第四周视频1-3

发布人：王卫肖发布时间：2014-05-12 11:25:11

 

Welcome back. 欢迎回来

We're thrilled by what we're seeing on the discussion board, and the really robust energy that the course has. 我们很兴奋通过我们所看到的探讨版，本课程的确有超强的能量。

It's exactly what we were hoping for.这也的确是我们所期待的。

Let's do a quick review of where we've

Been great. 让我们一起快速回顾我们已经收获的

So in week one, we talked about the

definition of blended learning.第一周我们讨论了混合式学习的定义

Looked at some different models of blended

learning.看了一些混合式学习的不同范例

And then thought about, what does it mean

to do high quality blended learning? 接下来思考：做高质量的混合式学习是什么意思？

In week two, we really dove into how does

a student experience change in high

quality blended learning models?第二周，我们潜心研究一名学生经过高质量的混合式学习后的变化经历。

And then last week, we thought about, how

does a teacher experience change? 上一周，我们思考了教师是怎样经历变化的

And as a preview, next week we're getting

into some nitty gritty around

the hardware, the software, and the

physical space required to do this work.作为预演，接下来的一周我们将深入探讨本工作中有关硬件 软件以及物理空间的需要中最困难 最具体以及最重要的部分

And this week it's all about scale at it,本周都是关于这方面的基准

it's all about solutions at scale.都是关于基准的解决结果

What does this look like, when we redesign

an entire school? 看起来像什么呢？就像我们重新设计一所完整的学校

Now, I know some of you are saying the

entire school, I, I don't have control

over the school.现在我知道你们都在说这所学校，但是我不想控制学校

I have a classroom, or I work with one

group

of teachers.我有一间教室，或是说我和一组老师一起工作

We understand that, but we think it's

really important to understand what

this looks like, if you can我们明白，但是能够明白这看起来是什么样子的很重要

plan holistically across an entire

organization.如果你能完全计划通过本次完整的组织

>> And if you dig in with us, what 如果你加入我们

you'll see is that the principles we

introduce this week.你将会看到本周介绍的原则

While we're introducing them with the

frame of changing an entire

school, they actually apply just as much

changing an individual classroom.当我们将其与改变了整个框架学校，他们将确实改变一个人的课堂

Or if you're a teacher going over to the

neighboring

teacher, and collaborating on how

to change your learning environments

together.或者如果你是一个老师去邻近的教师合作，如何改变你的学习环境在一起

>> The idea we want to focus on here,

is that 我们想重点说的是

you can't just focus on a single period of

the teacher's day.你们不能只把重点放在老师的某一天单一的片段上

When educators start innovating on

different kinds

of classroom models, they quickly bump当教育研究者开始革新与不同种类的教室模式时

into the

constraints of having a 57 minute period

that's chopped up into six blocks a day.他们很快进入每天分为6快每块57分钟的片段

So this week we want to remove those

barriers, remove the constraints.因此本周我们想移走这些障碍移走这些强迫

And think about what's possible, when you想一想有什么可能性，当你想设计全校水平的小组

design

from the ground up at the whole school

level.

>> Now some of you may already

be a part of this redesign process at a

school level, and目前，也许你们中的有些人已经是本次新设计的全校水平的一员了

others of you are just thinking about it

at a classroom level.其他人正在考虑班级水平的

But we suspect that, as you get into this但我们期许的是，如果你不断深入本工作，

work deeper and deeper, you're going to你肯定会问相同的问题，

ask the

same question that we started out this

whole blended

learning course with asking at the我们开展本次混合式学习课程是建立在班级水平上的还是学校水平上的？

classroom level, about schools.

Why do we run schools the same way, that 为什么我们用相同的方法运营学校？

we have for the last 100 years? 而且在过去的100年都是这样运营的？

Do those assumptions still make sense? 做这些假设还有意义吗？

And now these assumptions

run very sexy and exciting topics, like

bell

schedules and student grouping policies

and grade levels. 现在，这些假设是很性感也很有趣，如贝尔计划和学生分组策略和级别

I know, heart thumping kind of stuff. 我知道 心怦怦直跳

But, I truly believe that if you show me 但我确信

how a school sets up their bell

schedule, their teacher assignments, I can 你如果展示给我一个学校怎样建立贝尔计划，以及他们老师的工作

show you

90% of where they're using all financial

resources.我可以给你90%他们所用的金融资源

And frankly, already show you where

they're

constraining all possible innovation into

the future.坦白的说，已经展示给你他们限制所有可能的创新未来。

So this week, we're going to look at some

assumptions

about how school has always been. 所以本周我们将看一些关于学校的假设

And then we're going to look at some

schools that are actually

questioning these assumptions, and see how接下来我们看一些对这些假设存有问题的学校

they're reorganizing school as a result. 看看他们是怎样组织的

And then we're going to at the economics

of all this. 然后看看这些结果的经济状况

How much does it cost to go blended, and 达到混合式需要花费多少钱

how are schools thinking about affording

these additional costs. 学校是如何考虑负担这些条件的花费的

>> We finish by talking to the actual

experts in the field who've done

this process, and see how they've 我们通过和实际完成在这一领域的专家谈话

navigated

the process of changing their schools to

these

blended models.看看他们是如何导航这一进程使他们的学校变为混合式学习的学校

Now it's easy to focus on the what of

blended learning. 和容易明确什么是混合式学习

But how we get there, the actual change

management process.但是我们如何达到，如何发生的变化

That's where the magic really happens, and 的确奇迹发生了，

the best superintendents, principals and 最好的 条款 教师带头人

teacher leaders are

the ones that are, are really good at

thinking about the leadership of all this.他们非常善于思考如何引领

 

If you always do what you've always done, 如果你总是做你已经做过的

you'll always get what you've always got. 你总是得到你已经得到的

Now this quote has been rightly or wrongly

attributed to Henry Ford. 因为Henry Ford 这个假设可能正确可能错误

But regardless of its true origins, it's 但是忽略其真实的因素，

worth thinking 值得思考的是本质，如同我们在设计学校

about the essence of this, as we, we

design schools.

>> Put another way, every machine is perfectly designed to produce exactly what

it produces. 搭建另一条路，每一台机器完美制造出来像其完美设计一样

And organizations are the same way. 组织也是同一条路

Our schools produce the results they do 我们学校产生其结果

because we've built

them in a way to make those results. 因为我们建造了这样的道路产生这些结果

And it's only by questioning the

assumptions at the core of schools

that we can start to think about machines

that get very different results.只有通过询问在学校的核心假设，我们开设思考机器产生不同的结果

Now this isn't Only, only about blended

learning. 现在，这不仅仅是关于混合式学习

But if you're going to redesign a school, 但是如果你准备重新设计一所学校

you can't

just think where's there technology and 你不能仅仅思考科技在哪 哪没有科技

where's there not technology.

You actually have to go at the core

assumptions around, 你的确要考虑核心假设

the calender, where students go, how we 考虑日程安排，学生去那

use adults, and redesign 怎样利用成年人

schools with those ideas in mind. 对这些有了主意再设计学校

>> So let's dive in: Assumption one 所以让我们静下心来看看：

that we make 假设一：

is that the school year should be from

September though June.假设学年从九月份到六月份

Now, we know the origins of this from the

agrarian calendar when students

had to get off for summer, so that they 到学生六月份离开学校

could tend to the farm. 他们可以去农场

But, in this day and age, does this still

make sense? 但是，此时此日，依旧产生感觉吗？

And even more so when we have evidence 因此我们有证据甚至更多

about the summer 夏天 的确能够影响学生处于不利社区

slide, that actually affects students from

disadvantaged communities where they don't

continue

to learn during those summers, and they 这些夏天他们不用继续学习

just slide off and their performance

wanes? 只是将他们的表现减弱吗？

We have some studies that, point out the我们有些研究指出：

detrimental effects of this in the

resources section. 在资源部分有不利的影响

It's a big assumption that you want to

keep in mind as we re-design schools. 这是一个很大的假设: 大脑中时刻记得我们在重新设计学校

>> So let's put this calendar from

June, September until June into the

bucket of things you may want

to reconsider if you're starting from

scratch. 因此 让我们从六月，九月开始直至六月，如果你想重头开始

Assumption two, school should be from 8:30 假设二

to 3:30 every day 每周工作日每天从8：30到3：30

of the week.

Three ideas for you to think about in

this. 有3个主意，你可以考虑

One is the brain-based research we're一是：基于大脑的研究，

seeing about just how many hours of sleep

an adolescent brain needs, and the kind 青少年需要睡觉几个小时

of school schedules that would most

accomodate that. 学校的日程安排上必须考虑到

Secondly, we're in a reality now where 二是：我们面对一个实际情况许多孩子的父母是双职工

many families have both parents working so

the 这一点要考虑到

custodial hours the schools need to think

about

may be different than just 8:30 to 3:30. 不同于只是从8：30到3：30

And lastly, it is interesting to look 最后一点：比较一下我们这点学校和其他国际上国家的学校学生的在校时间

internationally and compare the number of

hours the students are in schools in other

countries compared to our own.

We'll focus on two of our protagonist

schools and look at 接下来我们关注一下我们的2所主人公学校

the schedules they've created around the

ideal experiences for their students. 再看一下他们的关于安排的学生的日程安排经验

>> Assumption three. 假设三：

The daily schedule should be fixed for all

students so that 日程表的安排需要中和所有的学生

all students receive the same amount of

time in every single subject. 因此每一位学生都能接收到同等数量的时间在每一个单一的科目上

Now, this may make sense from a law and

order

point of view, and managing a, a strict 可以从法律意义和秩序上提出观点，

schedule each day. 每天都有一个可控的 严格的时间表

But from the perspective of

individualizing and personalizing learning

for但是从每个孩子的个性化考虑

each student, we have to question whether

this still makes sense. 我们不得不提出质疑：这是有意义的吗？

>> And assumption four. 假设四：

Class size is super important, and also 班级的尺寸也非常重要

should be roughly the same all day long.且得一直近乎一样

Now, there are some really interesting

debates

about the effect of class size, and we 也有一些关于教室尺寸的作用的有趣的辩论

put a couple of links in the resources

section if you want to dive in more. 如果想摄入更多我们可以在资源上有一些链接

But for this purposes we're going to start

to wonder 但是为了这个目的我们得开始疑虑

what are some of the schools doing to have 部分学校做了些什么

much

larger class sizes at some part of the day在一天的某部分有更大尺寸的教室

and much smaller class sizes 或者是有更小尺寸的

at another, and actually be deliberate

about

that choice versus defaulting to a

one-size-fits-all approach. 实际上有微妙的关系，难决定一个尺寸适合所有的方法

>> Assumption five. 假设五：

The default for all students is to be in a 错误的是，所有的学生以一个小组的形式

group of students

in a box with a single credentialed

teacher at the front of the room. 在教室里，一名有资质的教师站在教室前面

In this week, we're going to look at lots 本周，我们看大量的学校，他们在重新思考部门的使用

of schools that are rethinking how they

use staffing.

To use different adults

in different places and reconfigure 不同的地方用不同的成年人

classrooms in

radically different ways to personalize

learning for students. 重新配置教室以完全不同的方法进行个性化的学生学习

>> Assumption six. 假设六：

Students should almost always be grouped

according

to their age level and by grade levels. 学生应该按照他们的年龄和年纪进行分组

And the history of this is, you know, kind 历史是，有一些有意思当我们搬出某间教室

of interesting as we move out of

one room school houses, into more

specialized elementary, 进入到更加特殊的小学 中学 高中，等级专业水平

middle, and high school, and grade level

expertise.

But we think it's interesting to say, 但是很有意思的是

well, why do we continue to still do this? 为什么我们还要继续做下去

>> Now, stepping

back. 回过头来

As Brian and I have been working through

this course with you. 如同Brian和我曾经和你做过的一些课程

What we've come to realize is that we 我们已经意识到的是

actually could

have retitled this course, Redesigning 我们的确可以重新命名本课程

Schools from the Ground Up. 从初级重新设计学校

And what we think is really important to

point out, 我们思考的是 的确非常重要需要指出的是

is that the school leaders that are using

blended learning. 使用混合式学习的学校领导

The most interesting ways to boost student

learning. 最有趣的方法以提高学生的学习

They're not just doing this as a cosmetic 他们不仅仅是做美容式的混合

fix, but they're really thinking through

the structures and systems of their entire

schools as they do this, so that they

can meet each student with the need that

they have, when they have it.

>> So keep these six assumptions in

mind, 保有以上六点假设

and let's look at how the schools are

actually starting to question them as they 看看这些学校是如何提问的就如同提问他们自己

ask

themselves, what's the ideal way to run

their schools? 用什么好主意来运营学校的

Now as we share some examples of

schools that are actually changing these

assumptions and 就像我们分享过的学校一样看他们是怎样改变这些假设的

playing with these decisions, don't get 是怎样决定的

too

fixated on the actual decisions that they

make.

You may agree with some. 你也许会认同一些 或是反对一些

You may disagree with others.

It's not the point. 这并不是关键

What we're trying to illustrate. 我们想试图说明的是

Is that you actually have these

assumptions as

things that you can play with in your

context. 在你的脑海里是否真的有这些假设

They're choices that you can make. 你可以有的选择

>> So, some that looked at their

school calender and they had two desired

outcomes. 因此，有些看着他们的日历有两个所需要的结果

The first was for students, the second was 第一是给学生的，第二是给成人的

for adults.

For students, they wanted an environment 对于学生，他们需要一个环境

where students could go

deep on extracurricular or electives, for 在那他们可以深入学习课程或有充裕的时间开展选修课

a sustained amount of time.

And for staff, they just wanted more PD

time during the 对于办公室而言，他们只是想有更多的PD时间

year to spend really thoughtful time in 来思考如何相互进行培训

training with each other.

So they looked at their calendar and they 他们看着日历来搭建这些称为斡旋的东西

built these things

called intercessions, which look a lot

like a college campus intercession. 看起来像很像大学校园里的斡旋

For a couple weeks at a time students work

with either a

set of teachers or community partners to

do deep and meaningful sustained projects. 学生和老师或搭档合作深入学习几周后受训这些有意义的课程

And during that time the staff have

really rich professional development time

with each other. 这期间办公室之间也有了充裕的 专业的 发展性的时间相互沟通

Now, they used to have a very traditional

schedule. 目前， 他们习惯了非常传统的日程表

And they went after this change and in the

process created something that looks very

new and very different. 他们尝试完这样的创造性的变化，感觉非常的新鲜和不同

>> So when we started really rethinking

our school model, 因此，如果我们开始想重新思考我们的学校模式

one of the things we tried to free

ourselves from. 我们开始试图解放自己，其中之一是：

Was the traditional year long calendar很多年以来的传统的日历

just like we

tried free ourselves from this sort of

traditional bell schedule.就像把我们自己从传统的铃声似的日程表中解放出来

And so, we started with kind of a blank

slate and we 因此，我们从之前谈到的一张空白板谈起

said, you know, what, what would be ideal, 什么是完美

what would be optimal. 什么是最佳？

And clearly there are some restraints 很明显有一些限制

because our society still has 因为我们的社会还存在这样的观念

this notion of, sort of summer break and 有时是暑期的打断

things like that, but.

Within reason, we said, you know, really

how long do we need to spend on an annual

basis for kids to really built you know, 原因之内，我们的确要考虑，我们需要花多长时间每年在小孩身上

progress

in the way that we want them to progress? 提高阻挡了我们想让他们提高之路

And, to learn the content, learn the 为了学习内容，为了学习他们需要学习的技能

skills they need to learn.

And, how can we really think that year so 我们怎样真正地思考

that it's not like start, and then run 因此就像没有开始一样

all the way to the end before you have a 歇息之前开足马力走向结局

breather, or a break or time to reflect. 还是停歇一下或是反思一下

And so we've done something really

innovative which is 我们的确已经做了一些创新

we have taken eight weeks of the school

year, 花费一学年的8周时间

so really 20% of the student's time in

school for a year. 学生一年在校时间的20%

And said, you know, we know we

value kids having authentic, real-world

experiences where 我们知道孩子们在现实世界的真实经验

they're able to follow passions and do a 在那他们能够激情洋溢且进行深入的探讨

deep dive and be in the community.

Let's give them that opportunity during

the school year. 在他们的求学时代让我们给予他们这样的机会

in our case, we've broken it up, so three, 在我们的这个项目中我们打破常规

two 三个两周为一期，

week periods, and two one week periods, 两个一周为一期

scattered throughout the year.全年散落开

And let's give them the time to sort of

step back from the regular day-to-day, to 给他们时间排序打破以前那种一天一天的

be able to

reflect, to be able to immerse themselves 让他们有时间能够回顾

in something 有时间沉浸下来

else, to get that sort of breather, and

break, and. 有时间休息

In a sense, restart. 有一种重新开始的感觉

Very powerful for students. 对于学生而言是强大的

Not only what they're doing for that, 不仅仅指他们要做什么在此期间

during that time,

but what they're, that, that, you know, 而且他们是什么

break, if you will. 如果你愿意的话

But even more powerful is what it does for

teachers. 对于教师而言更是强大的

Because it gives our teachers. 因为他给予了老师

Eight weeks spread throughout the year 一年中散乱的8周时间

very strategically where they have time 很有战略性

to professional, proffesionally develop. 教师有时间专业化 专业化发展

Where they have time to work as a team. 有时间在一个团队里工作

Where they have the time to look at

the data around their students and

reconfigure, and. 有时间看到学生的数据和重新配置

Do these iteration cycles where they're

really thinking about他们做这些迭代周期

and looking at data of what they've built真正的思考看资料

and looking at data of

what they're learning, and how they can 他们建造的或是学到的

iterate on

that and regroup around that and be true

leaders. 迭代周期在重新分组和成为真正的领导

it's so incredibly powerful and I think 因此是难以置信的强有力

it's one of the key drivers for how we're

able to move our model forward so quickly, 这也是一把能够使我们很快推动我们的这种模式的钥匙

so efficiently, and so effectively. 非常有效

And I think a beautiful example of how you 有一个很美的例子展示，怎样给予孩子什么是最好的原则或是有价值的事物

can take what's best for kids, principles

and things

you value, and find a way to leverage that 找到一条起到杠杆作用的方法使得这种模式确实起到真正的作用

to make the model really, really work very

well.

>> Now, that's one way we've seen

people start to play with the school

calendar. 如今，我们已经看到了一条道路，人们已经从学校的日历开始了

Some school's we're familiar with are

actually going to year-round schooling. 我们熟悉的一些学校的确是以年为轮环的

And they're doing this in a variety of

ways. 他们以多样化的形式在开展这项工作

Having flexible groupings for students。给学生设置了灵活的小组

they're doing very specific tracts, so 他们正在做精确的域

that they have different vacations, and 因此有不同的假期

staggering the schedule within the school. 在学校有惊人的日程表

And we're seeing all manner of innovations 我们看到的所有变化都在这展示

in this.

>> What we think is important is to 我们认为重要的是：记住每一点都是一个工具

remember that everything is a tool.

The calendar can be a tool. 日历是一个工具

Don't assume that it has to 不要假设已经成型的东西

be the way it's always been.

Think about your desired student outcomes

that you want, that 想想你理想的学生你想要的

learning environment, and figure how your 学习环境

calendar can support that. 你的日历所能提供给的数据

>> Now, of all the schools that we're

looking at, 在我们所有看的学校中

KIP probably has the most different

looking school day itself. KIP也许是最不同的一所                        

Now, you may be aware, but KIP has made a

very big commitment 你会意识到 KIP在他140家加盟校间达成了一个很大的承诺：

across its 140 plus schools to have

extended learning days for each child. 给每一个孩子开放扩展的学习天数

And often the schedule goes from 7:30 AM

to 5:00 PM. 通常从上午7：30到下午5：00

>> Now, wherever you think about an

extended school day, 无论哪里有扩展的在校时间

I happen to think length of time matters a

lot. 我想时间问题太多了

It's an interesting question to still ask. 还是那个有趣的问题：

Well, does this have to be true for every

student? 对每一个学生这都是真实的吗？

If we believe in our mastery-based ideals,

what if 加入我们相信这张基于事实的主意

some students need an extended school day

and others don't. 如果有的学生需要在校的扩展时间而有的不需要

Could we envision a system where students 我们是否可以设想一个体系

could

show mastery and maybe get an earlier

release. 学生能够展示所学或是有一个更早的释放

Or even have a day of the week that they

didn't have to come 甚至一个星期中有一天不用到校做他们非常关心的课题

to school where that they could work on

projects that they cared most about.

Because they've already shown that they

know it. 因为已经展示过了

So again, if you think about changing the

Length 如果你想改变在校的时常

of the school day, you don't have to think

in

a uniform block of every student. 你不必考虑对每一位学生都用固定的同一制服式的模式

We're still focusing on what individual

students need. 我们侧重每一个个体学生的个性化

>> And this brings up a really

Interesting 这给我们带来了一个确实有意思的问题

question which is everyone's fame, 哪个是适合每一个人的框架

favourite which is homework. 哪一个是最好的作业

>> Mm-hm.

>> Now, does, do we actually need the

same concept of homework that we've always 我们真的对作业有相同的概念吗？

had?

Well, if we're really focused on mastery, 如果真的关注所学

can we

let the students decide where they do the

work? 能不能让学生决定在哪工作？

>> So we hold them to the bar of what

they need to 因此带着他们来到他们需要学习的场所

learn, and whether they do it in school or 无论是在家还是在校几乎是无关紧要的

at home almost becomes irrelevant.

Carpe Diem, in Arizona and Indianapolis,

combine these Carpe Diem, in Arizona and Indianapolis结合这个问题的两个主意

two ideas of question in homework and

whether

all students need the same schedule, to 在作业方面和学生是否需要相同的日程表方面

create

one of these models where students who's

demonstrated mastery. 创建的这种模式之一那里的学生已经被证实掌握了

Can take their Fridays off or work on

something their interested in. 解放他们的周五或做一些他们喜欢的事情

And similarly navigator schools has built

their schedule with an early 持有类似观点的学校早已创建了自己的日历来解放每一天

release each day, for students who are on

pace and showing mastery. 学生们在展示自己所学

They get to go and either go home or work

on something they want to. 他们决定在家还是在学校做还是不做自己想做的

And the students

who need more work to demontrate mastery

stay and get 那些需要更多的工作来证明自己的所学可以以一个小组或与老师一对一的开展

small group or one on one time with their

teachers.

Another organization, Education for 另外一个在教育变革中组织

Change, is starting

a new blend of learning school called

Epic.已经开始创建了一个叫做Epic的混合式额学习学校

And at Epic, what they're going to do is  在Epic他们想做的是介绍一种“弯曲”的时间给每一位学生

introduce this time of flex time for each

student.

So similar to how Google gives each of its

employees 20% 类似于谷歌那样给每一位雇工20%的时间

time, where they can choose the work they

want to work on. 选择自己想从事的工作

Basically, what's going to happen in Epic

is that as students 在Epic最基本的是学生所学证明 他们能够驾驭这种“弯曲”时间

demonstrate mastery, they're going to be

able to earn this flex

time so that they can choose what they

want to learn. 他们能选择自己要学的

We've talked a lot about the use of time

in this course 本次课程我们大量讨论时间的运用

and even showed you how student schedules

change back in week two. 甚至在回到第二周讨论的学生的日程表是怎样变化的

>> So today let's focus on how people

use time across the whole day. 今天的重点是人们是如何运用一整天的时间的

As well as how the heck people manage this

day to

day in a school when there's these kind of

different schedules happening.以及如何管理这样的人在学校的时间里有不同的时间表变化

>> Now one of the things we've

emphasized is that when you move

to blended learning, teachers can use time 现在重点是如果变为混合式学习

much more effectively within a classroom. 教师可以在一间教室里更有效地利用时间

But our protagonist schools don't just

stop there. 但是我们的主人公并没有就此停下来

They're also thinking how do you combine

classes in novel ways, rethink 他们也在思考怎样以一种小说的方式结合班级

schedules, and actually move beyond using 重新思考课程表

that time effectively just within the

classroom. 除了在教室有效地运用时间还要真正转移

>> Right, so in kick ballet, they do a 踢芭蕾一样，不仅在教室内旋转

rotation within the classroom

but they also rotate between classrooms to 还要在教室间转换

mix and match students and teachers. 融合 比赛在学生和教师之间

All around the idea of giving the right

kid

in front of the right adult for the right

person. 都围绕同一观点：正确的学生给正确的老师

>> We thought, wait, why don't we play

to our shrinks. 为什么不伸缩式的做呢？

We have a teacher whose

really good at getting the low babies up. 我们有很好的老师他们很擅长教大一个孩子

We have a teacher whose really good at

getting those bubble students. 有很好的教师擅长教那些泡沫学生

So that students are right in the bubble

of proficient advanced, 学生在精通进步的泡沫中是正确的

push them all the way up and getting them

solid advanced. 推动他们成长 稳固发展

So why don't we play to our shrinks? 为什么不做伸缩式的呢？

So we started mixing the kids. 我们开始混合孩子

We started sending kids to different

teachers for the math block. 开始把不同的孩子给不同的教师学习数学模块

To make sure that they were truly getting

what they needed. 确保他们真正得到他们所需

>> Similarly, think about how navigator

schools created 相似的是，思考反对者是如何创造一种学校扩展式的日程表

a school-wide schedule that allows

teachers to peel

off students as they've mastered material. 允许老师剥学生就像他们已经掌握的资源一样

So they can dive in deeper with the 他们陷入的更深

students who are still struggling with a 就像深深与概念斗争的学生一样

concept.

>> I'll give you an example, a second 举例，二年级的学生开始上数学课

grader would begin the day in a maths

class.

They have a 60 minute maths lesson. 一节数学课60分钟

And, at the end of that 60 minute maths

lesson we assess the 60分钟结束

student's learning for that day on it, 评估60名学生所学

what we call daily learning objective. 我们称为 日常学习项目

Those who got it. 谁学会了

Go onto the blended learning part and do 采用混合式学习 ST数学课程30分钟

ST maths

for 30 minutes the rest are put into small

group intervention. 剩下的时间分小组干预

We have a pair that comes in and

covers the computer time while the 一对用电脑学习

students are working

in are the, the teachers are working with

the kids. 一些和老师一起学

>> And these lab rotational models are

going to require school wide coordination 这些实验室的旋转模型需要学校的协调

because you have fixed resources like a 因为需要融合的资源

lab and different students using them. 就像一个实验室或是不同的学生使用

So this is by definition going to bring

everyone in the school together

coordinated on schedule. 这是通过定义将学校中的每个人都在一起的协调计划。

everyone in the school together

coordinated on schedule.

>> Now, as we think about a flex model, 考虑弯曲模式

the

opportunities for school wide reinvention

around schedule become even greater. 对于学校而言这个广泛的再造计划机会变得很伟大

And the reason is because we lose 原因是：课题时间上明显的界限

those distinct demarcations between

subject matter times.

It's because in essence, students are 因为学生会有选择性的学习他们想学的 数学 外语阅读 社会 科学，在这种混合的状态中

picking when they want to do

maths, foreign language, reading, social

studies,

science within that period of flexible

learning.

>> So at Carpe Diem, the school we

mentioned in Arizona and Indianapolis. 在我们提到的学校Carpe Diem

They have large, open blocks of time, 他们有长时间的巨大的开放的教学楼

often multiple hours.

And one student might spend a little bit

More 学生也许用稍多点的时间学习数学 稍少点的时间学英语

time on maths and a little less time on

English.

And this is really nice because, 这点很好

why do we think that all knowledge can be 为何无论什么知识我们都能把他分成57分钟的小块呢？

broken down into a 57 minute chunk?

Some activities are going to just take 一些活动需要更长的时间，这一点很难把握，如果恰在此时铃响了而把学生固定在57分钟里

more time and that's really hard

to do if the bell rings and sends kids on

every 57 minutes.

>> We've created time and space for

students to really 我们给学生创造时间和空间促使他们自主学习

drive their own learning, and we call this

personalized learning time. 称之为自主学习时间

Personalized learning time in our schools

for one day 在我们的学校一周有一天这样的自主学习时间

a week, happens in a really large chuck of

time. 已是很巨大的时间了

And during that time, 在此期间

students are also engaged in a one-to-one

conversation with their mentors. 学生也在进行一对一的交流

So it's this combination. 就是这种结合

And really what we were driving for here

Is that we

wanted students to sort of build that 这就是我们想让学生们建立的肌

muscle, if you will, to, 如果你愿意

to get the experience of thinking about a

longer chunk of 得到一些更长时间的经验

time, a big stretch of time, that they 更强有力的时间

really were going to control. 他们能够控制的

In terms of planning for it, setting 学期计划中要含有这部分会有效的

goals,

actually working their way through it,

accessing resources, 访问资源

seeking appropriate help. 寻求适当的帮助

And we felt like the way schools are

traditionally structured students really

only have short chunks of time in which

they're asked to do that. 在传统的学制中学生们仅仅有很短的时间这样做

We wanted to give them a longer period

of time that, they could really build that

muscle. 我们想给其更长的时间让他们建立这样的肌

Because we do think that's more like

college, 因为就像大学里一样 像事业一样 像人生一样

career, and life, that you're going to

have those. 你们也会有这些

The big open spans of time that you really

have to think about. 你需要考虑大的开放的有跨度的时间

we also wanted to give kids the chance to

really do a deep dive and 我们也想给孩子机会进行深入的挖掘

to get immersed in their learning and. 沉浸在他们的学习中

Thinking about something and be able to

really chase it down for a

longer period of time before they have to

pick up and move onto something. 让他们在转向另一项工作前有长时间的做某一项工作

And finally as we think about.

Where are models going? 最后考虑的是：在哪开展这种模式？

Because we're just at the beginning. 因为我们也是刚刚开始

The idea that there could be a day in

the week where eventually student could

really drive their 一个星期有一天学生能够主宰自己的学习

own learning and say, you know what, I

don't

need to be on campus for this whole day.这一天并不一定完全在学校里完成

Well, I need

to be in an internship because I know 我需要实习

where I want to go,

or I want to explore this career, or, and 因为在那当我想和做这项事业时

I'm really good right now. 我的确是对的

I've got my, you know, skills down. 我有我自己的能力

I've got my plan down. 我有我自己的计划

I'm leaning. 我也在学习

And this is what's meaningful to me and

more impactful for me. 这对我而言是有意义也是有效的

The idea that we could give that time to

them

and free that up and be flexible is really

exciting. 给时间 免费搭建的确是令人激动地

And I'm, I'm looking forward to the next

iterations on our model that'll have for 我期待这种模式下一次的迭代代数

that personalization. 我会个性化的去做

At Acton Academy, which is a blended

learning school in

AustinTexas, the school gives the students 在AustinTexas  的Acton Academy 就是混合式学习的学校

two to three and

a half hours each day where they can pick 学校给学生每天2到3个小时的时间

and

choose what they work on to meet their可以自由选择自己个人的课程

individual learning goals.

So some students may be working on maths

by consuming videos on Khan Academy. 因此有的学生可能早通过观看录像学习数学

Or working through Alex which is a maths

software program and others might 或通过软件学习数学

be working on English or still others 有些可能在学习英语

learning a foreign language through 或有人运用Rosetta Stone.学习外语

Rosetta Stone.

>> And this idea

of flexible schedules is not a U.S only

phenomenon,

especially for those of you taking this

course internationally.这样的学习模式不仅仅在美国可以做到 你也行

Take a look in Sweden an organization 瑞士有一所这样的机构在瑞士和纽约有这样的学校

called

which has schools in Sweden, New York, and

other Settings.

Here, students actually create much of

their own schedule each day. 学生每天创造了很多的自己的时间表

>> So they've essentially eliminated

this notion of a classroom

schedule and students are progressing

through their own individual pathways.所以他们消除了这一概念的课堂计划和学生的进展通过各自的途径

And they actually divide classes up in

steps. 他们按步骤划分课堂

So there's steps one through 35. 从1到35

That students are working on, and it might

actually seem sort of

chaotic, but from the student's point of 看似混沌

view, they have a strict schedule. 但站在学生的角度是一个很严格的日程表

It's determined

by their learning goals which they record 这是被记录在博客总的学习分数证明了的

in the

log book, and they work their way through them. 他们用这种方法工作

>> And it's fine for Michael to be on

step 34 and me to be on step three, Michael进展到34步我进展到第3步

but we both know where we are, and there's 但是我们俩都知道我们在哪儿

a minimum that they're ensuring

everybody's still making progress at. 但是至少每个人都取得了一点进步

Now I want to pause for a minute, put my 停几分钟

old principal's hat back on. 重新拿出最初的理论

because if I'm honest with myself, it was 因为我自己很是诚实

really hard to manage just one

master schedule and I used to fanatically 的确很难驾驭某一个主计划

look at the right teacher, the right room. 我曾一度习惯狂热关注某一个教师 某一间教室

To think

about building flexibility into that would

have been like playing three dimensional 思考一下关于建筑的灵活性就像

chess and I think it would have been 玩三维的象棋一样

really hard for me. 对我而言已是非常困难的了

So, I want to put two ideas out of a how 因此我只拿出两个主意

people are working on this. 看人们是如何操作的

The first is to really still hold that

control. 首先还是可控

And to put just as much attention to the

master schedule as we've always done. 更多关注我们已经做过的主计划

But now to really build in that

flexibility. 现在是灵活性的建立

And this is hard work, but it's doable. 这是一项艰难但可行的工作

It's almost like being a wedding planner

on steroids. 如同准备一场婚礼一样

You have to get everybody in the right 你得让每一位人坐在合适的位置上

seat, but uncle Joe can't sit next to aunt 但是Joe大叔不能坐在Sally大婶旁边

Sally, and then what happens if there's a

disaster? 若是错了会发生什么呢？

But if we think about flexibility as a

piece of the scheduling 但是如果把它当做一个可以调度的矩阵

matrix, it actually can be done, and 是可以做到的

schools are doing this new model. 学校正在尝试这种新的模式

>> Now if we move to a flex model, this 如果调整为一种可伸缩弯曲的模式

sort of demonstrates the second option in 我们眼前出现第二种机会

front of us, which is to sort of relax

our rigidity around each minute of the

school day. 在校地每一分钟都是放松的

And let students actually own and drive

the learning. 真正让学生主宰驾驭学习

So if we look at our flex schools like Su, 如果看一下像Su式的可伸缩弯曲的学校

like Summit and Acton Academy and others. 或是像Summit 和 Acton Academy

Basically students are making those

decisions about

how they use that individual learning time

themselves. 最起码的是学生自己决定个体的学习时间

>> And again, this isn't all day, take

away the rules, we 并不是每天都如此 抛弃规则

think schools need lots of structures and 我们认为学校需要大量的结构和体系对学生负责

systems to hold kids accountable.

But could we envision a part of the day

where for some amount of time.但是我们无法保证学校的每一分钟

Kids have more control, and therefore more

flexibility. 孩子需要控制 也需要更多的伸缩和弯曲

We think yes.

And this is a win for students, because 这一方面学生赢啦

there's nothing that says I

need to spend just as much time on my

reading as I do maths. 因为没有理由非得用学数学的那么长的时间阅读

Or that Michael has that

same formula. Michael有相同的公式

If we can let each student customize a 如果让每位学生制定一点

bit, it'll be a more efficient learning

system. 将会是一个有效的学习体系

>> And if we think about post secondary

success, seems logical that 如果考虑中学阶段的成功，看似合理的是

students will do much better in the post 学生需要在中学和工作环境上做的更好

secondary or workforce environments.

If they've had the experience of managing

their workload at the K12 level. 如果他们有在K12级别上的驾驭工作经验的话

The research and debate around class size

is actually kind of fascinating. 有关教室尺寸的调查和数据是可可喜的

And we have the links on our resources 在我们的资源部分由相关的链接

page if you want to get into the tradeoff 如果你想在低尺寸教室高收益与大尺寸高收益之间权衡的话

between the benefits of lower class size,

and

the obviously Large costs associated with

doing so.

But for our purposes, I want to offer the 就我们的初衷而言

idea

of holding onto, that we don't need one

class

size to be fixed across all parts of a 我们不主张教室尺寸要容纳所有的部分

day, that, that actually could be a

variable concept. 的确是一个变量的概念

>> Just think about Summit's

personalized learning time. 只考虑Summit式的个人学习时间

Their students are working in these rooms, 他们的学生在这样的教室内学习

where the ratio, if you will,

of students to teacher, sometimes goes up

as high as 50 to one. 学生与教师的比例大约是50：1或高于此比例

And yet, because Summit's culture is so

strong, students stay highly 或是因为Summit的文化很强

engaged throughout and are really doing

their work and staying on task.学生能够很高效地工作和完成他们的任务

>> And in a district implementation

setting, in 严格完成设置

a district here in California called

Milpitas, they've used 在加利福尼亚的Milpitas严格遵从

a lab rotational model, where they're 他们使用了实验室旋转地模式

sending up to

100 students to different lab spaces where 把100名学生放到不同的实验室空间里

a few

adults are monitoring lots of students. 少数成年人检测大量的学生

And that allows them to read or play, 允许他们或是读或是演

other adults to have

much more personal, smaller learning

environments, 其他的成年人有更多的私人和小的学习环境

with the students back in their classroom. 学生在教室的后面

A second example, a school called Alpha 第二个例子，

Public Schools in San 在San Jose一所叫Alpha的公立学校

Jose, has actually loaded their class

sizes at 34 to one. 固定教室容量34：1

But they built their core schedule where 但建立50：50的随时可以融合的中心计划

at any one time, there's a 50/50

mix, where half the students are on 一半的学生在上机，面对墙壁

the computers, facing a wall, working

mostly independently. 自由学习

And half of the students are working in a 另一半小组学习

small

group setting doing kind of direct

instruction with the teacher. 在老师的指导下完成指定工作

So the functional class size is 17 to one. 因此是17：1

And if you visit them, you see that she

feels very intimate. 参观时感觉很亲密

And the students will tell you oh, I like 学生们很乐意告诉参观者

how small my class sizes are. 他们很喜欢这样的小教室

But by going to 34 to one, 若是34：1

they give themselves some financial

flexibility, that 给他们经济上的灵活性

allows them to actually be economically 允许经济上的稳定即使是加利福尼亚的低成本的学校投率

stable

even on California's very low funding

rates.

>> Now, we get that there's some

constraints on your ability to innovate

with class size. 我们知道有一些限制在班级规模上的制定

 

There're are existing assumptions in

communities. 在一些社区也存在一些假设

There's policies around class size or line

of sight. 关于教室的尺寸和视线有些政策

There's labor provisions that restrict 对此劳动规定上有限定

what you're able to do on this.

We get all of that and they're very real

barriers to rethinking class size. 想要全部做到的确有障碍在重新考虑教室尺寸问题上

>> And many of these, policies and

restrictions actually come

from a very good idea of what they're

trying to solve. 这些政策和限制来源于他们的确想解决此问题的一个好办法

But the result is that, they actually end 但结果是 的确阻碍了创新

up hampering innovation.

People don't have the same freedom to

try very different models. 人们没有相同的自由去尝试不同的模式

And we don't think it's actually that

Controversial 我们也没有可争议的建议

to suggest, it might be okay for students

to spend an hour a day in a class size of 每天1小时让学生在75：1的这样大的教室

75 to one, working more independently. 更多自由独立的工作

If that results in much smaller class

sizes later, when the teachers 如果实在更小的多的教室

and students can really get them

a more personalized and intimate learning

experience. 学生们的确有更加个体和亲密的学习经验

And if you're in one of these如果你在其中的一个有限的环境中

 

constrained settings, you can't obsess

about the constraints. 你不能被约束困扰

People need to be able to say, given my

constraints, 如果有困扰

what can I do? 怎么办？

And then lastly, we need to share those 最后，

pieces of feedback with

the policy makers at the district and 我们需要与政策制定方协商这些问题

state level, because they count on

practitioners on the ground, to identify 他们是政策的制定者

the obstacles, so that they have

a shot to try to clear some of those out

of the way. 他们有责任和义务扫清这些麻烦

>> That's exactly right.

And just think about how some of these 考虑一下这些像运用混合式学习的学校

schools, are using this

flexibility around class size to rethink 某天在关于教室的尺寸上要重新考虑

what they do in a day.

Some schools, this isn't radical. 某些学校，不是激进的

Are doing whole class time or whole school

time, 所有的课堂时间 整个学校

where it's basically like an assembly. 真的像一个装配

They bring their whole group of students

into the gymnasium or something like that. 把所有的学生放在一个健身房里

And they use the time to actually really

focus on school wide

values and those non cog skills that we

were talking about earlier. 只是考虑学校的价值关注度和cog技能上而不是我们上述提到的方面

And you can just see the magic that this

actually brings about in a school culture. 你可以想象这将给学校的文化层面带来的东西

And for each student. 对每一个学生带来的

Take a look at how Kip and Navigator have

made use of these times. 看看Kip 和 Navigator是怎样利用这些时间的

>> Good morning

[INAUDIBLE]

>> Good morning, Mrs. Cox!

>> What is it that you're so passionate

about, that 你很激情关注的是什么

you want a path to get paid to do it? 你想有一个支付的渠道？

How are you unique? 你是怎样独到？

How are you?

You.

What is your passion? 你的激情是什么？

>> My passion is for art and dance. 我的是艺术和舞蹈

>> Two claps for the win 为胜利欢呼

[SOUND].

>> That passion is not what's going to

get you just to 不是你对伙伴的激情

college, but that passion is what's going

to get you to and through.而是什么使得你投入和深入的

Say that with me. 告诉我

>> To and through.

Thank you.

>> My

[NOISE]

my dad can miss three weeks.

>> Two claps for the win!

[SOUND]

>> I'm so thankful for everyone today.

All right, on the count of three, Thankful

Thursday, one, two, three.

[CROSSTALK]

Thankful Thursday!

[CROSSTALK]

We are mountains, yes we are.

[CROSSTALK]

We are mountains going far.

[CROSSTALK]

We work hard during the day, so at night,

we rest and play.

[CROSSTALK]

Have you ever seen an

[INAUDIBLE] 感谢大家！

that's dressed for success.

>> Have a fantastic thankful Thursday. 有一个精彩的周四 太棒了！

>> Last week we talked about how

teachers are using data in these blended 上周我们讨论到在混合式学习中教师如何利用数据

learning settings, to regroup students 重新设置 重新分组学生

within their

classrooms on a weekly or daily basis. 以周或天为单位

This week want to think about how we can 本周我们想讨论：如何有效提问

actually question, the whole

notion of age based grouping in it's

entirety.整体考虑以年龄为基础的分组

notion of age based grouping in it'

>> Right, and you remember the example

of us being the world's best astrologers? 还记得那个成为世界上著名的占卜家的例子吗？

Our, our current schools, are organized

based on 我们现在的学校是某个学生出生那年城建的，也就是建校日

the year a student was born and what

day of the school year it is, as if we can

predict what the right content is. 如果我们能够假设正确的内容

And Ken Robinson has this great line of,

why

are we so obsessed by students' date of

manufacture? 为什么我们如此痴迷于学生的创建日

Instead, if we let students go at 相反

different

speeds, the organizing principle becomes 如果我们让学生以不同的速度前进

who's ready for what 组织条款变化

content when. 谁 何时 准备好了什么样的内容

And actually, age might become a lot less

relevant. 事实上，年龄不是大问题

>> Two tangible examples to demonstrate

the point. 两个实际的例子来证明：

Brian and I were actually recently in a

public district school that has recently   最近Brian和我在一所公立学校

implemented blended learning. 最近在实施混合式学习

And the superintendent was taking us

around and said, now see in this 警长让我们来说说

classroom here, we've got second and third 这间教室里

graders working on the same concept. 二三年级的学生从事相同的内容

And as Brian and I moved around, it turned 我和Brian 环顾发现

out there actually

everyone from first all the way up to 的确是每一位学生从一到四年级在同一间教室

fourth graders in the

same classroom.

And it didn't phase the students one bit. 没有把学生分开一点

One other example which is Acton Academy, 另一个例子来自于Acton Academy

that we talked about earlier in Austin, 之前我们讨论过的

Texas.

There, students are actually in mixed age 学生是混龄的

groupings for significant parts of the

day.

And as a result, older students get to 结果是

mentor the younger students at 一方面大的学生能及时指导小的学生

some points in time, and at other points

they're working on the same concept. 另一方面他们还能共同完成相同的工作

>> And at Education for Change's new

school Epic, they've looked

at the middle school of three years and

broken each year 在Epic他们关注三年制的中学 每年分为四部分

down into four parts.

So it's essentially just a 12 part journey

that students 学生其实上有12个旅程

are on, and it's okay that one student

might be

on level eight and another student on

level six, even 某个在八级某个在六级

though they're both technically in their

second year at the school. 或是两个都是二年级的学生

It goes back to that kung fu example we

talked about earlier.回到我们举过的关于中国功夫的例子

If you're clear about the levels that each

student needs to get through, and it's 如果清楚每一个学生要通过的级别

really mastery 的确掌握了基础

based, we can think about very different

kinds of

grouping of ages, working well in the same 我们可以考虑不同的按年龄划分小组

setting. 在相同的设备上更好地工作

Last week we looked at all the different

new kinds of roles for上周我们观察所有的不同新类型的教师

teachers in blended learning settings, and起的的作用在混合式学习设备下

how teachers could even do team teaching. 甚至教师在小组教授是怎样做的

And as we think about figuring out who's

teaching in the school, it's really 是谁在教学

important to ask 问问我们自己这个问题很重要

ourselves, who's the right person to teach

each lesson 谁是最好的人选教课

and how are they being assigned throughout

the day? 怎样分配每一天？

Essentially an education speak, what we 当然是教育

would call the master schedule.我们称为主计划

>> So as we think about the staffing

question in

the context of school redesign, first 若想重新设计学校

start with the student experience 首先考虑学生的经验这也是你们理想要的

that you ideally want, and then ask

yourself three important questions.然后问自己3个重要的问题

The first one is, who do you need on 一：谁做你想要的板？

board?

Basically, what types of teachers.也就是什么样的教师

The second one is, how many of them do you

need? 二，需要多少？

And then the third question is, how will三：如何花费时间？

they be spending their time?

>> Now, this can be tricky. 棘手的是

I want to acknowledge that, right?

This is not about laptops for layoffs and 这不是裁员

just replacing teachers, or just using

lower cost employees. 或是降低教师的收入

I'm a teacher. 我是一名教师

I'm pro teacher.

What we think is really important, is that

we let

the teachers and the administrators 让教师或是管理员一起工作

actually work together, to look

at the schedule and figure out, how should 来看看我们的计划

we be

using our most important resource, the 怎样运用最重要的资源

adults in our buildings.

To best benefit what students need most. 最大利于与的是学生所需

>> So the schools that are innervating

in this way. 所以支持这条道路的学校

What they're thinking about is where the

places

can really own their learning and work

independently, 应该考虑的是那里可以真正自由地学习和工作

and where are the places where we need

adults to actually intervene and spend 和那里需要承认的干预在学生

times in

small groups with these students. 小组合作学习时

And then once we thought about that.

And we can start to think about, where 我们开始考虑

do we really need to use our credential

teachers? 在哪需要我们的教师

And where can we use other staff support, 在哪需要其他部门的支持

to actually

support our students with whatever they 来支持学生完成他们试图想要做的  

might be trying to accomplish.

The key thing is, to use the right teacher 关键是正确的时间用正确的教师

at the right time to really leverage. 起到杠杆作用

That expertise to support all of our

students. 专业指导所有的学生

>> At navigator schools, for example, 在领航学校里

sometimes paraprofessionals 有时辅助人员可以掌控学习实验室

can run the learning lab time, and then

teachers are allowed to specialize by

subjectary expertise. 教师可以专时专用

So for their model, they actually need

different numbers of teachers 就此模式的确需要不同数量的教师

than they would if they were using a

traditional staffing model. 比起传统的教学模式

>> It's also interesting to see how

these schools

are using all of the adults to support

learning. 看到这些学校怎样用所有的成年人支持学习很是有意思

So it's Summit public schools, for

example. 少数公立学校这样做

They actually have the principal

overseeing

students in the personalized learning

time. 他们实际上有监督学生完成个性化学习的时间

And a lot of these schools rethinking,

how can we use vice principals, teaching

assistants, special education instructors. 很多学校再思考，我们怎样才能利用副校长，教师助理

 

And so forth to jump in and join

classes or pull students out for targeted

inter, intervention. 跳和加入类或拉学生进行有针对性的干预。

 

>> So as we move away from the idea of

just

having one category of teacher to having

teachers play different roles, 所以当我们脱离教师只是教师的想法，而是扮演不同的角色

 

 

these schools are thinking about ways to

make a, a professional

career path or ladder for teachers to take

master teacher status. 这些学校是如何思考的：给教师一个途径或是梯子让教师在职业生涯中成为专家

 

Or to have other teachers come in at

the beginning of their career and be

mentored some. 或有其他老师进来开始他们的职业生涯

 

And even thinking about compensation

systems to reward teachers as

they take on new and bigger roles within

the school. 甚至考虑补偿系统奖励的教师，他们接受新的和更大的角色

>> So what we're moving away from, is

this notion of teacher by

him or herself in an isolated classroom, 所以我们要搬离，仅仅是教师这一概

 

他或她在一个孤立的课堂

to starting to think about team teaching. 要开始考虑团队教学

And at Rocket Ship Education, which is 在Rocket Ship Education

a network of blended learning schools混合式学习的学校网络遍布全国

 

starting

to grow around the country, what they've

done is move away from their original

model,

to start to actually tear down the walls

between their three classrooms. 他们做的是摆脱原来的模型，推到三间教室间的墙

So that they can have three adults inside

a single space with因此，他们可以有三个成年人里面一个单一的空间很多学生

lots of students, and start to leverage

their talents in different ways. 并开始用不同方式评价人才

 

So students are rotating between direct

instruction. 所以学生旋转上机学和小组学

 

 

Online work and small group work, and the

teachers are playing off each other, to 教师分别指导

figure out where they need to intervene

and

when, to get the most for their students.

>> We mentioned last week about these

team teaching environments and how 上周我们提到过小组教授环境

gratifying it can be for a teacher to 对于教师而言可喜的是和专业的与同伴工作在一起

be a professional working with their

colleague and.

I had a really interesting conversation

recently with David Kelley.最近我与David Kelley有一次有意思的交流

You may know David.

He is the founder of IDO, which is an 他是IDO的创办人

incredible design firm. 是一种不可思议的设计公司

They invented the mouse for Apple, and the 他们给苹果发明了鼠标

Swiffer that we use to clean our floors. 我们用来打扫地板

And now they're doing all this interesting

work around design thinking. 他们现在从事围绕设计的所有与意思的工作

Helping hospitals and educational systems

And 帮助医院和教育系统

countries reconceive a processes to make

their 帮助国家重新设计学校 非常积极创新

schools more creative.

Better outcomes, better results. 越来越好

And David says one of his new obsessions,

is  而且David有一个新的假设

the idea that we can't be creative in

isolation. 我们不能隔离开来

That people don't solve really big

problems just by themselves. 人们只靠自己的力量不能解决巨大的问题和困难

And it's just come to him how isolating

the typical teachers job is. 这就是他如何来隔离典型的

教师的工作的

So he was sort of saying, his new

Obsession 他的新痴迷点是

is, how do we get teachers more

collaborative time? 怎样让教师更多的协同时间？

How do we give them an opportunity to work怎样给他们一个机会一起工作

together, because that's how they're

going to break through new ideas.因为这就是他们要突破的新思路

Not being left

alone in a class room all day. 不再是独自整日呆在教室里

So if we rethink this idea of a box with

one teacher and 25 如果重新思考一间教室有25名学生1个教师

kids, we actually may be unleashing some

really interesting creative potential of

our teachers. 我们其实可以解开一些教师非常有趣的创意潜能

>> So I have one pause point as we

think about this.

Which is that.

As we start to just tear down walls and当我们开始就拆毁墙壁和组织的学生在

group students and teachers in big open大开放的学习空间，

learning spaces, do we risk just doing the

open classroom experiment all over again? 我们的风险就把开放的课堂做一遍实验

How do you think about that? 怎样思考？

>> Right.

So those of you who know open classrooms

from the 70s, we sort of did this. 如果你知道这种70名学生的开放教室

And we built these giant things. 在做这种巨大的事情

And I think the difference is that, under 有一点不同

the

open classroom movement, we were still 在这种开放环境下的教室

doing direct instruction. 我们还在直接指令

We changed the physical space, but we 我们改变了物理空间

didn't change the teaching style. 并没有改变教师风格

So if I'm going to lecture to a group of

25 kids, I actually 如果想组建25人的小组

would rather have small walls, quite and 甚至倾向于更小的安静的空间

have their undivided attention on me.  不把注意力放在我身上

But if we think of a different teaching

Approach 但是如果我们想到一个不同的教学方法

and we say well, some students should be

working independently. 学生应该独立工作

And then I want to have a small group over

here and then maybe 我想有一个小组或是一个部门

have one section where there's going to be

a little bit of direct instruction. 直接指令

I actually can't do that very easily, if I 的确不易做到

have three linear boxes 我有三个三线盒子

and the kids have to go in the hallway and

come back and forth. 学生穿过走廊出来

So I think the idea of new and open

classrooms, is really 这种开放式的教室的确很有意思

interesting if we have a different

teaching style to go with it. 如果有不同的教师模式

Of course, we still have to think about

noise and distractions, and 当然要考虑噪音或是分心

there may be times when we don't want kids

in big open pods.也有我们不想让孩子们做的时间

But we honestly don't know yet what it

looks like. 坦诚地说我们也不知道那是什么

We do know that the current model's not

getting us there, which is why 我们知道目前的模式不允许我们在那

I'm such a big believer of people

doing some thoughtful experimentation, to 我相信人们正在做思想实验

try different approaches. 来尝试不同的方法

And ideally try it before you spend all 最好尝试之前

your money blowing 把所有的钱用在吹到墙上

out your walls, because we know that's not，

 

going to be the solution. 因为我们并不知道那是结果。