How Schools Can Nurture Every Student's Genius | Trish Millines Dziko | TED

譯者: Lilian Chiu 審譯者: Helen Chang

Let me tell you about the fifth-grade students

讓我跟各位談談塔科馬

at Boze Elementary School in Tacoma.

柏茲小學的五年級學生。

They spend the entire school year

他們花了一整個學年的時間，

planning to colonize the planet Alpha Centauri

計畫要如何殖民「南門二」星，

to preserve future generations.

讓未來世代能夠生存。

They will get there on a multigenerational spacecraft

他們會靠一艘為多世代 設計的太空船前往那裡，

so that the grandkids of the people on the ship

所以搭上太空船的人的孫子孫女

will arrive at Alpha Centauri, ready to start a new civilization.

能夠到達南門二星，

準備好開創新的文明。

Now projects like these usually start with a guiding question,

像這樣的計畫，通常會 始於一個引導式的問題，

and theirs is "How do you sustain life for a generation on a spacecraft?"

他們的引導問題是：

「你要如何在太空船上 維持一個世代的生命？」

These 10-year-olds get into initial conversations

這些十歲孩子

開始談論太空船上的治理、

about governance on the spacecraft,

the necessities to have on board.

船上要有的必需品。

Is it even ethical to have a generation live and die on a spacecraft?

這樣合乎倫理嗎——

讓一個世代從出生到死亡 都在太空船上？

And what roles are needed to create a functioning community?

還有，需要什麼角色

才能創造出一個能運作的社區？

There are some whispers and some head nods

有些人在耳語，有些人在點頭，

as the teacher explains to them that this quarter,

一邊聽著老師向他們解釋，這一季，

they're expected to deliver a persuasive essay,

他們得要交出一篇有說服力的短文、

a 30-second elevator speech,

做三十秒的電梯演講 （極短的演講）、

a model of a section of the spacecraft in diorama form,

交出一個仿真模型， 展示太空船的一個部份、

a system of government with laws and a constitution,

設計出一個政府體制， 有法律和憲法，

and a research display demonstrating their knowledge of planets.

還要做研究展示，

展示出他們對行星的認識。

That's a lot.

相當多。

(Laughter)

（笑聲）

But these students aren't fazed, they'd been here before.

但這些學生並不擔憂， 他們有過這種經驗。

What they're interested in is what group they'll be in

他們感興趣的是他們會參加哪一組，

and what roles they will play.

以及他們要扮演什麼角色。

Now I don't know about you,

我不知道各位的狀況，

but when I was in fifth grade, I wasn't doing that.

但我五年級的時候沒做過這種事。

(Laughter)

（笑聲）

But for many of these students,

但這些學生當中有很多人

they have been learning like this since kindergarten.

從幼稚園時就用這種方式學習了。

You heard that right, kindergarten.

各位沒聽錯，幼稚園。

Shoot, when I was in fifth grade ...

嘁，我五年級時……

we sat in cemetery rows in academically segregated classrooms,

我們整齊排排坐，

用的是學術種族隔離的教室，

and sadly, things have not changed.

感傷的是，這狀況並沒有改變。

In most schools, students are sitting, listening to the teacher,

在大部分的學校裡，

學生只是坐著，聽老師講，

and many of them scared to death

許多學生超怕被叫起來回答問題。

they'll get called on to answer a question.

And too often, students are totally deflated,

且通常，學生都會相當洩氣，

because the teacher is spending more time on classroom management

因為老師會花比較多時間

在管理教室，

than engaging them.

而非與他們連結。

So these students and the generations behind them ...

所以，這些學生 以及他們之後的世代……

they are our talent pool

他們是我們的人才庫，

for everything from community organizing

在各方面都是，從社區組織，

to running business, to running government,

到經營事業，到經營政府，

and everything in between.

以及之間的一切。

And as it stands, our public education system

就現況來說，我們的公學教育制度

is not cultivating future leaders.

並沒有在培養未來的領導者。

And in particular,

特別是有色人種學生，

students of color are constantly devalued and marginalized.

他們經常被貶低、被邊緣化。

Regardless of background,

不論背景如何，

students need to envision themselves as successful in life.

學生都需要能展望自己 在人生中有所成就。

And how teachers deliver the lessons plays a big role in that.

而老師如何教課，

就扮演很重要的角色。

The most common way to teach

最常見的教學方式，

is through a textbook or a series of textbooks

就是透過一本或一系列教科書來教，

and a scripted curriculum.

在課堂上就照稿唸。

And then, let the test decide if the students learned anything.

接著，讓考試來決定 學生是否有學到什麼。

And while you get coverage,

雖然什麼都能教到，

it leaves little room for student voice, exploration, intellectual rigor

卻沒留什麼空間給學生的聲音、

探索、

縝密思考，

and academic risk-taking.

以及在學術上的風險承擔。

This is schooling, not educating.

這是上學，不是教育。

And the long-term impact

而長期的影響則是

is that students likely won't have that autonomous spirit

學生不太可能會發展出自主的精神，

they need in the work environment.

但那是他們在工作環境中需要的。

This is not what most teachers signed up for.

大部分老師投入 教職的目的並不是這樣。

It's not.

並不是。

I don't think there's a single teacher candidate

我不認為有任何一位準老師

that said, "I want to be a teacher

會說：「我想成為老師

so I can help kids pass standardized tests."

是為了幫助孩子 通過標準化的考試。」

(Laughter)

（笑聲）

(Applause)

（掌聲）

Twenty-five years ago, I left my 17-year tech career

二十五年前，

我離開了做了十七年的科技職涯，

and cofounded a nonprofit

與別人共同創立了一間非營利機構，

that prepared students of color for jobs in the tech industry.

旨在協助有色人種學生 為科技業的工作做好準備。

And over time,

隨時間，

we learned about our students' experiences in the public education system,

我們了解了我們的學生在公學教育

制度中的經歷，

and we began to wonder what would happen if we rebuilt public schools

我們開始思考這會是怎樣的狀況：

如果我們重建公立學校，

to develop the genius in every student

來開發每位學生的天賦，

and give them the tools to be critical thinkers,

並教導他們一些方法， 讓他們成為批判思考家、

problem solvers, ideators and leaders.

解決問題者、

有理念的人，以及領導者。

So we got a bunch of educators to help us answer that question.

於是我們找了一群教育家 來協助我們解答這個問題。

Today, my job is to set the vision and strategy

現今，我的工作 是要設定遠景和策略，

for how we partner with public schools

決定我們如何和公立學校合作，

to create collaborative, anti-racist learning environments

以創造出協作式、

反種族主義的學習環境，

grounded in equity,

以平等為基礎，

where students can actively participate in their own education,

在那樣的環境中，學生 能主動參與他們自己的教育，

instead of memorizing for tests,

而不是為了考試而背書，

where the curriculum is delivered

在那樣的環境中，課程教授的方式

in a way that supports the needs of our students.

能夠支持我們學生的需求，

Where professionals in the community

在那樣的環境中，社區中的專業人士

are invited to participate in teaching and learning.

會被邀請參與教導與學習。

The teaching and learning is built

教導與學習

都是建立在跨學科的 專案計畫導向學習上，

on interdisciplinary project-based learning.

One of the most equitable ways to teach.

這是最公平的教導方式之一。

This approach enables teachers to understand how each student learns,

這種做法，

能讓老師了解每位學生如何學習，

use multiple ways to assess their knowledge

用多種方式評估他們的知識，

and then make instructional adjustments based on the results.

然後，根據結果，調整指導的方式。

You know, students, they get a chance to set their own goals.

學生有機會可以設立自己的目標。

They have time to discuss the work.

他們有時間可以討論作業。

They take academic risks.

他們會冒學術上的風險。

And along the way,

過程中，

they get to discover who they are as learners.

他們可以發掘他們是怎樣的學習者。

And speaking of learners,

說到學習者，

let's take a visit to our fifth-grade Alpha Centaurians,

咱們來參觀一下 五年級的南門二星人。

and listen in as their teacher facilitates a discussion

並聽聽看他們的老師 如何促進他們討論

about how Native Americans live.

美國原住民的生活方式。

They talk about the logistics

他們會談到物流以及準備工作，

and the preparation behind the colonizers' move out West,

讓殖民者能夠向西進，

and how colonizers always had conflicts with Native Americans.

也會談到殖民者為什麼 一直和美國原住民有衝突。

And the students vow that they will do better

學生們發誓他們 在南門二星上會做得更好。

on Alpha Centauri.

They will ensure that everyone has equal rights and lives well.

他們會確保人人都有平等的權利，

並能好好過生活。

And you better believe it will be part of their constitution.

無疑地，這一定會 被納入他們的憲法中。

And if you poke your head in the classroom next door,

如果你探頭看看隔壁的教室，

which is rather loud,

這間教室聲音很大，

you will see the kids are in their small groups,

各位會看到孩子們分成小組，

using their math skills to calculate the human capacity for their spacecraft.

運用他們的數學技能

來計算他們的太空船能運載多少人。

And another set of students will be working on their planet research.

另一組學生則負責研究行星。

When we visit, a week or so later,

我們大約一週後去參觀，

there might be a visiting engineer

可能會有客座工程師，

talking to the students about design specifications.

去跟學生談設計的明確細節。

Or the classroom could be empty

或者教室可能是空的， 因為學生到飛行博物館去了，

because the students are at the Museum of Flight,

sitting in real spacecraft and learning how they work.

他們坐在真實的太空船裡，

學習太空船如何運作。

Bringing that authentic context to learning

把真實的情境帶到學習中，

helps students retain knowledge and generate new ideas.

能協助學生記住這些知識，

並產生新點子。

After weeks and weeks of working on their projects

投入數週的時間進行這項專案計畫，

and giving each other authentic, supportive feedback,

並給予彼此具真實性 及支持性的回饋意見，

and doing that fine-tuning,

再做好微調之後，

the students are ready for the big day --

學生就準備好迎接大日子了——

the exhibition of learning.

學習成果展。

This is where hundreds of people from the community,

這一天，數百名來自社區的人，

the most important members being their parents and families,

最重要的成員包括 學生的家長和家人，

come to see the students present their work.

會來看學生展示他們的努力成果。

The students are all dressed up.

學生盛裝打扮。

They're a little nervous,

他們有點緊張，

they're excited at the same time --

同時，他們也很興奮—— 有點像此刻的我。

kind of like me right now.

(Laughter)

（笑聲）

And the teachers are beaming with pride

而老師們笑容滿面，帶著驕傲，

as they recognize how far each student has come in their learning journey.

因為他們意識到

每位學生在自己的學習旅程上 邁出了多少步伐。

OK, and the parents?

好，那家長呢？

The parents are high-fiving,

家長在擊掌，說「你行的，女兒！」

and "You get it, girl!"

And "That's my baby," and "You go, boy."

還有「那就是我的寶貝」 及「上啊，兒子。」

And there's just so much praise.

有好多的讚美。

And the students feel accomplished and more confident.

學生很有成就感，

且更有信心。

This is project-based learning in action.

這就是專案計畫導向學習的實做。

These students are developing

這些學生在發展 進階的批判性思考技能，

the advanced critical thinking skills they will use throughout their lives.

這些技能會受用一生。

They are learning through exploration.

他們透過探索去學習。

There is confirmation their unique voice matters.

他們能夠清楚知道，

他們獨特的聲音是有重要性的。

These students have the freedom

這些學生有自由，

to create a world, with their ten-year-old imaginations,

可以用十歲孩子的

想像力創造一個世界，

that's actually grounded in academic rigor.

且背後的基礎在學術上是嚴謹的。

This is educating ...

這就是教育……

versus schooling.

vs. 上學。

Yeah?

對吧？

(Cheers and applause)

（歡呼聲及掌聲）

There is teacher support,

有老師的支持、

diverse interactions ...

多樣化的互動……

team-building

團隊建立，

and practical application of reading, writing, math and science.

以及讀、寫、數學， 及科學的實際應用。

An environment where real learning is happening,

在這種環境中，才會有真正的學習，

and students are discovering their own genius.

學生會發掘他們自己的天賦。

Plus, I have to say,

此外，我也得說， 這種學習方式有趣多了。

it's just a lot of fun to learn this way.

(Laughter)

（笑聲）

Students who attend our partner schools ...

就讀我們的合作學校的學生……

learn this way in every single stage of their academic career.

在他們學業的每個階段 都用這種方式學習。

Starting in kindergarten,

從幼稚園開始，

students are encouraged to share their views,

學生會被鼓勵分享他們的觀點、

to ask questions and support each other.

提出問題，

還彼此支持。

They are creating a community

他們所創造出的

社區和環境，是安全的，

and an environment that is safe

and their own.

是屬於他們自己的。

In middle school,

中學時，

the students are starting to become socially aware.

學生會開始有社會意識。

They care about things like world hunger, immigration and homelessness.

他們會在乎全球饑荒、

移民，遊民等議題。

One year,

有一年，

the seventh-graders at TAF at Saghalie in Federal Way

費德勒爾韋 TAF@ Saghalie 的七年級生

turned their classrooms into an immigration museum

把他們的教室變成移民博物館，

exploring the historic and contemporary issues of immigration.

探討移民的歷史及當代議題。

And the sixth-graders use food to learn about each other's cultures.

而六年級生用食物 來學習彼此的文化。

They created cookbooks

他們創作烹飪書，

with recipes and stories from their countries of origin.

用的是他們祖國的食譜和故事。

And then on exhibition night, they cooked for everybody,

在成果展之夜，

他們為大家烹飪，還挺好的。

and it was actually pretty good.

(Laughter)

（笑聲）

By the time students get to high school,

等學生上了高中，

they have enough experience

他們有足夠的經驗， 可以處理各式各樣的

that they can address a wide range of issues and opportunities.

議題及機會。

A group of 10th-graders created wearable technology

一群十年級生

創造出了可穿戴的科技，

that detected the flare-up signs in sickle-cell anemia.

能偵測鐮狀細胞性貧血的加劇徵兆。

Experiencing gentrification in their own neighborhoods,

因為在自己的鄰坊中經歷到

中產階級化，

11th-graders created plans and models

十一年級生做了計畫和模型，

for equitable, financially sustainable urban neighborhoods.

設計出公平、財務永續的都市鄰坊。

The list goes on and on.

例子還有好多好多。

This ...

這……

This is how we develop the strong,

我們要用這種方式 才能培養出堅強……

the strong leaders and critical thinkers of tomorrow.

堅強的未來

領導者及批判思考家。

Our students deserve to learn

我們的學生應該要擁有的學習環境

in an environment that includes and understands their unique voice,

必須要能包容並了解他們的獨特聲音

their individual genius.

以及他們個別的天賦。

If we are going to rebuild public education,

為要重建公學教育，

we have to be on a continuous cycle

就必須要落實一個持續的循環：

of recognizing, intentionally undoing,

找出、

刻意除去，

and, ultimately, replacing the institutional practices

最終，取代掉

在制度上不當教育、

that undereducate and harm our children.

傷害我們孩子的做法，

And there are a couple of things that we can do right now.

有幾件事，是我們現在就能做的。

We could reallocate the tens of millions of dollars

我們可以重新分配

各州每年花費在

each state spends on standardized tests every year.

標準化考試的數千萬美金。

(Applause)

（掌聲）

Alright.

沒錯。

(Applause)

（掌聲）

And we can invest the majority of that in teacher professional development

我們可以把那筆經費的 很大一部分投資在

教師專業發展上，

so that our teachers can continually hone their instructional and assessment skills.

讓我們的老師可以持續

琢磨他們的指導及評估技巧。

And then, we could take the rest

接著，我們可以把剩下的經費 投資在國家的計畫上，

and invest it in a national effort to curate authentic assessment methods

來規劃真實的評估方法，

and projects from teachers all over the country.

以及全國各地老師所提出的計畫上。

I believe that this will bring joy

我相信這會把喜悅及尊重

and respect

重新帶回到教學中。

back to teaching.

We also need to embed racial equity in the DNA of how we operate schools.

我們也得把種族平等深置到

我們經營學校的方法源頭中。

(Applause)

（掌聲）

Achieving racial equity is a journey

達成種族平等是一趟旅程，

that requires dedication, consistency and accountability.

需要致力投入、

堅持不懈，以及問責。

It needs to be normalized

它必須要被常態化，

as part of the daily practice of principals, administrators,

成為日常做法的一部分，

讓校長、管理者、

teachers and staff.

老師，以及全體職員來實踐。

We can do this.

我們能做得到。

We can.

我們能。

All it takes is political will.

需要的只有政治意志。

Education either functions as an instrument

教育這項工具的功能，

to bring about conformity

若不是帶來遵從，

or freedom.

就是自由。

Let’s give our children

讓我們給我們的孩子

freedom.

自由吧！

Thank you.

謝謝。

(Cheers and applause)

（歡呼聲及掌聲）