忘記家庭經(jīng)濟(jì)學(xué)和標(biāo)準(zhǔn)化考試吧，教育有遠(yuǎn)見的 Trish Millines Dziko 為學(xué)生提供了一種更具吸引力和成就感的方式來(lái)培養(yǎng)現(xiàn)實(shí)世界的技能。接受 Dziko 的教育，因?yàn)樗窒砹嘶陧?xiàng)目的學(xué)習(xí)如何改變公共教育并為下一代批判性思考者、問(wèn)題解決者、思想家和領(lǐng)導(dǎo)者解鎖天才。

Let me tell you about the fifth-grade students?at Boze Elementary School in Tacoma.?They spend the entire school yearplanning to colonize the planet Alpha Centauri?to preserve future generations.?They will get there on a multigenerational spacecraft?so that the grandkids of the people on the ship?will arrive at Alpha Centauri, ready to start a new civilization.

讓我告訴你?塔科馬博澤小學(xué)五年級(jí)的學(xué)生。?他們整個(gè)學(xué)年都在?計(jì)劃殖民半人馬座阿爾法星?，以保護(hù)后代。?他們將乘坐多代飛船到達(dá)那里，?以便船上人們的孫子孫女?到達(dá)半人馬座阿爾法星，準(zhǔn)備開始一個(gè)新的文明。

Now projects like these usually start with a guiding question,?and theirs is "How do you sustain life for a generation on a spacecraft?"?These 10-year-olds get into initial conversationsabout governance on the spacecraft,?the necessities to have on board.?Is it even ethical to have a generation live and die on a spacecraft??And what roles are needed to create a functioning community??There are some whispers and some head nods?as the teacher explains to them that this quarter,?they're expected to deliver a persuasive essay,?a 30-second elevator speech,?a model of a section of the spacecraft in diorama form,?a system of government with laws and a constitution,?and a research display demonstrating their knowledge of planets.?That's a lot.

現(xiàn)在，像這樣的項(xiàng)目通常從一個(gè)指導(dǎo)性問(wèn)題開始，?他們的問(wèn)題是“你如何在宇宙飛船上維持一代人的生命？”?這些 10 歲的孩子開始?就航天器的治理以及?船上的必需品進(jìn)行初步對(duì)話。?讓一代人在宇宙飛船上生死存亡是合乎道德的嗎？?創(chuàng)建一個(gè)正常運(yùn)作的社區(qū)需要哪些角色？?老師向他們解釋說(shuō)，本季度，他們將發(fā)表一篇有說(shuō)服力的文章，一段?30 秒的電梯演講，一個(gè)立體模型形式的航天器部分模型，一個(gè)系統(tǒng)有法律和憲法的政府，?以及展示他們對(duì)行星知識(shí)的研究展示。?好多啊。

But these students aren't fazed, they'd been here before.?What they're interested in is what group they'll be in?and what roles they will play.

但這些學(xué)生并不擔(dān)心，他們以前來(lái)過(guò)這里。?他們感興趣的是他們將在哪個(gè)小組中?以及他們將扮演什么角色。

Now I don't know about you,?but when I was in fifth grade, I wasn't doing that.

現(xiàn)在我不了解你，?但是當(dāng)我五年級(jí)的時(shí)候，我沒(méi)有那樣做。

But for many of these students,?they have been learning like this since kindergarten.?You heard that right, kindergarten.?Shoot, when I was in fifth grade ...?we sat in cemetery rows in academically segregated classrooms,?and sadly, things have not changed.?In most schools, students are sitting, listening to the teacher,?and many of them scared to death?they'll get called on to answer a question.?And too often, students are totally deflated,?because the teacher is spending more time on classroom management?than engaging them.?So these students and the generations behind them ...?they are our talent pool?for everything from community organizing?to running business, to running government,?and everything in between.?And as it stands, our public education system?is not cultivating future leaders.?And in particular,?students of color are constantly devalued and marginalized.

但是對(duì)于這些學(xué)生中的許多人來(lái)說(shuō)，?他們從幼兒園開始就一直是這樣學(xué)習(xí)的。?你沒(méi)聽錯(cuò)，幼兒園。?拍攝，當(dāng)我上五年級(jí)的時(shí)候……?我們坐在墓地里學(xué)術(shù)隔離的教室里，?可悲的是，事情并沒(méi)有改變。?在大多數(shù)學(xué)校，學(xué)生們坐著聽老師講課，他們中的?許多人被嚇得要命，他們會(huì)被要求回答問(wèn)題。?很多時(shí)候，學(xué)生完全泄氣，?因?yàn)槔蠋熁ㄔ谡n堂管理上的時(shí)間?比讓他們參與的時(shí)間更多。?所以這些學(xué)生和他們身后的幾代人......他們是我們?從社區(qū)組織到一切的人才庫(kù)?經(jīng)營(yíng)企業(yè)，經(jīng)營(yíng)政府，?以及介于兩者之間的一切。?就目前而言，我們的公共教育系統(tǒng)?并沒(méi)有培養(yǎng)未來(lái)的領(lǐng)導(dǎo)者。?特別是，?有色人種學(xué)生不斷被貶低和邊緣化。

Regardless of background,?students need to envision themselves as successful in life.?And how teachers deliver the lessons plays a big role in that.?The most common way to teach?is through a textbook or a series of textbooks?and a scripted curriculum.?And then, let the test decide if the students learned anything.?And while you get coverage,?it leaves little room for student voice, exploration, intellectual rigor?and academic risk-taking.?This is schooling, not educating.?And the long-term impact?is that students likely won't have that autonomous spirit?they need in the work environment.?This is not what most teachers signed up for.?It's not.?I don't think there's a single teacher candidate?that said, "I want to be a teacher?so I can help kids pass standardized tests."

無(wú)論背景如何，?學(xué)生都需要設(shè)想自己在生活中是成功的。?教師如何教授課程在其中起著重要作用。?最常見的教學(xué)方式?是通過(guò)教科書或一系列教科書?和腳本課程。?然后，讓測(cè)試決定學(xué)生是否學(xué)到了什么。?當(dāng)你得到報(bào)道時(shí)，它給學(xué)生的聲音、探索、學(xué)術(shù)嚴(yán)謹(jǐn)?和學(xué)術(shù)冒險(xiǎn)留下了很小的空間。?這是教育，不是教育。長(zhǎng)期影響是，學(xué)生可能不會(huì)在工作環(huán)境中擁有他們需要的自主精神。這不是大多數(shù)老師報(bào)名的。它不是。?我認(rèn)為沒(méi)有一個(gè)教師候選人?會(huì)說(shuō)，“我想成為一名教師?，這樣我就可以幫助孩子們通過(guò)標(biāo)準(zhǔn)化考試?！?/span>

Twenty-five years ago, I left my 17-year tech career?and cofounded a nonprofit?that prepared students of color for jobs in the tech industry.?And over time,?we learned about our students' experiences in the public education system,?and we began to wonder what would happen if we rebuilt public schools?to develop the genius in every student?and give them the tools to be critical thinkers,?problem solvers, ideators and leaders.?So we got a bunch of educators to help us answer that question.?Today, my job is to set the vision and strategy?for how we partner with public schools?to create collaborative, anti-racist learning environments?grounded in equity,?where students can actively participate in their own education,?instead of memorizing for tests,?where the curriculum is delivered?in a way that supports the needs of our students.?Where professionals in the communityare invited to participate in teaching and learning.

25 年前，我離開了 17 年的科技職業(yè)生涯?，與他人共同創(chuàng)立了一家非營(yíng)利組織?，為有色人種學(xué)生在科技行業(yè)的工作做好準(zhǔn)備。?隨著時(shí)間的推移，?我們了解了學(xué)生在公立教育系統(tǒng)中的經(jīng)歷，?我們開始想知道如果我們重建公立學(xué)校?以培養(yǎng)每個(gè)學(xué)生的天賦，?并為他們提供成為批判性思考者、?問(wèn)題解決者的工具，會(huì)發(fā)生什么？思想家和領(lǐng)袖。?所以我們有一群教育工作者來(lái)幫助我們回答這個(gè)問(wèn)題。?今天，我的工作是制定愿景和戰(zhàn)略?，讓我們與公立學(xué)校合作，創(chuàng)造?以公平為基礎(chǔ)的協(xié)作、反種族主義學(xué)習(xí)環(huán)境，?學(xué)生可以積極參與自己的教育，?而不是為了考試而死記硬背，?課程?以支持學(xué)生需求的方式提供。?邀請(qǐng)社區(qū)專業(yè)人士?參與教學(xué)和學(xué)習(xí)。

The teaching and learning is built?on interdisciplinary project-based learning.?One of the most equitable ways to teach.?This approach enables teachers to understand how each student learns,?use multiple ways to assess their knowledge?and then make instructional adjustments based on the results.?You know, students, they get a chance to set their own goals.?They have time to discuss the work.?They take academic risks.?And along the way,?they get to discover who they are as learners.

教學(xué)和學(xué)習(xí)建立?在跨學(xué)科項(xiàng)目式學(xué)習(xí)的基礎(chǔ)上。?最公平的教學(xué)方式之一。?這種方法使教師能夠了解每個(gè)學(xué)生的學(xué)習(xí)方式，?使用多種方式評(píng)估他們的知識(shí)?，然后根據(jù)結(jié)果進(jìn)行教學(xué)調(diào)整。?你知道，學(xué)生們，他們有機(jī)會(huì)設(shè)定自己的目標(biāo)。?他們有時(shí)間討論工作。?他們承擔(dān)學(xué)術(shù)風(fēng)險(xiǎn)。?在此過(guò)程中，?他們會(huì)發(fā)現(xiàn)自己作為學(xué)習(xí)者的身份。

And speaking of learners,?let's take a visit to our fifth-grade Alpha Centaurians,?and listen in as their teacher facilitates a discussionabout how Native Americans live.?They talk about the logisticsand the preparation behind the colonizers' move out West,?and how colonizers always had conflicts with Native Americans.?And the students vow that they will do better?on Alpha Centauri.?They will ensure that everyone has equal rights and lives well.?And you better believe it will be part of their constitution.?And if you poke your head in the classroom next door,?which is rather loud,?you will see the kids are in their small groups,?using their math skills to calculate the human capacity for their spacecraft.?And another set of students will be working on their planet research.?When we visit, a week or so later,?there might be a visiting engineer?talking to the students about design specifications.?Or the classroom could be empty?because the students are at the Museum of Flight,?sitting in real spacecraft and learning how they work.Bringing that authentic context to learning?helps students retain knowledge and generate new ideas.

說(shuō)到學(xué)習(xí)者，?讓我們?nèi)グ菰L我們五年級(jí)的 Alpha Centaurians，?聽聽他們的老師在討論?美洲原住民的生活方式。?他們談?wù)?了殖民者遷出西部的后勤和準(zhǔn)備工作，?以及殖民者如何總是與美洲原住民發(fā)生沖突。?學(xué)生們發(fā)誓他們會(huì)在 Alpha Centauri 上做得更好。?他們將確保每個(gè)人都享有平等的權(quán)利并過(guò)上美好的生活。你最好相信這將成為他們憲法的一部分。如果你在隔壁的教室里探出頭，聲音很大，你會(huì)看到孩子們?cè)谒麄兊男〗M中，?使用他們的數(shù)學(xué)技能來(lái)計(jì)算他們的航天器的人類能力。?另一組學(xué)生將致力于他們的行星研究。當(dāng)我們?cè)L問(wèn)時(shí)，大約一周后，?可能會(huì)有一位訪問(wèn)工程師?與學(xué)生討論設(shè)計(jì)規(guī)范。?或者教室可能是空?的，因?yàn)閷W(xué)生們?cè)陲w行博物館，?坐在真正的宇宙飛船上學(xué)習(xí)他們是如何工作的。?將真實(shí)的環(huán)境帶入學(xué)習(xí)?有助于學(xué)生保留知識(shí)并產(chǎn)生新想法。

After weeks and weeks of working on their projects?and giving each other authentic, supportive feedback,?and doing that fine-tuning,?the students are ready for the big day --?the exhibition of learning.?This is where hundreds of people from the community,the most important members being their parents and families,come to see the students present their work.?The students are all dressed up.?They're a little nervous,?they're excited at the same time --?kind of like me right now.

經(jīng)過(guò)數(shù)周又?jǐn)?shù)周的項(xiàng)目工作?并相互提供真實(shí)、支持性的反饋?并進(jìn)行微調(diào)后，?學(xué)生們已經(jīng)準(zhǔn)備好迎接重要的一天——?學(xué)習(xí)展覽。?這是來(lái)自社區(qū)的數(shù)百人，?最重要的成員是他們的父母和家人，?來(lái)觀看學(xué)生展示他們的作品。?學(xué)生們都打扮得漂漂亮亮。?他們有點(diǎn)緊張，同時(shí)也很興奮——?有點(diǎn)像現(xiàn)在的我。

And the teachers are beaming with pride?as they recognize how far each student has come in their learning journey.?OK, and the parents??The parents are high-fiving,?and "You get it, girl!"?And "That's my baby," and "You go, boy."?And there's just so much praise.?And the students feel accomplished and more confident.

當(dāng)老師們認(rèn)識(shí)到每個(gè)學(xué)生在他們的學(xué)習(xí)之旅中走了多遠(yuǎn)時(shí)，他們?都洋溢著自豪的笑容。好的，父母呢？?父母擊掌，?“你明白了，女孩！”?還有“那是我的寶貝”和“你走吧，男孩?！?有這么多的贊美。?學(xué)生們感到有成就感和更加自信。

This is project-based learning in action.?These students are developing?the advanced critical thinking skills they will use throughout their lives.?They are learning through exploration.There is confirmation their unique voice matters.?These students have the freedom?to create a world, with their ten-year-old imaginations,?that's actually grounded in academic rigor.?This is educating ...?versus schooling.?Yeah?

這是基于項(xiàng)目的學(xué)習(xí)在行動(dòng)。?這些學(xué)生正在發(fā)展?他們將在一生中使用的高級(jí)批判性思維技能。?他們?cè)谔剿髦袑W(xué)習(xí)。?有確認(rèn)他們獨(dú)特的聲音很重要。?這些學(xué)生可以自由?地用他們十年前的想象力創(chuàng)造一個(gè)世界，這個(gè)世界?實(shí)際上是建立在學(xué)術(shù)嚴(yán)謹(jǐn)?shù)幕A(chǔ)上的。?這是教育……?而不是學(xué)校教育。?是的？

There is teacher support,?diverse interactions ...?team-buildingand practical application of reading, writing, math and science.An environment where real learning is happening,?and students are discovering their own genius.?Plus, I have to say,?it's just a lot of fun to learn this way.

有老師的支持，?多樣的互動(dòng)......?團(tuán)隊(duì)建設(shè)?和閱讀、寫作、數(shù)學(xué)和科學(xué)的實(shí)際應(yīng)用。?一個(gè)真正的學(xué)習(xí)正在發(fā)生的環(huán)境，?學(xué)生們正在發(fā)現(xiàn)自己的天才。?另外，我不得不說(shuō)，?以這種方式學(xué)習(xí)非常有趣。

Students who attend our partner schools ...?learn this way in every single stage of their academic career.?Starting in kindergarten,?students are encouraged to share their views,?to ask questions and support each other.?They are creating a community?and an environment that is safe?and their own.?In middle school,?the students are starting to become socially aware.?They care about things like world hunger, immigration and homelessness.

就讀我們合作學(xué)校的學(xué)生……?在他們學(xué)術(shù)生涯的每個(gè)階段都以這種方式學(xué)習(xí)。?從幼兒園開始，?鼓勵(lì)學(xué)生分享他們的觀點(diǎn)，?提出問(wèn)題并相互支持。?他們正在創(chuàng)建一個(gè)安全?且屬于他們自己的社區(qū)和環(huán)境。?在中學(xué)，學(xué)生們開始變得有社會(huì)意識(shí)。他們關(guān)心世界饑餓、移民和無(wú)家可歸等事情。

One year,?the seventh-graders at TAF at Saghalie in Federal Wayturned their classrooms into an immigration museum?exploring the historic and contemporary issues of immigration.?And the sixth-graders use food to learn about each other's cultures.?They created cookbooks?with recipes and stories from their countries of origin.?And then on exhibition night, they cooked for everybody,?and it was actually pretty good.

有一年，?位于 Federal Way 的 Saghalie 的 TAF 的七年級(jí)學(xué)生?將他們的教室變成了一個(gè)移民博物館?，探索歷史和當(dāng)代的移民問(wèn)題。?六年級(jí)學(xué)生用食物來(lái)了解彼此的文化。?他們制作了?包含來(lái)自原籍國(guó)的食譜和故事的食譜。?然后在展覽之夜，他們?yōu)槊總€(gè)人做飯，?實(shí)際上還不錯(cuò)。

By the time students get to high school,?they have enough experience?that they can address a wide range of issues and opportunities.?A group of 10th-graders created wearable technology?that detected the flare-up signs in sickle-cell anemia.Experiencing gentrification in their own neighborhoods,?11th-graders created plans and models?for equitable, financially sustainable urban neighborhoods.?The list goes on and on.?This ...?This is how we develop the strong,?the strong leaders and critical thinkers of tomorrow.?Our students deserve to learn?in an environment that includes and understands their unique voice,their individual genius.?If we are going to rebuild public education,we have to be on a continuous cycle?of recognizing, intentionally undoing,?and, ultimately, replacing the institutional practices?that undereducate and harm our children.

當(dāng)學(xué)生上高中時(shí)，?他們已經(jīng)有足夠的經(jīng)驗(yàn)?來(lái)解決廣泛的問(wèn)題和機(jī)會(huì)。?一組 10 年級(jí)學(xué)生創(chuàng)造了可穿戴技術(shù)?，可檢測(cè)鐮狀細(xì)胞性貧血癥的突然發(fā)作跡象。?11 年級(jí)學(xué)生在自己的社區(qū)經(jīng)歷了高檔化，?為公平、經(jīng)濟(jì)上可持續(xù)的城市社區(qū)制定了計(jì)劃和模型。名單還在繼續(xù)。這……這就是我們培養(yǎng)未來(lái)強(qiáng)大、強(qiáng)大的領(lǐng)導(dǎo)者和批判性思想家的方式。我們的學(xué)生應(yīng)該在一個(gè)包含并理解他們獨(dú)特的聲音和個(gè)人天賦的環(huán)境中學(xué)習(xí)。?如果我們要重建公共教育，?我們必須不斷地認(rèn)識(shí)到、故意取消?并最終取代?教育不足和傷害我們孩子的制度實(shí)踐。

And there are a couple of things that we can do right now.?We could reallocate the tens of millions of dollars?each state spends on standardized tests every year.

我們現(xiàn)在可以做幾件事。?我們可以重新分配每個(gè)州每年花費(fèi)在標(biāo)準(zhǔn)化考試上的數(shù)千萬(wàn)美元。

And we can invest the majority of that in teacher professional development?so that our teachers can continually hone their instructional and assessment skills.?And then, we could take the rest?and invest it in a national effort to curate authentic assessment methods?and projects from teachers all over the country.?I believe that this will bring joy?and respect?back to teaching.?We also need to embed racial equity in the DNA of how we operate schools.

我們可以將大部分資金投資于教師專業(yè)發(fā)展?，以便我們的教師能夠不斷磨練他們的教學(xué)和評(píng)估技能。?然后，我們可以把剩下的?錢投入到全國(guó)范圍內(nèi)，?為全國(guó)各地的教師策劃真實(shí)的評(píng)估方法和項(xiàng)目。?我相信這會(huì)給?教學(xué)帶來(lái)快樂(lè)和尊重。?我們還需要將種族平等融入學(xué)校運(yùn)營(yíng)方式的 DNA 中。

Achieving racial equity is a journey?that requires dedication, consistency and accountability.?It needs to be normalized?as part of the daily practice of principals, administrators,?teachers and staff.

實(shí)現(xiàn)種族平等是一個(gè)需要奉獻(xiàn)精神、一致性和責(zé)任感?的旅程。它需要作為校長(zhǎng)、行政人員、?教師和工作人員日常實(shí)踐的一部分進(jìn)行規(guī)范化。

We can do this.?We can.?All it takes is political will.?Education either functions as an instrument?to bring about conformity?or freedom.?Let’s give our children?freedom.

我們做得到。?我們可以。?所需要的只是政治意愿。?教育要么作為實(shí)現(xiàn)一致性?或自由的工具。?讓我們的孩子?自由。

Footnotes?

腳注

“We could reallocate the tens of millions of dollars each state spends on standardized tests every year.”?

According to a 2012 report from the Brown Center on Education Policy at Brookings, states nationwide spend upwards of roughly $1.7 billion on assessments each year. For more details about how much money each state spends on assessments,?see here.

“我們可以重新分配每個(gè)州每年花費(fèi)在標(biāo)準(zhǔn)化考試上的數(shù)千萬(wàn)美元?！?根據(jù)布魯金斯學(xué)會(huì)布朗教育政策中心 2012 年的一份報(bào)告，全國(guó)各州每年在評(píng)估上的花費(fèi)超過(guò) 17 億美元。有關(guān)每個(gè)州在評(píng)估上花費(fèi)多少錢的更多詳細(xì)信息