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  • Everyone needs a coach.

  • It doesn't matter whether you're a basketball player,

  • a tennis player, a gymnast

  • or a bridge player.

  • (Laughter)

  • My bridge coach, Sharon Osberg,

  • says there are more pictures of the back of her head

  • than anyone else's in the world. (Laughter)

  • Sorry, Sharon. Here you go.

  • We all need people who will give us feedback.

  • That's how we improve.

  • Unfortunately, there's one group of people

  • who get almost no systematic feedback

  • to help them do their jobs better,

  • and these people

  • have one of the most important jobs in the world.

  • I'm talking about teachers.

  • When Melinda and I learned

  • how little useful feedback most teachers get,

  • we were blown away.

  • Until recently, over 98 percent of teachers

  • just got one word of feedback:

  • Satisfactory.

  • If all my bridge coach ever told me

  • was that I was "satisfactory,"

  • I would have no hope of ever getting better.

  • How would I know who was the best?

  • How would I know what I was doing differently?

  • Today, districts are revamping

  • the way they evaluate teachers,

  • but we still give them almost no feedback

  • that actually helps them improve their practice.

  • Our teachers deserve better.

  • The system we have today isn't fair to them.

  • It's not fair to students,

  • and it's putting America's global leadership at risk.

  • So today I want to talk about how we can help all teachers

  • get the tools for improvement they want and deserve.

  • Let's start by asking who's doing well.

  • Well, unfortunately there's no international ranking tables

  • for teacher feedback systems.

  • So I looked at the countries

  • whose students perform well academically,

  • and looked at what they're doing

  • to help their teachers improve.

  • Consider the rankings for reading proficiency.

  • The U.S. isn't number one.

  • We're not even in the top 10.

  • We're tied for 15th with Iceland and Poland.

  • Now, out of all the places

  • that do better than the U.S. in reading,

  • how many of them have a formal system

  • for helping teachers improve?

  • Eleven out of 14.

  • The U.S. is tied for 15th in reading,

  • but we're 23rd in science and 31st in math.

  • So there's really only one area where we're near the top,

  • and that's in failing to give our teachers

  • the help they need to develop their skills.

  • Let's look at the best academic performer:

  • the province of Shanghai, China.

  • Now, they rank number one across the board,

  • in reading, math and science,

  • and one of the keys to Shanghai's incredible success

  • is the way they help teachers keep improving.

  • They made sure that younger teachers

  • get a chance to watch master teachers at work.

  • They have weekly study groups,

  • where teachers get together and talk about what's working.

  • They even require each teacher to observe

  • and give feedback to their colleagues.

  • You might ask, why is a system like this so important?

  • It's because there's so much variation

  • in the teaching profession.

  • Some teachers are far more effective than others.

  • In fact, there are teachers throughout the country

  • who are helping their students make extraordinary gains.

  • If today's average teacher

  • could become as good as those teachers,

  • our students would be blowing away the rest of the world.

  • So we need a system that helps all our teachers

  • be as good as the best.

  • What would that system look like?

  • Well, to find out, our foundation

  • has been working with 3,000 teachers

  • in districts across the country

  • on a project called Measures of Effective Teaching.

  • We had observers watch videos

  • of teachers in the classroom

  • and rate how they did on a range of practices.

  • For example, did they ask their students

  • challenging questions?

  • Did they find multiple ways to explain an idea?

  • We also had students fill out surveys with questions like,

  • "Does your teacher know

  • when the class understands a lesson?"

  • "Do you learn to correct your mistakes?"

  • And what we found is very exciting.

  • First, the teachers who did well on these observations

  • had far better student outcomes.

  • So it tells us we're asking the right questions.

  • And second, teachers in the program told us

  • that these videos and these surveys from the students

  • were very helpful diagnostic tools,

  • because they pointed to specific places

  • where they can improve.

  • I want to show you what this video component of MET

  • looks like in action.

  • (Music)

  • (Video) Sarah Brown Wessling: Good morning everybody.

  • Let's talk about what's going on today.

  • To get started, we're doing a peer review day, okay?

  • A peer review day, and our goal by the end of class

  • is for you to be able to determine

  • whether or not you have moves to prove in your essays.

  • My name is Sarah Brown Wessling.

  • I am a high school English teacher

  • at Johnston High School in Johnston, Iowa.

  • Turn to somebody next to you.

  • Tell them what you think I mean when I talk about moves to prove. I've talk about --

  • I think that there is a difference for teachers

  • between the abstract of how we see our practice

  • and then the concrete reality of it.

  • Okay, so I would like you to please bring up your papers.

  • I think what video offers for us

  • is a certain degree of reality.

  • You can't really dispute what you see on the video,

  • and there is a lot to be learned from that,

  • and there are a lot of ways that we can grow

  • as a profession when we actually get to see this.

  • I just have a flip camera and a little tripod

  • and invested in this tiny little wide-angle lens.

  • At the beginning of class, I just perch it

  • in the back of the classroom. It's not a perfect shot.

  • It doesn't catch every little thing that's going on.

  • But I can hear the sound. I can see a lot.

  • And I'm able to learn a lot from it.

  • So it really has been a simple

  • but powerful tool in my own reflection.

  • All right, let's take a look at the long one first, okay?

  • Once I'm finished taping, then I put it in my computer,

  • and then I'll scan it and take a peek at it.

  • If I don't write things down, I don't remember them.

  • So having the notes is a part of my thinking process,

  • and I discover what I'm seeing as I'm writing.

  • I really have used it for my own personal growth

  • and my own personal reflection on teaching strategy

  • and methodology and classroom management,

  • and just all of those different facets of the classroom.

  • I'm glad that we've actually done the process before

  • so we can kind of compare what works, what doesn't.

  • I think that video exposes

  • so much of what's intrinsic to us as teachers

  • in ways that help us learn and help us understand,

  • and then help our broader communities understand

  • what this complex work is really all about.

  • I think it is a way to exemplify and illustrate

  • things that we cannot convey in a lesson plan,

  • things you cannot convey in a standard,

  • things that you cannot even sometimes convey

  • in a book of pedagogy.

  • Alrighty, everybody, have a great weekend.

  • I'll see you later.

  • [Every classroom could look like that]

  • (Applause)

  • Bill Gates: One day, we'd like every classroom in America

  • to look something like that.

  • But we still have more work to do.

  • Diagnosing areas where a teacher needs to improve

  • is only half the battle.

  • We also have to give them the tools they need

  • to act on the diagnosis.

  • If you learn that you need to improve

  • the way you teach fractions,

  • you should be able to watch a video

  • of the best person in the world teaching fractions.

  • So building this complete teacher feedback

  • and improvement system won't be easy.

  • For example, I know some teachers

  • aren't immediately comfortable with the idea

  • of a camera in the classroom.

  • That's understandable, but our experience with MET

  • suggests that if teachers manage the process,

  • if they collect video in their own classrooms,

  • and they pick the lessons they want to submit,

  • a lot of them will be eager to participate.

  • Building this system will also require

  • a considerable investment.

  • Our foundation estimates that it could cost

  • up to five billion dollars.

  • Now that's a big number, but to put it in perspective,

  • it's less than two percent

  • of what we spend every year on teacher salaries.

  • The impact for teachers would be phenomenal.

  • We would finally have a way to give them feedback,

  • as well as the means to act on it.

  • But this system would have

  • an even more important benefit for our country.

  • It would put us on a path to making sure

  • all our students get a great education,

  • find a career that's fulfilling and rewarding,

  • and have a chance to live out their dreams.

  • This wouldn't just make us a more successful country.

  • It would also make us a more fair and just one, too.

  • I'm excited about the opportunity

  • to give all our teachers the support they want and deserve.

  • I hope you are too.

  • Thank you.

  • (Applause)

Everyone needs a coach.

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A2 US TED feedback classroom teacher improve system

【TED】Bill Gates: Teachers need real feedback (Bill Gates: Teachers need real feedback)

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    VoiceTube posted on 2013/09/12
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