創造二十一世紀的教室經驗

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最近幾年，IDEO公司花了許多時間和精力在思考教育的議題。本公司與加州一所小學合作，開始一個稱為「調查式學習」的新課程，目的是讓學生成為主動的知識追求者。我們訪問了本公司設計此一計劃的領導人「史貝秋」（Sandy Speicher），她精闢的見解可以提供創造「明日學校」的建築師和設計者參考。

第一、拉拔，不要擠推　       

創造一個學習環境，讓每個學生都會提出很多問題，然後協助他們把這些問題轉變成「見解」和「了解」。教育通常被認為只是知識的傳授，然而真正的學習是：學生覺得必須去解決自己所面對的問題，而不得不去找答案。

第二、與切身有關　

當學生覺得所學的東西，是與他們有關聯的，他們就會產生興趣和發揮想像力。讓學生親身體驗你所要教授的概念，再來進行討論，能夠「動手」來解決更好，不要只是用言語解釋。

第三、不容忽視的「軟性」技能　       

創造力、合作力、溝通力、同理心、適應力並不是裝飾品，當我們面對二十一世紀全球化經濟的種種艱難挑戰時，這些是我們最重要的核心能力。

第四、容許差異教學　

不論是在體系中或教室裡，容許大量量身訂製，而不是大家只用同一尺寸的心態。通常，教育平等權被認定是統一教學。事實上，每個人的起跑點不同，終點也不同。

第五、聖人下台　

參與式學習通常不是整潔有序的，學生要自己動手。他們要去感覺、經驗、操作。在互動式的學習環境中，教師的角色，由以前的全知專家，轉換為引導者。老師從前面的講台走下來，站在學生旁邊來指導他們。

第六、老師是設計師，讓他們去創造

建立一個讓學生能夠積極參與「做中學習」的環境，把對話由權威規範，轉變成接納和指導。雖然這樣的環境比較難以控制，但成效很驚人！

第七、製造一個學習社區
       
學習並不只發生在孩子的腦袋裡，透過與其他孩子、老師、家長、社區、甚至大至整個世界的互動中，孩子也從中學習。「要靠全村落來教養一個孩子」，這句話是很正確的，學校應該想辦法讓父母多多參與，並與地方性和國家性機構建立伙伴關係，這不僅對孩子有益，也能夠把資源和知識帶進你的機構。

第八、當個人類學家，不要當考古學家
      
考古學家是靠著挖掘古物和遺跡來了解過去，人類學家則是專注在研究人類的價值、需求、渴望。如果你要為未來尋找解決方案，你必須知道人們在乎什麼，再設計出因應之道。千萬不要用挖掘法來找答案，要用聯繫法。

第九、孵育未來

今天，幼稚園到十二年級的學生所面臨的挑戰是哪些呢？讓學生看到自己在這個世界上所扮演的角色，讓他們研究一些主題，像：全球暖化、交通運輸、廢料管理、醫療照顧、貧窮、教育等，重點不在找到正確答案，而是學習企圖心、參與感、責任感，不用說，還有學習科學、數學和文學。

第十、改變方針　

要鼓勵新行為，就必須要有新的評量法。像創造力、合作力這類能力無法用統計圖表來衡量，所以需要新的評鑑方式，來幫助我們了解和討論這些二十一世紀的技能進展。除了評量成果，也要評量過程；進展性評量與量化評量同樣重要。最重要的是：我們不只要有評量法，我們必須真的重視它們。

FEBRUARY 2009 • MAGAZINE

Ten Tips For Creating a 21st–Century Classroom Experience
In recent years, IDEO has spent a lot of time and effort thinking about education. The firm’s work with Ormondale Elementary School, in Portola Valley, California, helped pioneer a special “investigative-learning” curriculum that inspires students to be seekers of knowledge. We spoke to Sandy Speicher, who heads the Design for Learning efforts at IDEO. Her insights provide powerful lessons for architects and designers creating the schools of tomorrow:

1. Pull, don’t push.
Create an environment that raises a lot of questions from each of your students, and help them translate that into insight and understanding. Educa¬tion is too often seen as the transmission of knowledge. Real learning happens when the student feels the need to reconcile a question he or she is facing—and can’t help but seek out an answer.

2. Create from relevance.
Engage kids in ways that have relevance to them, and you’ll capture their attention and imagination. Allow them to experience the concepts you’re teaching firsthand, and then discuss them (or, better yet, work to address them!) instead of relying on explanation alone.

3. Stop calling them “soft” skills.
Talents such as creativity, collaboration, communication, empathy, and adaptability are not just nice to have; they’re the core capabilities of a 21st-century global economy facing complex challenges.

4. Allow for variation.
Evolve past a one- size-fits-all mentality and permit mass customization, both in the system and the classroom. Too often, equality in education is treated as sameness. The truth is that everyone is starting from a different place and going to a different place.

5. No more sage onstage.
Engaged learning can’t always happen in neat rows. People need to get their hands dirty. They need to feel, experience, and build. In this interactive environment, the role of the teacher is transformed from the expert telling people the answer to an enabler of learning. Step away from the front of the room and find a place to engage with your learners as the “guide on the side.”

6. Teachers are designers. Let them create.
Build an environment where your students are actively engaged in learning by doing. Shift the conversation from prescriptive rules to permissive guidance. Even though the resulting environment may be more complicated to manage, the teachers will produce amazing results.

7. Build a learning community.
Learning doesn’t happen in the child’s mind alone. It happens through the social interactions with other kids and teachers, parents, the community, and the world at large. It really does take a village. Schools should find new ways to engage parents and build local and national partnerships. This doesn’t just benefit the child—it brings new resources and knowledge to your institution.

8. Be an anthropologist, not an archaeologist.
An archaeologist seeks to understand the past by investigating its relics and digging for the truth of what was. An anthropologist studies people to understand their values, needs, and desires. If you want to design new solutions for the future, you have to understand what people care about and design for that. Don’t dig for the answer—connect.

9. Incubate the future.
What if our K–12 schools took on the big challenges that we’re facing today? Allow children to see their role in creating this world by studying and creating for topics like global warming, transportation, waste management, health care, poverty, and even education. It’s not about finding the right answer. It’s about being in a place where we learn ambition, involvement, responsibility, not to mention science, math, and literature.

10. Change the discourse.
If you want to drive new behavior, you have to measure new things. Skills such as creativity and collaboration can’t be measured on a bubble chart. We need to create new assessments that help us understand and talk about the developmental progress of 21st-century skills. This is not just about measuring outcomes, but also measuring process. We need formative assessments that are just as important as numeric ones. And here’s the trick: we can’t just have the measures. We actually have to value them.