第二周 视频解说

发布人：王卫肖发布时间：2014-05-12 11:13:41

 

Video 1   Introduction

Welcome back to the MOOC on blended learning.欢迎加入混合式学习。

We saw some great discussions last week, and some really interesting definitions of what high quality blended learning is. take a look at what came to the top on your votes.上周我们已经看到了，关于混合式学习的优势的一些激烈的讨论。现在就让我们返回到这个话题上来吧。

>> So it would be easy to think blended learning is about learning the three models, discussing which software works, and calling it a day. But education is a very complicated and beautiful beast.

显而易见，混合式学习，是关于3个模块的学习，来讨论软件在学习中的作用。但是教育是一个复杂、美丽的工程。

And we think that to really understand blended learning, 这就是我们要理解混合式学习的真正意义所在。You need to first start with the desired student experience,

你首先要从描述学生的认知开始。

what you want students to learn in your setting, and that, with that clearly in mind, people can be more experimental and creative and create bolder new models of schools.你要让学生知道，学习中的设置是什么，也就是说，清楚你的课程理念。人们可以更具实验性和创造性，来创造学校的新型模式。

>> Which is why in this week, we're going to dive deep into what is the ideal student experience to create high quality blended learning.

这就是 本周我们将要深入了解的理想的学生经验和创造高品质的混合式学习。

And we're going to hear from our protagonist schools, so they can talk about how they thought about this question as they've shaped their experiences.

 

我们打算从我们所了解的学校谈起，说说他们是如何想起这个问题的，因为他们已经塑造了，他们自己的经验。

 

 

 

 

 

 

 

 

         Video 2 Key Elements of the Student Experience

学生体验的关键要素

 

We believe in starting with the end user in mind.

我们相信，所有终端的产物，都始于我们的大脑。

 And in a school the end user is a student.而学校的终端就是学生。

 So when we're designing the ideal learning environment for students,

因此我们在设计学生理想的学习环境时，

we want you to hold four big ideas in your mind.

我们想让你在心中有四大思路。

The first is student ownership.

The second, personalized education. Third,  mastery based and finally deep

relationships.

首先是学生的所有权。 第二，个性化的教育。三，掌握基础的和最后的深层关系。

 

>> Now you'll notice that these, this list looks very similar to the list from last week, when we were describing a high-quality blended learning environment, but the difference is this week we're really thinking about the experiences that you need to nail to create a great experience for students.

现在你会注意到这些，这个清单看起来非常类似于列表的最后一周，我们描述一个高质量的混合式学习环境，但不同的是，本周我们真正思考的经验，你需要钉为学生创造一个伟大的经验。

And it's that student framework that changes this slightly so that relationships is one of the key

items. Because you really have to forge deep relationships for students to make this really tick and be high quality.

这是学生的框架，改变了这种略，关系是一个关键的项目。

 

因为你真的要建立学生使这真的蜱和高质量的深层关系。

 

>> And since we believe in mastery based education, we're going to give you a quick

Assessment now to show you the big ideas that we're talking about in this week.

因为我们相信掌握基础教育，我们会给你一个快速的结论。

 

现在告诉你，我们在本周的大创意。

If you know this stuff backwards and forwards and can ace it, by all means skip this video.

But we think there's also a lot of richness in the detail that we're talking about these big ideas.

如果你知道这个东西向前和向后，就跳过这段视频。

 

但我们认为也有许多丰富的细节，正是我们谈论的这些大的想法。

I had a teacher say to me, you know the old adage, whoever does the work in the classroom does the learning.

我有一位老师对我说，你知道这句谚语，任何老师的工作，就是引导课堂上的学习。

Well, in my classroom, I'm doing all the work, and I think that's just so true of so many of our schools throughout the world. It's like the American education system is this gigantic canoe with fifty million students in it.

好吧，在我的课堂上，我做了许多的工作，就像是我认为那样，有这么多的，世界各地的学校。这就像美国的教育系统，是个拥有五千万的学生的巨大的独木舟。

 

And each year there's a few thousand brave teachers with those paddles just breaking their back trying to make a little bit of progress down the river.

每年都会有几千个勇敢的教师，他们试图改进，划着桨一点点顺着这股激流而下。

What happens if we give the students the paddles?

那么如果我们给学生桨时会发生什么？

 

If we can convince them to really put their back into the effort. That's the big force multiplying change that we're looking for. It's as if the biggest wasted resource in our system is actually the effort of the students.

如果我们能说服他们，真的把他们带回内动力。这将是大力量倍增的变化，我们正在寻找。对于我们的系统，实际上，最大的资源浪费，好像就是学生的努力（内动力）。

 

>> And this is why student agency is such a big concept that we're focusing on this week.

 And we're thinking about how to put students in charge of their learning to do more of the work and to empower them to seek help, whether it be from peers or teachers, when they need it.

这就是为什么我们这周关注的，“学生代理”这个大概念。

我们思考，如何使学生在他们的有限的学习时间内，完成做更多的工作。无论是从同学或教师，当他们需要时，让他们得以寻求到帮助。

 

And this really starts to move the teachers away from yes, it's a hackneyed phrase, but moving them toward being the guide on the side and away from sage on the stage.

这真正开始将老师从平庸的圣人，移向导游者，站在舞台上。

>> And think about how motivating it is for kids if they own their own learning in

this process.

,想想如果他们拥有自己学习的这一过程，是多么激励孩子。

 

>> And think about one other thing as well, which is as we think about lifelong success and students going into post-secondary institutions, there's not the support around them that there is in K12 education systems.

想想另一件事，就是我们考虑到的终身的学习成功，即学生在没有K12教育系统后，进入中学后教育机构的学习。

And so if they learn to own their learning they can be far more successful in the future.

所以如果他们学会自己学习，那就可以有更加成功的未来。

 

>> I can do more than people think I can because I, I am smart and I know what I can do. I know the things I can do. I know the things I can't do. I know what I can do. I do what I can, and what I can't do, I. Yeah. I try my best.

（学生会这样想）我可以做更多的比人们想象我可以,因为聪明。我知道我能做什么。我知道我可以做的事。我知道我不能做的事。我尽我所能,我不能做什么,也会尽我最大的努力。

 

>> I think that's so important for students because, I mean let's face it, when you get to college or when you get out in the workforce, you have to be able to do that.

我认为对学生很重要,因为我的意思是让我们面对它,当你到达学院或当你成为劳动力时,你必须这么想，这么做。

 

If you can't, make a plan and follow through with it without someone praising you or supporting you along the way, that's going to severely limit what you can do with your life.

如果你不能,制定一个计划并遵循它，没有人赞扬你和支持你,这将严重限制了你能做什么和你的生活。

 

And I think we've all seen the students that can do that are, are more successful.

我认为我们见过的学生中,能做到这一点,就会更成功。

 

 when I think about the students that I've taught previously, especially in high school. It breaks my heart to admit this, but like, you could look at the kids coming in day one, and you could more or less figure out like, that kid's going to make it in college, that kid is not, that kid is, that kid isn't.

And by and large it was that you know, that skill of like, self direction and ownership.

当我想起我以前教学生，尤其是高中。我不得不承认这个事实，但是，你可以看到孩子们在一天，你可以更多或更少了解到一些他们的图像，比如哪个孩子去大学，哪个孩子没有。

大体上这是，知识，技能，自我导向和所有权。

 

So the second big idea around the ideal student experience is personalization.

 And this is getting at that concept of, every student gets what they need exactly when they need it.

And in education speak we call that differentiation.

所以在理想的学生的经验中，第二大理念是个性化。

就是在这一概念中，每一个学生都得到了他们所需要的，或正是他们需要的。

在教育上讲我们称之为分化。

 

But I think that differentiation is a word that was invented to make teachers feel bad about ourselves because in reality we just can't do it manually.

 And this is where technology holds some promise to maybe give teachers the potential to do more personalization.

但是我认为，“分化”只是一个词,可能会让教师自我感觉有点糟糕，毕竟，在现实中我们不能一一做主。或许这就是科技带给教师的一些产物，当然也许会给老师更多个性化的潜力。

 

>> So the idea of personalization is getting away from the set curriculum, the set speed for every single student.

所以个性化的想法，会远离设置课程,而为每一个学生设置学习速度。

 

>> I had this epiphany recently, I was sitting in the back of a classroom watching a really good

teacher in a good school just do their best song and dance and try to deliver a great lesson.

And it sort of hit me that, a bunch of these students already know this material.

我最近有了顿悟，我坐在教室后排看真的很好。

一个好学校的老师，只是试图提供一个好的平台，让学生用他们已经知道这种素材，做出他们最好的歌曲和舞蹈。

 

Maybe a third of the class is sitting there and if we tested them now, they could show proficiency.

如果我们现在测试,也许三分之一的学生只是坐在那里,展示能力。

 

But they're good kids so they smile and nod and wait through it. But it's essentially a wasted class.

只是因为他们是好孩子，所以他们微笑和点头。但它本质上是一种浪费。

 

And as I watched them, I could see like their little heads turning yellow on the data dashboard.

It wasn't the right lesson for them.

当我看着他们，我可以看到他们的小脑袋变成黄色的数据仪表板。

这不是他们该得到的教训。

 

And then you realize, well, for another third of the class They don't have the background knowledge.

Or, or they're lacking a certain skill to make this lesson accessible.

So it's not only a waste of their time.

然后你意识到,另一个点，他们没有背景知识。

或者,他们缺乏一定的技能使这节课可访问。

所以它不仅是浪费他们的时间。

 

But it's truly frustrating because they're just,they know they're not ready for this lesson.

但这真的令人沮丧，因为他们只是知道，还没有准备好这一课。

 

And those poor students I could, I could see their heads turning red on their little dashboards.

And maybe for a third of the class, there was the right lesson at the right time.

They were in their zone of proximal development and they were getting the right material and maybe those

students could turn green.

那些可怜的学生，我可以看到小仪表板头变红。

也许三分之一的学生,在接受正确的时间教训。而接近最近发展区的学生，他们可以得到

正确的材料,也许那些学生可以变绿。

And then the thing really hit me was I as the observer, and probably even the teacher, wasn't able

to tell which student was which.

作为观察员，或作为老师，这件事情真的打动了我，而学生却不得而知。

 

>> Every kid can be working on exactly what they need to be working on, when they're ready

for it.

当他们准备好时，每个孩子都可以找到他们真正需要的工作。

It's huge. one of my biggest frustrations as a teacher was always the fact that I knew there were kids sitting in my class, bored. because what they, what we were learning in class today, like, they got, was easy for them.

这是巨大的。事实上，作为老师，我最大的挫折之一就是,我知道有的孩子会无聊的坐在班里。正是因为他们,我们今天才会学习今天的课程,喜欢这个课程来说很容易。

 

And as much as I tried to differentiate I knew I could never differentiate.

I could never plan thirty different lessons within a single day.

正如我试图区分，我知道的和我不知道的一样。

我从来没有计划过三十种不同的课，在一天之内完成。

 

You know? There's just too many kids with too many different needs.

你知道吗?有太多的孩子，当然也会有太多的不同的需求。

 

And as a single teacher trying to a plan， single even differentiate a lesson every day, like you couldn't

actually meet the needs of all the kids.

正如作为一个老师，只是有一个计划,每天单一甚至重复一个课程,孩子们是不可能喜欢你，当然你也无法真正满足所有孩子的需要。

 

So the next idea is mastery based education.所以下一个想法是掌握基础教育。

 

Now think about Brian's example and think about those students who could already have passed out

of the material. Wouldn't it be great if we could just give them a test up front?

现在想想，布瑞恩的例子，想想那些可能已经过去了的材料。不是很好，如果我们能给他们一个前置性测试的话。

 

So that they can show their proficiency and just keep moving on.

也就是说，如果他们可以展示他们的能力,就继续前进。

 

>> Michael actually did a really nice recently on Forbes with our friends from the Learning Accelerator, using the analogy of mastery-based education being like kung fu.

And think about this for a sec.

迈克尔确实很好，最近福布斯与我们的朋友从加速器上学到类比的方式，掌握基础的教育就像练就功夫。

 

You know that there's a progression of belts. You know what you have to do to show mastery on any belt.

And students can still be in the same dojo working on their own individualized skill and then advance when they've actually shown mastery.

众所周知，有一个发展带。你应该知道做什么来掌控这个区域。

 

学生还可以在同一个场所里，致力于自己的个性化技能学习，来推进他们实际上掌握的知识。

 

We put a link in the resources section. I actually think it's really worth your time to take a quick read.

我们已经把把资料部分加入了链接。实际上我觉得它真的值得你花时间去快速阅读。

 

>> At Summit, we focus on mastery based learning. because it, it's simply not okay to continue passing

students on from class to class, year to year.

在峰会上,我们专注于掌握基础学习。当他们在他们的内容充满了瑞士奶酪洞知识。

因为它只是不可以让学生从班到班，年复一年的继续传递下去。

 

When they're full of Swiss cheese holes in their content knowledge.

So by having a mastery based system, where students must show competency in content before progressing, we know we're setting them up for success down the road.

所以通过掌握基础的系统操作，学生可以在取得进展之前，显示自己的能力，同时为他们的成功加码。

 

When the courses get harder and the content more challenging, because they're going to have the base level of competency that they need。。。。.

当课程变得更加困难，内容更具挑战性时，他们要更加掌控他们所学的基础水平操作。

 

>> So the last idea to hold on to around the ideal student experience is relationships.

We still think that teachers are at the center of any learning process.

And that relationship between student and teacher, and frankly even student to student, is a core and essential part of any good learning environment.

 

所以最后能够维持这种理念的，就是学生的经验关系。

我们仍然认为教师是任何学习过程的中心。

学生和老师之间的关系,甚至坦白地说学生和学生之间,应该是一个良好的学习环境的核心和重要组成部分。

 A lot of people worry, and rightly so, that if we just put technology into classrooms that it's going to be actually terrible for education.

很多人担心,理应如此,如果我们只把技术进入教室,这将是真正可怕的教育。

 

Because students would be sort of like the Night of the Living Dead.Sitting in front of a computer screen for eight hours, just clicking away mindlessly.

因为学生会像活死人一样。坐在电脑屏幕前八个小时，只是无意中点击一下。

 

But the really big surprise that we've seen when we go into blended learning environments is how much

interaction students are having with each other.

但真正的大惊喜在于，我们已经看到，当我们进入混合式学习环境时，

 

学生们会开始彼此相互帮助。

 

They're bouncing off to talk with other students about their assignments.

They're talking with their teachers, much more one on one interaction.

学生之间或学生与老师之间，一起讨论学习任务。而更多的是一对一的互动。

 

And at first it seems really surprising. But what I've realized is I've stepped back.

Is that if you think about the typical thirty to one lecture format for a class.

如果你已经习惯了典型的30:1的讲座形式的话。这种课堂起初看起来真的很奇怪。但好在我已经意识到，并且开始走进它了。

 

Actually there's very little opportunities for personalization there. 实际上，很少有机会个性化

But in these blended models when you start having these small group rotations opportunities for

tutoring and other such experiences. There's a lot more time for one and one interaction.

但在运用这些混合模型时，你开始感觉到会有一些小组轮换的机会来进行经验性的辅导，开始有了更多的互动空间。

 

And we'll go deep on this next week as we talk about the new rules of teachers.

这周我们将深入这个课程，下个星期我们会谈论关于教师的新规则。

 

>> Teachers spend a lot more time doing one to one conferencing, or small group conferencing.

教师花大量的时间做一对一的会议，或小团体的会议。

Even High School environments, I think there's a great tradition of small group instruction in elementary, but you really haven't seen that in secondary schools.

我认为在小学, 甚至高中的环境,这种传统的、分小组教学的模式非常好，但这种模式在中学还没见过。

 

I should know as a secondary math teacher. But all of a sudden it's, it's a lot of one to one.

 It's a lot of two to one, it's a lot of three to one.

作为一位中学数学教师，我应该知道。这是一个突变，它（这种教学）可以是一对一，可以是二对一，甚至可以是三对一或者一对多的形式来学习。

 

And for the teacher it's great because you know that's, those are the experiences they really wanted all along.

（这样的教学模式下），作为老师真的感觉很棒，因为你给学生的经验和知识，正是他们想要的。

 

And for the student, I mean we, we talk about it， and we make movies about how impersonal, and big high schools are.

And how hard it is to, really get to be known.

And when you meet students and see their interactions with teachers in the environment, it's really intimate. And , it's really personalized and people feel really well known.

而（这种学习模式）确实是针对于学生的，我的意思是说，我们谈论它，并不是要像谈论电影一样，谈论一个多么客观，高大对的学校。但（打造）它（这种教育体制）有多么困难，只有自己知道。
而当你满足学生，看看他们与教师在环境的相互作用，这真是贴心。而且，它是众所周知的，真正的个性化。

 And sometimes what kids need is they don't need a lesson in how to do x, y, and z, they just need to know that you care about them and that you're interested in, in who they are.

有时孩子们所需要的，不仅仅是一个教训，或告诉他们在如何做x,y,和z,他们只需要知道你关心他们,你对他们感兴趣,或你知道他们是谁。

 

And teachers can do that kind of 90 second, or five minutes, type check in as their going around and doing those things.

 But it completely changes how you spend your time in the learning environment.

And I use that word intentionally. It's a learning environment.

和老师完全可以用90秒，或五分钟，键入您在为他们考虑的事情。
但它，彻底改变你在学习环境里，如何安排你的时间。
我有意的使用这个词。就是在强调，要有一个学习环境。

>> So like the reason I chose to come to Summit, instead of somewhere else is because we have like the

one on one mentor relationships.

我之所以喜欢选择来峰会,而不是别的地方，正是因为，我们都喜欢这种一对一的导师关系。

 

And I, and you stay with that group of kids. Like until they graduate.

And you check in with them each week.

And you really get to see their progress and you set goals with them like academically. But also like personally. And, like things outside of school, things inside of school and like you really just, hear what they have to say 。to like, invest in a relationship with that student.

我和你，可以和这群孩子呆在一起，直到他们毕业。 而你每星期都在关注他们。
你真的能在看到他们完成设定的学业目标时，感受到自己的进步。无论是学校以外的东西，或学校里面的事情，以及你喜欢的，听听他们怎么说，就像是一种时间投资，去打造师生之间的关系。

 

And, I feel like that, the fact that somewhat like programs it into your day and you're not having to like figure out when to meet with kids, or you are not only picking on the kids that like are troublesome

in your class, but like there's a time for every single student. Is very, like is important to me and is

what made me want to work at Summit.

而且，我觉得，事实上，每日一天就像计划好一样，当你遇到孩子时，不必随时提醒他们；或者你不必挑出孩子们的问题。在你的班级，每一个学生都有自己单独的学习时间。就像是我们想要在峰会上，觉得自己重要一样。

 

 

 

>> My teachers make me feel more, more ready to go to school because when you going low and you coming down. They, they don't let you stay low, they help you come back up.

That you and you fall behind then they help you get back up to college.

当你走入低谷或成绩下滑时，老师们会学生感觉到更愿意去上学。他们不会再持续不振，他们会重拾希望迎头赶上，直至在你的帮助下，重返学校。

 

 

>> So again, hold on to this list of the four big ideas for the ideal student experience.

Ownership,  personalization, mastery based, and relationships.

所以,这个列表四大理念，才能创造理想化的的学生学习体验模式。即所有权、个性化、基础知识和关系。

 

Now in addition to hearing from Michael and I, and showing you some schools.

We want to bring in some other experts in the sector.

And we were sitting down recently with our good friend Alex Hernandez from the Charter School growth fund. And he told us about he begins an exercise with folks to begin thinking about the ideal student experience. After Alex, we're going to cut to the next video and start showing you what this looks like in

our protagonist schools.

现在除了听到迈克尔和我介绍了一些学校。我们想带来一些其他领域专家的经验。

最近,我们坐下来与我们的好朋友亚历克斯·埃尔南德斯特许学校成长型基金。,他告诉我们他开始锻炼与人开始思考理想的学生的经验。亚历克斯之后,我们将削减到下一个视频,开始告诉你这是什么样子

我们的主人公学校。

 

>> We advise our school designers not to start with the school schedule when they advise schools.

我们建议当学校的设计者们给学校提建议的时候，不要只是从学校的日程表开始。

 

And the reason is, blended learning is this big, open canvas and what you do, when you start with a schedule, is you basically drop a thousand constraints.

在你开始做的时候，事实上，混合式学习就像是一张大的,开放式的画布,当你开始一个时间表时，,你基本上已经制定好了，一些附加条件（来确保它的正常实施和进行）。

 

And so where we do ask folks to start is we say, start with the learning environment.

And I don't care if it's 30 kids or it's 90 kids.

And let's not think too much about the space at this point.

所以就像我们说的那样，从学习环境开始。我不在乎是30孩子还是90个孩子。总是顾及这一点，会让我们失去很多思考的空间。

 

Think about the experiences that you want students to have academically, socially.

And, yeah, let's not do too many, but let's just think through like, if we wanted to do three or four of these different experiences during a certain block of time. So you start putting boundaries around these experiences. How do you create these experiences for students?

思考一下，你想要学生获得的学业和社会经验。在一个完整的学习模块中，如果我们想要学生完成3件或4件不同的经验的话，我们就不能顾忌太多，按我们想象的那样，尽力去做。

And that's the beginning of School Design. And then once you've kind of mapped that out,

we do a lot of drawing, we do a lot of visualization you can start saying, okay, how do kids cycle through this environment?

一旦你有了最初的意图，我们得到设计就会跃然纸上，我们做大量的图纸,也做很多我们开始说的可视化的设计。好吧,孩子通过这个环境周期的学习，又会如何呢?

 

And sometimes by just saying, hey, we're going to cycle kids through this, all of a sudden your design

starts breaking.

有时，我们只是会说,嘿,我们将通过这个设计，对孩子们做一个循环,也或者从一开始就会打破你的设计。

 

So then you start modifying. You want to make sure that, every kid's getting the experiences that you intend them to get and not just because you have time to do one to one for ten kids and the other 90 kids get left out in your school model.

如此我们就必须开始修改。你要确保,让加入的每一个孩子都是获得经验,而不是仅仅因为你为十个孩子做了一对一设计，却把其他的90个孩子抛离开你的教学模式。

 

And, that's the beginning of iteration, and so, the key is don't give away your constraints too early.

Because, its, its not really that useful to, know what you can't do, what's really useful is figuring

out what you can do.

 

这是一种循环式的开始,因此,关键是不要过早放弃你的制度。因为这么做不是真的那么有用,要知道你不能做什么,以正确的计算出你能做什么。

 

 

 

 

 

 

 

 

 

 

Video 3 Protagonist School on Ideal Student Learning Environment

 

Now Kipp LA, Navigator and Summit have spent a lot of time thinking about how to design the ideal student experience.

And it's worth hearing from them about how they thought about this.

现在Kipp洛杉矶,导航和峰会已经花了很多时间思考如何设计理想的学生的经验。

那么，很值得听听，他们是如何思考这个问题的。

 

>> The ideal student learning experience here at Denali all starts with a culture of high expectations.

理想的学生学习经验在具有很高的文化期望的德纳里开始。

 

That allows students, that puts the students in the driver seat for their own learning.

 

 

this means that from the moment they walk in the door to all the time they're spending in our building, that they know that there's high expectations for them for academic growth, but also for character development.

这意味着从们走进大门那一刻起，对他们的学术成长就寄予了很高的期望，当然也要保持个性发展。

 

And as teachers and as leaders of the school, it's our job to really facilitate their growth in all of that, but mostly to facilitate their ability to direct their own learning.

。

 

>> The ideal learning environment for kids would be where they can work at their own pace and aren't set to like, this is what you're going to learn in this amount of time, and if you don't learn it, too bad.

孩子会被安排在一个理想的学习环境中,在那里，他们可以按照自己的节奏或喜好工作 ,就是学生要在这个时间学习,如果你不学习,就太糟糕了。

 

And if you do learn it great, you're going to be up to pace. and so, I wanted an environment where kids

can learn at their own speed, and at the same time like, get the supports they need. and have projects to support their learning.

如果你学习它很棒,你会加大步伐。所以,我想要一个环境,让孩子

可以按照自己的速度学习,同时,得到他们需要的项目来支持他们的学习。

 

So it's not just like rote memorization or like, spit out the information, but like apply what you've learned to situations in the world.

所以这不只是死记硬背或只吸收吐出的信息，而是把你学到的东西应用到实践生活中。

 

 

>> We are trying to both challenge each kid individually and learning the content that they need

to learn you know when they're ready for it in a way that's just right for them.

我们试图挑战单独学习，准备好每一个孩子学习需要的内容，这些内容正是他们需要的。

 

but we're also trying to create a place where they learn really valuable cognitive skills.

 

you know those skills that go across the disciplines that are important, no matter what type of work

you're trying to do. and we really focus our time as teachers on those skills, because we think that's

what's most important.

你知道去跨越这些技巧，是一门重要的学科。无论是你想做的什么类型的工作

。我们真的把我们的时间，放在培训拥有这些技能的教师上，因为我们知道，什么才是最重要的。

 

So it's really everything you see kids do here is very similar to what they do in other schools.

 

 

But I think the biggest difference is, we've really separated out the two.

 

There's time when they learn on, work on content, and they're really focusing just on developing content knowledge.

当他们有时间去学习时，他们真的只是关注到了内容知识。

And then there's time when they're working on developing skills, and they're just focusing on developing those skills.

 

 

and I think it really helps them focus on those two things, be really aware of those two things and

you know to the benefit of developing those two things in a very concrete, explicit way.

 

>> So I think the greater the variety in a student's day, the better it is for the student for

many different reasons.

所以我觉得更大程度上，一个学生在一天内变化成为一个更好的学生，有许多不同的原因。

 

Number one, student's engagement is critical for us.

So we focus in on engagement strategies in the classrooms and the computer labs, and by breaking the school day up into different chunks, you find even younger students stay much more engaged.

It's almost like they're resetting themselves.

They're going for 45 minutes in the computer lab, 45 minutes for reading, 45 minutes for a math class, 45 minutes they pull out their Chrome books and they're working in the computer lab.

学生们就像重置自己一样。

他们也许会在计算机实验室里45分钟,也许会完成45分钟的阅读, 45分钟数学课堂,45分钟他们也可以拿出自己的Chrome书籍在计算机实验室工作。

 

So it's all these little chunks, than in a traditional classroom you don't really get because it's one

teacher teaching all day long.

所以它是这些小小的数据块，比在传统教室里的你，真的不再是一个教师整整一天的教学。

 

And eventually that just becomes the, the culture of the student's experience and there, you know, there's

not a lot of variation.

最终，从学生学到的经验、 文化那里，你知道真的会有很多的变化。

 

>> So when we were thinking about forming the school, the first visions of a school was that students and parents and teachers would understand that the second kids set foot on campus that they are on a special place.

所以当我们在思考一所学校形式的时候，学生、家长和教师会明白，从第二个踏上校园的孩子开始,他们已经是在一个特别的地方啦。

 

That they are kind of, we would say this, that they know they're on holy ground.

And from then on, every single piece of the school was around high expectations for academics, and for behavior.

那它们（学校）都是什么样的？我们会说，它们是圣地。从那时起，学校的每一件事情，是在追求更高的学术行为。

 

we realize that using for example the technology, allowed us to have students practice perfectly over

and over again.

我们认识到，例如技术的使用，允许我们一次又一次在学生的实践完善。

 

We could get multiple repetitions for kids who needed that.

That's simply all they needed, was to practice, and the technology allowed us to do that.

我们可以让那些需要多次重复。这只是他们所需要的，是实践，和技术允许我们这样做。

 

>> So one of the things that I was sure of when founding Comienza was that when our students entered second grade, they were going to be at grade level.

所以我确信的事情之一Comienza成立时,当我们的学生进入二年级,他们将会具有同年级水平。

 

Now when our students come to us in kindergarten, they are years behind their affluent counterparts.

So they're already coming with you know, having not you know, not knowing English.

Not having vocabulary.

Not having the support at home for literacy for math.

And so we're playing catch up.

现在，当我们的学生在适时的年龄来我们的幼儿园时，

无论他们已经认识你，或不认识你，或不懂英语，或没有词汇，或没家庭素养。

我们都要帮助他们迎头赶上。

 

What we have to do in kindergarten and first grade is more than two years of instruction.

We have to do sometimes three to four years of instruction, if we're truly going to get our students to walk

into second grade at grade level.

我们要做的是在幼儿园和一年级完成两年多的教学。如果我们真想让我们的学生完成第二等级的话，我们有时会进行三到四年的指令教学。

 

>> When we thought about what we wanted for Kamanza.

When I thought about what I wanted for my classroom, my primary goal is to make sure that my classroom is a joyful place where students are successful.

当我们思考我们想要kamanza什么。

当我想到我想要的课堂时，我的主要目标，就是确保我的教室是学生成功的、一个充满快乐的地方。

 

So we create the joy by having school be a fun place, have a school be a place where students are finding

their passions, where they are achieving a lot, where they feel themselves growing.

 

They are successful because we're scaffolding them through all of their learning.

Because I'm interacting with them in small group environments, to make sure that they are getting exactly

what they need.

他们是成功的,因为提供给它们学习的支架。因为我与他们在小组环境中交流,以确保他们得到完全准确的，他们所需要的东西。

 

That everything is differentiated. 这一切都是有区别的。

 

And when they are successful, that joy factor comes in, in such a powerful way.

他们成功了，因为快乐是最强大的因素。

 

There's something that's often missing in these conversations, and that's the students' perspectives.

Take a listen to their voice.

有时，我们会经常丢失一些东西，这就是学生的观点。要学会听听他们的声音。

 

>> when I get to go to my own speed, that means that like, I could go fast at the things that I

already know, or slow at the things I'm having trouble at.

But I think right now it's going really good.

我已经达到了自己喜欢的速度，这意味着，对于已知的事情我可以快，在我遇到麻烦的事情

时可以缓慢一些，但我认为现在很好。

 

>> This school is very different from other schools in a very good way.

I think it's really good for teaching kids like, stuff that they want to learn.

Plus the stuff that they should be learning, so like you're learning the stuff that you should be learning, and then there's like if you want to do something else for fun you can do that.

这样的学校有一种很好的教学方式，不同与其他学校。在这里教孩子们学习他们喜欢的东西。

学习它们应该学习的东西，如果你想自娱自乐，也可以做点别的。

 

>> The teachers here that are doing, is that they are like really focusing on the students and they're really like wanting to know about them, and they they want to make them feel comfortable, and they want to make them feel like you want to go to school every day.

 

这里的老师正在做的是，他们真的以学生为本，他们真的了解学生，并且让学生们感到舒适，让他们喜欢你，并且想每天都想去学校。

 

>> I like all the programs they have.

A lot of them are fun and educational, and I also like the different technologies they have.

They have MacBooks, they have iPads, they have touchscreen computers.

There are a lot of things I like about this school.

我喜欢他们的所有程序。

他们有很多都是有趣的教育，我也喜欢他们有不同的技术。

他们有 Macbook，他们有 Ipad，他们有的触摸屏电脑。

有很多东西，我喜欢这所学校。

 

>> My favorite thing about this school is just, like, technology, friends, the teachers. And that's it.

>> This school is much smarter. Like, I went to Luigi.

And then I came here because I didn't like Luigi, and then we got a higher score than them on the CST twice in a row, and I'm like wow this school is awesome.

我最喜欢的事情就是这个学校，如，技术，朋友，老师。就是这样。

> >这所学校是非常睿智。起初我去路易吉。

然后我来到这里，是因为我不喜欢路易吉，然后我们得到了更高的分数，比他们在中科连续两次中奖,我喜欢这所学校，哇棒极了

>> I like doing work, all the work, because than I and get to get more smarter and go to college.

So I like being challenged.

我喜欢这里的工作，所有的工作，因为比起要更聪明和去上大学，我更喜欢挑战。

 

>> You can't just copy off the teacher. You have to do your own thinking, and that will get you to college.

I want to go to college so I can follow my

dreams to, to be a teacher, like my mom.

 

你不能只是复制了老师。你必须做你自己的想法，做你自己的大学。

所以可以跟着我

梦实现梦想，像我妈妈一样成为一名教师，。

  Video 8 Week 2 Assignments

So now we'd like you to think about your ideal learning environment.

所以现在我们希望，你想想，您理想的学习环境。

 

We've designed a couple activities to get you thinking in that direction.

我们设计了几个活动，来引导您在这方面的思考。

 

First, we have a quiz where you're going to look at the protagonists schools and how they're applying the concepts of student agency, mastery, personalization, and relationships.

There are no wrong or right answers on this quiz.

We just want you to get to thinking about how they're applying them in their situations, and how

you might then be able to apply in your own environment.

首先,我们对被规划的学校门以及他们（学校）在如何操作学生的理念、知识掌控结构、个性化和关系有一个测验。当然在这个测试没有错与对。我们只是想让你去思考，他们（把这种模式）如何应用于现存的状况中。当然，您也可以应用在自己的环境中。

 

 

Second, we're going to ask you to engage on the discussion forums again.

I think you all did a great job in this in week one in really pushing your thinking around creating that definition.

第二,我们将邀请你进行再次进入讨论论坛。

我想，这周，你已经在创造性思维领域，完成了一个伟大的工作。

 

And, we think you can do the same exact thing, here, which is really going to help you for your final project.

What we'd like you to begin to think about are, what are your goals for your final project around student agency, personalization, mastery and or relationships.

我们认为你能做到理念相同与以上表述的事,这是真的在帮助你制定期末专题。

我们想让你开始思考,什么是你的目标，你的专项目标中，学生机构,个性化、掌握或关系又是怎样的。

 

We know that this isn't going to be flushed out at all completely for all of you yet, but that's why we want you to engage in the discussion forums.

我们知道，这不会完全的刷新你的理念,但是这就是为什么我们想要你参与讨论论坛的意图。

 

So, post what is your big goal around these for your final assignment or what you think that big goal's going to be.

因此，围绕你的终极评定，以及你有期待的目标，期待你，制定出自己的终极目标。

Write a discussion post about it, why you're tackling that and make sure you label the discussion post title clearly.

For instance, better differentiate instruction, increase relationships with my students.

记录下你为什么你要解决这一问题你的讨论，，并确保清楚标明出，讨论文章的标题。

例如，更好地区分指令，增加与我的学生之间的关系。

 

And also, at the bottom, make sure that you tag the keywords so that other people that are on the platform and working with you can also easily identify other posts that are similar to theirs.

Good luck.

同时，在底部，请确保您添加关键字标签，以便其他平台，和你共事的人也很容易可以识别其他类似于他们的职位。

祝你好运。