaneme sa tam s kultúrou jednej správnej odpovede.

We know how to do this better,

Vieme ako to môžeme robiť lepšie

and it's time to do better.

a je čas, aby sme to robili lepšie.

(Applause)

(Potlesk)