小教学

在今天的《高等教育教学》第92期节目中，我很荣幸能与我最喜爱的高等教育作者之一詹姆斯·兰格对话。

On today's Teaching in Higher Ed episode 92, I get to speak with one of my favorite Higher Ed authors, James Lange.

由创新学习制作，致力于最大化人类潜能。

Produced by Innovate Learning, maximizing human potential.

欢迎收听本期《高等教育教学》。

Welcome to this episode of Teaching in Higher Ed.

这里是探索教学艺术与科学、提升学习引导效果的空间。

This is the space where we explore the art and science of being more effective at facilitating learning.

我们还会分享提高个人效率的方法，让我们在生活中获得更多平静，并更专注地陪伴学生。

We also share ways to increase our personal productivity approaches so we can have more peace in our lives and be even more present for our students.

今天，我再次邀请詹姆斯·兰格来到节目中。

Today, I welcome back to the show James Lang.

他是阿萨姆普特学院的英语教授，同时也是教学卓越中心的主任。

He's a professor of English and the director of the Center for Teaching Excellence at Assumption College.

今天我们讨论的主题是他的新书《微教学》。

And what we're gonna be talking about today is his new book called Small Teaching.

他最近在《高等教育纪事报》上发表了几篇文章，让我们对他的书有了一些初步的了解。

And he's had a couple of articles in the Chronicle recently that just give us a little bit of a taste of what we can expect in his book.

本集第92期将在书籍正式发售时同步上线。

And this episode number 92 is going to be airing right as the book is made available.

所以，我非常欢迎吉姆·朗再次做客我们的节目。

So I would like to welcome back to the show, Jim Lang.

吉姆，欢迎再次回到《高等教育教学》节目。

Jim, welcome back to Teaching in Higher Ed.

谢谢。

Thanks.

很高兴能再次回来。

I'm glad to be back.

我一直都是节目的忠实听众，自从我上次做客以来，我一直很享受每一期节目。

I've been a devoted listener, I've been really enjoying all the episodes since I was last on.

当我推文提到某些节目时，我玩得很开心，当然还有你为《高等教育纪事报》撰写的那篇精彩文章，我会永远珍藏。

Well, I've been having fun when you tweet about some of the episodes and of course that wonderful article you wrote in the Chronicle, which I will forever treasure.

但能了解你从节目中获得了什么，这真的很有趣，我对此无比感激。

But it's been fun to kind of get a sense of what you're getting out of the episode, so I can't thank you enough for that.

是的。

Yes.

我觉得在推特上，围绕播客的这些话题，逐渐形成了一种真正的社群。

I feel like a real sort of community has continued to kind of spring up on Twitter and sort of gather around some of these topics in the podcast.

推特账号实际上一直是其中的重要部分，我觉得这太棒了。

Twitter account actually has been sort of an important part of that, so I think it's been wonderful.

是的。

Yeah.

我简直无法想象我认识了这么多新的人，而你也非常友善地向我介绍了其中许多人。

I can't fathom just the people that I've been introduced to, and you've been so gracious in introducing me to many of them too.

说到介绍我认识人，我刚开始读你的书时，还没看完前几页就忍不住想问你几个问题。

Speaking of introducing me to people, as I began reading your book, I couldn't even get past the first few pages before I had questions for you.

我想知道凯蒂、玛德琳、吉莉安、露西和杰克都是谁。

Would like to know who Katie, Madeline, Jillian, Lucy and Jack are.

是的，他们是我五个孩子。

Yep, those are my five children.

我最大的孩子现在是大学三年级，那就是Katie、Madeline和Jillian，接下来是双胞胎Jack和Lucy，他们正在上六年级。

So my oldest is now a junior in college, that's Katie and Madeline and Jillian are the next two, and then Jack and Lucy are the twins at the end who are in sixth grade.

实际上，他们对我来说是巨大的祝福，因为这让我能更好地书写关于教学与学习的内容——我妻子也是一名教师，所以我们的职业生涯和生活中充满了教学与学习。

So they have been a real blessing to me actually in terms of writing about teaching and learning because my wife is a teacher also, so, you know, there's a lot of teaching and learning in our careers and in our lives.

能够观察孩子们经历学校和学习的各个阶段，对我来说非常有帮助。

Having children to kind of be able to observe them go through these many different stages of school and learning has been really, really helpful to me.

这也让我有机会在写作和新书中使用许多日常生活中的小故事和例子。

And it gives me the opportunity to use sort of, you know, a lot of everyday anecdotes and stuff in my writing and in the new book as well.

我有两个孩子，比你的小很多。

I have two children quite a bit younger than yours.

我们有一个四岁和一个两岁的孩子，每天我都对他们教会我的东西感到惊叹。

We've got a four year old and a two year old, and every day I'm blown away by what they're teaching me.

展望未来，知道随着他们长大，我们仍能不断学习如何学习，这真是一件有趣的事。

It's kind of fun to look forward and just know that a lot of that will continue as they get older, that we can still just keep learning about learning.

哦，是的，这太棒了。

Oh yeah, that's great.

对我来说，真正有趣的是，这一切总是从语言习得开始的。

I mean, for me, the real interesting thing, it always started with language acquisition.

我非常喜欢观察孩子是如何习得语言的。

I love to just watch how children acquired language.

但让我同样着迷的是，观察我如今上大学的大女儿，从父母的角度去了解她的教授们在课堂上做了什么，对她来说大学里最重要的是什么，哪些东西真正让她铭记于心，哪些课程对她产生了深远影响。

But it's remained equally fascinating for me to watch my first child who's now in college and to to sort of be able to take a parent's perspective and hear from her what are the things that her professors do in class, what are the things that are most important to her in college, and what are the things that seem to really stick with her and the classes that seem to make a difference to her?

所以，是的，我感觉这个过程还会继续下去，这真是太好了。

So, yeah, I I have a feeling this process is just gonna keep continuing, which which is wonderful.

《微教学》这个想法是从哪里来的？

Where did the idea for small teaching come from?

是的。

Yeah.

这其实和孩子们有关。

That kinda connects to the children, actually.

实际上，小教学这个理念包含三条线索。

There's actually three sort of threads here that go into the idea of small teaching.

首先是，我现在有机会去许多其他院校为教师举办工作坊。

The first is that I have the opportunity to give faculty workshops at a lot of other institutions now.

所以，我经常被邀请去做这类事情。

So and this is something I get invited to do a lot.

当我刚开始收到这些邀请时，我会去那里提出我的想法，告诉教师们如何从头开始彻底改革课程，尝试各种新方法。

And when I first started to get these invitations, I would go in and offer, you know, my thoughts about how faculty could sort of revamp their classes from scratch and try lots of new innovations.

但你知道，很多时候，比如在十月，学期已经进行到一半了。

But, you know, oftentimes, would be in these places in, like, October, and it'd be the middle of the semester.

而那些在十月参加工作坊或听讲座的教师，根本不可能再回去把整个课程从头重做。

And the faculty member who hears sits in a workshop or hears a lecture in October can't really go back in and redo the class from scratch.

等到一月份到来时，我已经离开三个月了，很多东西早就被抛在脑后了。

And then by the time January rolls around, I've been gone three months, and a lot of that stuff has gone out the window.

因此，我想试着思考一下：当我有这些机会时，如何帮助教师在明天、下周、本学期剩余时间，或者从八月开始，做出一些切实有效的教学调整？

So I wanted to try and start to think about, you know, how can I when I have these opportunities, how can I go and help faculty make a difference to their teaching tomorrow or next week or for the remainder of the semester or from there in August to make some design tweaks that they can that that really will make a difference?

这让我重新回到教学与学习的相关文献中，我一直努力跟进这些研究，寻找那些教师可以做出的微小改变，这些改变能对学习产生重大影响。

And so that sent me back into the literature on teaching and learning, which I always, you know, try to keep up with, to try and look for opportunities that are small changes that faculty can make that will make a big difference to learning.

令我有些惊讶的是，我发现了许多这样的方法。

And part to my surprise, I found a lot of those.

因此，这本书最终提出了八种具体的策略或思考方式，帮助我们对教学进行微小、相对可管理的调整，这些调整可以在课程设计、日常课堂教学或与学生的沟通中实施，且学习科学领域已有充分证据表明，它们能对学生的学习产生积极影响。

So the book ultimately offers eight specific strategies or ways to think about how to make changes to our teaching that are small, that are relatively manageable, that can be implemented, you know, in the design of a class, in your everyday classroom practice, or in how you communicate with your students, that we have really good evidence from the learning sciences can make a really positive difference to our students.

这就是‘微小教学’这一概念的理论背景来源——源自棒球。

So that's the kind of theoretical background that the sort of actual frame of small teaching comes from baseball.

如果你是棒球爱好者，你会知道棒球队有一种被称为‘小球战术’的策略。

And so if you're a baseball fan, you know that there's something an approach that baseball teams can take, which is called small ball.

‘小球战术’意味着关注棒球队为赢得比赛而必须做好的所有细节。

Small ball means paying attention to all the little things that a baseball team is supposed to do in order to win games.

我们通常会想到一些宏大的场面，比如满垒本垒打或三振出局的投手之类。

So we oftentimes think about sort of big dramatics like people hitting grand slams and strikeout pitchers and stuff.

而小球战术意味着做好那些细微的小事。

Small ball means you do the the little things.

你可能会做一些事情，比如在合适的时机牺牲触击，或者击出牺牲高飞球，把跑垒员从一个垒推进到下一个垒——这可能只有对棒球有一定了解的人才能理解。

You and, this will only maybe make sense for people who know a little bit about baseball, but you do things like, you know, lay down a bunt in the right situation or hit a sacrifice fly to move a runner from one base to the next.

在我写这本书的时候，2014年发生了一件有趣的事：堪萨斯城皇家队这支来自小市场的球队，没有巨额预算，也没有超级巨星，却通过打‘小球’战术表现出色，最终打入了世界大赛。

It was interesting as I was writing the book, a kind of small ball world series was playing out in the 2014 with the Kansas City Royals who were this smaller market team who didn't have this huge budget with the superstars on it, and they were doing really well by playing small ball and got themselves into the World Series that way.

而这一思路的最后一个来源其实是我的孩子们——每年夏天，我都会看着他们打垒球或棒球。

And then the last thread of this is actually the idea of that putting small ball and teaching together came from my children, which is watching my kids play softball or baseball every summer.

因此，我花了大量时间坐在坚硬的金属长椅上，观看我的孩子们打垒球和棒球比赛。

And so I spend a lot of time on these hard metal benches watching my children play softball and baseball games.

当你观看一支八岁女孩的垒球队比赛时，你会注意到，没有人能击出满贯全垒打。

And one of the things you notice when you watch, you know, like an eight year old girl softball team is no one's hitting grand slams.

也没有人能投出大量三振。

No one is throwing lots and lots of strikeouts.

但有些队伍就是比其他队伍表现更好。

But some teams are better than others.

我开始注意到，那些关注这些细节、专注于基本功的教练，他们的球队往往表现得更好，而那些不注重这些的球队则不然。

And what I started to notice was that the coaches that paid attention to these little things and just focused on small little fundamentals tended to do a lot better than the teams that didn't.

这让我脑海中产生了这样一个想法：你知道吗？

So that kind of just put this idea in my head that, you know what?

关注一些小事真的能带来积极的改变。

Paying attention to some small things can really make a positive difference.

于是，这三个线索逐渐融合，最终引导我提出了‘微教学’的概念。

And so those three threads kind of came together and ultimately led me to the idea of small teaching.

我目前正在读这本书，将来我会在一期节目中更深入地剖析它，或者至少会推荐它。

I'm reading this book right now that I will actually be unpacking in a future episode a bit more, I or at the very least recommending it in a future episode.

我总是有个习惯，就是除非读完一本书，否则不会推荐它。

I always have this thing that I don't recommend something until I finish reading it.

所以，也许最后几页会很糟糕，但到目前为止，这本书非常出色。

So I think those last few pages could be horrible, but so far it's exceptionally good.

这本书叫《习惯的力量》，作者是查尔斯·杜希格。

It's called The Power of Habit by Charles Duhigg.

我不知道你有没有读过这本书。

I don't know if you've read it yet.

没有，我没读过。

No, I haven't.

我不确定这算不算剧透。

I don't know if this is a spoiler alert.

我觉得不算。

I don't think it is.

但你可能不会惊讶，他在书中早期提到的一点是，关于习惯，我们都是从小处着手的。

But this won't surprise you then to know that one of the things early on that he talks about is that with habits, we start small.

他们对那些在生活中做出巨大改变的人进行了大量研究，比如戒烟、减掉大量体重的人，甚至也包括经历了巨大变革的组织。

They did all this research on people that had made magnificent changes for themselves personally, or people that quit smoking or lost a bunch of weight, or they did it with organizations too, organizations that went through tremendous change.

而这些改变往往归结为这些微小的调整，或者在本书中所说的微小习惯。

And it does often come down to these small changes in terms or small habits in the case of this particular book.

你注意到这些相似之处，这很有趣。

And that's interesting that you're picking up on a lot of those parallels too.

我发现，由于我专长于教育技术，很多教师往往会直接放弃。

I find that a lot with having an expertise in educational technology that so many times faculty will just shut down.

而且，我对技术不太在行，所以到这儿我就听不下去了。

And well, I'm not good at technology, so I'm done listening at this point.

我不想听起来太消极，但是。

I don't wanna sound like it's so negative, but

不，不，你说得完全对。

No, no, that's exactly right.

而且，你知道，实际上是有个人邀请我谈谈‘小教学’，想提前看看这本书的样章，于是我发给了他们。

And, you know, it's actually, really somebody, who invited me to speak about small teaching and wanted to see an advanced copy of the book, so I sent it to them.

他们回信给我打了个比方，这个比方我真希望我在写书时就想到了——这是一位科学家举的例子，关于进化，他说：‘你知道吗？’

And they wrote back to me with an analogy, which I really wish I had thought about when I was writing the book, but they gave the this was a scientist who gave the example of evolution and pointed out, you know what?

我们从微小的生命形式进化到人类，靠的都是极其微小的进化变化。

We got from, like, microscopic life to human beings through very tiny evolutionary changes.

对吧？

Right?

这些微小的变化，实际上塑造了我们所知的一切生命，但它们是以非常微小的增量、在漫长的时间中逐渐发生的。

These small changes, really have sort of created all of life as we know it, but they happen in very tiny increments, you know, gradually over the course of a long period of time.

我也非常喜欢这个类比，它又是另一种很好的思考方式。

Really like that analogy too as another good way to think about it.

有时候，人们会对我说：我认为高等教育现在需要更大的变革。

Occasionally, people will say to me, well, I think higher education needs bigger changes right now.

我并不反对这一点，但我认为人们更容易从微小的改变开始。

And I don't disagree with that, but I think it's much easier for people to think about starting with small changes.

而且我发现，即使在我与教师合作时，例如，如果我推荐一位教师，我会去旁听一节课，然后我会和他们交流，因为我在这里的校园里负责教学卓越中心。

And what I have found is, even when I work with faculty, for example, if I can recommend a faculty member, I observe a class and then I, you know, I'll speak because I direct our center for teaching excellence here on campus.

如果我旁听了某位教师的课，之后我可以对他们说：这里有三件你可以稍作调整的事情，我认为这些调整会对你的学生产生影响，还有两篇文章供你阅读，它们与此相关。

If I observe a faculty member's class and then afterwards I can say to them, you know, here's three things that you could do a little bit differently that I think would make a difference to your students, and here's two articles to read that sort of reflect that.

你知道，正是这样的教师会开始回来寻求更多建议，并希望深入了解。

You know, that's the faculty member who starts to come back to things and wants to know more.

他们做出这些微小的改变，看到积极的效果，然后就愿意继续深入下去。

And they make these small changes, they see a positive effect, and then they're interested in continuing further.

因此，对我来说，这些微小的改变——也是我努力关注的——确实具有产生积极影响的力量。

So the small change to me both really and the ones that I tried to focus on were ones that I really do believe have the power to make a positive difference.

但我也知道，这些做法能够赋予教师权力，并最终如果人们选择走这条路，会带来更好、更大的变革。

But I also know they can be empowering the faculty member and can ultimately lead to better and bigger changes if people choose to go that direction.

你能谈谈为什么你相信小规模的改变，以及为什么对于我们一些教师来说，试图改变教学方式会如此令人望而生畏吗？

Talk a little bit about why you believe in small changes and also about how it can be so intimidating for some of us faculty as we're trying to change our teaching?

你知道，教师们的时间非常紧张，尤其是现在许多兼职和临时教师，他们奔波于各个校园之间，为了维持生计不得不教授多门课程。

You know, faculty are incredibly pressed for time, and that is especially true for so many of the faculty now who are adjunct and contingent and are, you know, going from campus to campus, who are teaching multiple classes in order to make their careers work.

对于这些教师来说，我认为要想象进行彻底的改变真的非常困难。

And for those faculty in particular, I think it's really difficult to envision doing something radically different.

我非常推崇社区服务学习这类方法，但要实施这种教学方式，你需要大量的资源和充足的时间。

I'm a big believer in things like community service learning, but you have to have a lot of resources and you have to have a lot of time in order to be able to accomplish that kind of teaching.

你知道，‘回应过去’是一种非常棒的教学方法，但它确实需要前期投入大量时间。

You know, reacting to the past, think, is another really wonderful approach to teaching, but it does require a pretty intensive upfront investment of time.

任何实践过‘回应过去’方法的人都会这么说。

Anyone who does reacting to the past will tell you that.

所以这些方法在一开始看起来确实会让很多人感到非常令人却步。

So these things really can seem very intimidating to people at start at the start.

所以，我认为我们想要做的，就是稍微打开一扇窗，告诉你这里有一些可能对你有帮助的小方法。

And so, you know, what I think we wanna do is try and sort of just crack open the window a little bit and say, you know, look, let's show you a few things here that are are gonna potentially make a difference to you.

并且让你知道，如果你继续朝这个方向前进，如果你有兴趣探索，未来还有更多其他选择等着你。

And just know that if you keep going in this direction, if you're interested in going, these other things are out there for you to explore ultimately.

但新的、激进的教学方法往往面临一个严重问题，那就是在设计阶段以及你第一次或第二次实施时，需要投入大量时间。

But the problem with new sort of radical new approaches to teaching tends to be a really heavy investment of time upfront, both in the design phase and also throughout the first sort of time or two that you do it.

而且这个过程也可能非常混乱。

And it also can be very messy.

我不介意教学中的混乱，但有些人并不喜欢这样。

And I don't mind messes in teaching, but some people don't like that.

你知道，第一次尝试时，事情不会像你预期的那样顺利。

You know, the first time, it's not gonna work the way you think it's going to.

总会遇到各种问题和困难。

There's always gonna be problems and and issues.

所以我认为这些因素对很多人来说都是障碍。

And and so so I think those things are a barrier for people.

它们让人根本不敢做出任何改变。

They keep people from making any changes at all.

我曾经与一位非常感兴趣于这些理念的教职员工合作，我会与她会面。

I had worked one time with a faculty member who was very interested in these ideas, and I would meet with her.

在几年的时间里，我可能与她见面了五次，她总是说想做，但我都记不清具体是什么了。

I probably met with her five times over the course of several years, and she kept saying, wanna do I can't even remember what it was.

那是某种基于问题的学习之类的东西。

It was one of the, like, problem based learning or something like that.

我们会讨论它，我会给她提供资源，并告诉她。

And we would talk about it, and I would give her the resources, and I would tell her.

而到了下一年，她还是会做完全相同的事情。

And and the next year, she would be doing the exact same thing.

而且就是这样一直持续下去。

And the exact and it kept going like this.

最后，我只是说：我们能不能试着在下个学期的课堂上试一试这一件事？

And finally, I just said, like, let's just try can we try this one thing in class next semester?

突然间，她现在在做一些非常出色的事情。

And suddenly now she is doing some really great stuff.

她还没有完全达到她理想中的状态，但因为她开始尝试做一些小改变，现在做了很多新的、有趣的事情。

She hasn't sort of quite gone to the full place that she wanted to, but she's doing a lot of new interesting things as a result of just sort of trying to make a couple small things to start with.

你在所有工作中做得特别好的一点，就是始终以研究为基础。

One of the things you always do so well in all of your work is have it all be grounded in research.

你能跟我们说说你为这本书所做的研究吗？

And what can you tell us about the research you did for this book?

有没有一些你原本就了解，但只是以新方式整合起来的内容？或者你的研究发现中有没有什么重大惊喜？

And was there stuff that you kind of already knew, but you just pulled together in a new way, or were there any big surprises in terms of your findings?

这给了我一个绝佳的机会，让我能够更深入地钻研实际研究和认知理论。

This was a great opportunity for me to kind of really start to delve more into the actual research and cognitive theory.

我把自己的角色视为一名翻译者和综合者。

I view my role as a translator and synthesizer.

我尝试从某个特定领域的研究入手，比如我上一本书《学术诚信》，然后思考：这些研究对教师们有什么实际意义？

I try to look at the research from a particular field, like my last book, Academic Integrity, and sort of say, alright, so what practical implications does this have for faculty?

它如何帮助改善我们的教学或高等教育？

How can it help make a positive difference to our teaching or to higher education?

这本书让我比以往更深入地接触了原始研究。

And this book led me deeper into the kind of primary research than I had been before.

我也在一定程度上依赖像丹·威林厄姆或亨利·罗迪格这样的人的工作，他们既是翻译者，也是主要研究者。

And I also rely to a certain extent on the work of people like, who are also translators, but who are also the primary researchers like Dan Willingham or Henry Rodiger.

这些人的研究对我帮助极大，让我有信心认为，我们可以将实验室和真实课堂实验中的某些发现，转化为实际的应用意义。

The work of those folks has been extremely helpful to me in just giving me the confidence to say that we can take some of these findings from the laboratory, from sort of real world classroom experiments, and think about what the sort of practical implications of those are.

当我更深入地研究这些内容，特别是开始阅读一些原始期刊文章后，我惊讶地发现，我们其实已经掌握了大量关于能够显著提升学生学习效果的学习策略的信息，以及我们对课堂技巧和学生所采用的学习策略的了解程度。

Once I delved into that research a little bit more and especially started going into some of the original journal articles and everything, I was surprised to see how much good information we have actually about the kinds of learning strategies that can make a big difference for our students, and how much we know about not only classroom techniques, but the study strategies that students engage in.

我们对这些策略如何运作、为何有效，以及它们如何与我们对大脑和学习机制的认知相联系，了解得多么深入。

How much we know about how those how those work and why they work and how that connects what we know about the brain and and learning and all that stuff.

因此，我实际上感到非常惊讶，这让我感到振奋，因为我只是想，嗯，这些信息其实就在这里。

So I was actually quite surprised, and and this was empowering for me because I just thought, well, you know, this information is sitting here.

我认为，这些信息非常容易应用于大多数教师的课堂中。

It's really easily applicable to, I think, most faculty members' classes.

因此，这成为我努力寻找一种方式的动力，希望能以最有效的方式将这些内容传递给尽可能多的教师。

So that became for me the kind of motivator to try and say, can I get this out in a way that's gonna be able to help the most possible faculty?

你提到你一直在与一些不同的校园沟通，计划去开展工作坊。

You mentioned that you've been talking with some different campuses about going out and doing workshops.

在很多方面，‘小教学’可能早已开始，甚至可能在你开始写这本书之前就已经萌芽了，我不确定。

And so in many ways, small teaching probably began some time ago, maybe even before you started writing that, I don't know.

对于那些刚刚踏上改变教学之路的人，你觉得该怎样建议呢？也许‘改变’这个词听起来太吓人了。

What do you think of as if somebody is listening that perhaps is just beginning their journey to trying to transform their teaching, but maybe transforming is too intimidating of a word to use.

我的意思是，有没有一个非常基础的起点？我本来想用棒球作个比喻，但我对棒球一窍不通。

I mean, would be one pretty basic, I was gonna use a baseball analogy, but I'm terrible at baseball.

在棒球里，当你给对方一个容易打的球，这叫什么？

Is that called in baseball when you give them an easy ball?

这叫

It's called a

一个软式棒球。

a softball.

我想这就是所谓的没错。

I guess it's what Yeah.

给他们投个软式棒球。

Lob them a softball.

我们在讨论问题时，经常会说要给学生投个软式棒球之类的东西。

We we talk about that in terms of questions, asking people to sort of lobby a softball or something like that.

那在教学中，什么是投软式棒球呢？

So what's the lobbying the softball for my teaching?

没错。

Yeah.

我非常相信课堂开始和结束的那几分钟，以及这些时刻在课堂中的力量。

So I'm a big believer actually in the opening and closing minutes of class and then the power of those moments in the class.

我现在正在为《 Chronicle 》撰写一系列文章。

So I'm I'm actually writing a series for the Chronicle right now.

实际上，我为《 Chronicle 》写过的最受欢迎的文章，是关于课堂前五分钟的那篇，两个月前发表的。

Actually, the the most popular thing I've ever written for the Chronicle was an essay about the first five minutes of class, which came out two months ago.

这篇文章在社交媒体上被分享了成千上万次，比我写过的任何其他东西都多，这对我来说是一个积极的信号，表明人们愿意接受这种教学方式。

That article was shared on social media for, you know, thousands of times, more than anything else I've ever written, which to me was a good hopeful sign that people are sort of amenable to this kind of approach.

我刚刚向《 Chronicle 》提交了关于课堂最后五分钟的那篇文章。

And I just submitted to the Chronicle, the one in the last five minutes of class.

所以这篇文章将和我的书在同一周发布。

So that'll be out the same week as the book is out.

对我来说，这种教学方法是思考如何构建一个学习体验。

So this approach to me is thinking about how do you frame a learning experience.

在我看来，上课的前五分钟和最后五分钟具有很大的影响力。

And the opening five minutes and the closing five minutes to me have a lot of power.

我们知道，当学生进入课堂时，他们往往心不在焉。

We know that when students come into class, they're distracted.

如果你现在走进教室，会看到大多数学生都在玩手机。

You know, if you walk into a classroom now, you see most students on their phones.

有些学生会互相聊天。

Some students will be talking to each other.

他们刚吃完午饭，什么的都有。

They've just come from lunch and everything.

我们希望找到方法，帮助他们从之前的活动过渡到课堂上的学习。

And and we wanna find ways to transition them into this learning that they're gonna be doing in the class.

那么，我们该怎么做呢？

So how do we do that?

我们如何能更有意识地利用这五分钟，而不是简单地说：好了。

How can we make deliberate use of those five minutes instead of just saying, alright.

我们回顾一下上节课的内容，或者提醒一下之前的东西。

Here's what we did last time or here's some reminders about stuff.

我们知道需要这么做，但如何才能借此创造出一个强有力的过渡，引导学生进入课堂学习呢？

You know, we wanna do that, but how can we then sort of create a really powerful transition into the learning of the classroom?

课堂结束时也是如此。

And then the same thing at the end of the class.

我们如何利用课堂最后的五到十分钟，说：好了。

How can we take the last five, ten minutes of class and say, alright.

我们要在这里做点什么。

We're gonna do something here.

我们要调动你们的思维。

We're gonna engage your minds.

我们要以一种积极的方式让你参与进来，与我们之前讨论的内容互动，巩固你在过去四十五、五十或七十分钟里所学的知识，无论具体时长如何。

We're gonna make you active in a way, work with the material that we've been talking about here, and seal up the learning that you have done over the past forty five or fifty or seventy minutes or whatever the case may be.

所以对我来说，作为一个起点，我特别喜欢思考如何开启课程以及如何结束课程。

So for me, I really like, as a starting point, thinking about how do you open class and how do you close class.

我认为这些是进行微教学的绝佳机会。

And I think those are really ripe opportunities for small teaching.

当德里克·布雷夫在第71期节目中做客时，他提到过创造‘讲述时刻’。

When Derek Breff was on back in episode 71, one of the things he talked about was creating times for telling.

他实际上是在引用别人的观点。

And he he was actually referencing someone else.

他引用的是丹尼尔·施瓦茨和约翰·布兰斯福德1998年的文章《讲述的时机》，该文章链接可在该期节目回放中找到。

He was referencing Daniel Schwartz and John Bransford, a nineteen ninety eight article, A Time for Telling, and that's linked to back in that show episode.

你谈到了课堂的最后五分钟。

And you talk about the last five minutes of class.

我一直在对此进行一些尝试，因为我知道我之前过于固守传统翻转课堂的理念——我们在线观看视频，然后在课堂上讨论它们。

Been experimenting a little bit with that because I know I was too locked into the idea of your traditional flipped classes and the videos we would watch would be online and then we'd come talk about them in the class.

他真的让我重新思考：这真的是正确的模式吗？

And he really convinced me to think differently about is that really the right pattern?

也许这段视频应该在课堂上播放。

Maybe that video should be shown in class.

对。

Right.

所以这确实挑战了我，但我觉得前几天我失败了，因为我们正在讨论打破社会规范。

So it really has just challenged me, but I think I failed the other day because we were talking about breaking social norms.

课堂上有一些非常短的视频，我认为它们很有力量，但我最后却谈到了一些与课堂内容关系不大、更多关乎他们未来生活的内容。

There were a couple of really short videos that I think were powerful in the class, but I actually ended with something that was less about what was the content of the class and more about what I think would be the content of their lives.

这是一部名为《如何独处》的绝佳视频。

And it is a phenomenal video called How to Be Alone.

我会在节目笔记中提供这个视频的链接。

And I'll link to it in the show notes.

这是一位出色的加拿大诗人，他讲述了一个动人的故事，关于如何学习打破‘我们绝不该独处’这一社会规范。

And it's this beautiful Canadian poet who tells a beautiful story about how you could learn more to break the social norm that says we're not supposed to ever be alone.

对于我的许多学生来说，独自去餐厅吃饭，或者一个人去看电影，都会让他们感到极其不安。

And for many of my students, the thought of something like going to dinner by themselves at a sit down restaurant would be incredibly threatening for them to do or going to the movies by themselves.

有些人说他们对此很自在，但这在一定程度上因人而异。

There were some who said they're very comfortable with that, but it kind of depended.

无论如何，这段视频极其有力。

At any rate, so there's this incredibly powerful video.

我有一节五十分钟的课，我决定在课程最后播放它。

I have a fifty minute class and I decided to show it at the very end.

当学生们离开教室时，我想着：你刚刚播放了如此震撼人心的视频。

As they were walking out the class, I thought you just showed this incredibly powerful video.

然后却只说了一句：再见，下周见。

And then said, bye, I'll see you next week.

所以我想

And so I

对，没错。

think Right.

你知道，我觉得我搞砸了。

You know, I think I messed up.

你能纠正我一下吗？这样我就不会再犯了。

Can you can you set me straight so I don't do that again?

对。

Right.

我的意思是，我认为关键是你要做些事情，我觉得这些时刻是促进参与的机会，让他们积极地做点什么，因为我认为你真正想在那五分钟里做到的是。

So, I mean, I think the idea is you wanna do something that's I I think those moments are opportunities for engagement to get them actively doing something because I think what you really wanna try and do in those five minutes.

我举两个简单的例子，我们对提取练习的力量了解很多。

So just to give two quick examples, we know a lot about the power of retrieval practice.

因此，让学生练习回忆内容，是我们能帮助他们记住知识的最好方法之一。

So having students practice remembering things is one of the best things that we can do to help them remember things.

所以很多时候，我们走进教室就会说，好吧。

So a lot of times we walk into class every and and we'll say, alright.

这是我们上一次的内容。

Here's what we did last time.

我建议的是，走进教室时不要这么说，而是说：好吧。

One of the suggestions I make is walk into class instead and say, okay.

我想让你们告诉我，上一次课的重点是什么。

I'd like you to tell me what were the key points from last time.

请合上笔记本。

And keep your notebooks closed.

我想让你们试着回忆一下，我们上一次做了什么？

I want you to try and remember, what did we do last time?

让我们试着回顾一下，比如我们这门课的三个主要观点，或者说是我的英国文学概论课。

Let's try and reiterate the the, you know, the three main points of class or, you know, my British literature survey class.

我们上一次谈到了四个关键的历史事件，这些事件影响了那个时期的文学。

You know, we talked about four key historical events last time that influenced the literature of those period.

那四个事件是什么？

What were those four events?

学生越频繁地进行这种练习，他们就越熟练，当他们不得不参加期中考试并用其中一个事件写一篇关于它如何影响那个时期文学的论文时，他们的准备也就越充分。

And this more times that the students have to do this, the better they get at it, and the better they'll be equipped than when they have to sit down for the midterm exam and use one of those events to write an essay about how it influences the literature, that time period.

如果学生没有机会练习回忆，这些事件将更难迅速浮现在他们脑海中。

The events will come much more quickly to them if they haven't had the opportunity to practice remembering.

因此，课堂开始时是进行这种练习的绝佳时机。

So the beginning of class is an easy time to do that.

你可以用书面形式进行。

You can do that in writing.

我经常以写作练习开始课程。

I often start with a writing exercise.

比如，让你写五分钟关于你昨晚读了什么。

You know, tell me write for five minutes about what you read last night.

这同样是一种集中注意力的活动，能帮助学生摆脱各种干扰，转而专注于面前的纸张和他们想表达的内容。

Then that is a centering activity as well that kinda gets takes people away from all their distractions, and now all a sudden, they're focused on the piece of paper in front of them and and what they wanna say about that.

对于结尾部分，我非常喜欢在最后安排一个连接性练习。

For the ending piece, I really like the idea of having kind of a connection exercise at the end.

我们有这些连接笔记本，学生需要填写。

We have these connection notebooks that students have to fill in.

每周给他们安排一种写作活动，要求他们思考课程内容如何与他们生活中的某件事、课堂外的事物或时事等联系起来。

And once a week, give them some kind of writing activity that requires them to think about how the course material connects to something in their lives, something outside the classroom and current events or whatever.

所以今天，我们刚刚读完一系列关于英国历史中宗教与灵性的诗歌。

So today, for example, we had finished reading a series of poems that were about religion and spirituality in British history.

在本学期的前六七周里，我们已经读了不少这些诗歌。

And we have read a decent amount of these poems over the course of the first six or seven weeks of the semester.

我在黑板上写了八个标题，然后说：选出最能代表你对宗教或灵性看法的那首诗，写一段话说明它与你的信仰有多接近。

I put, you know, I think eight titles up on the board and I said, the one that most represents your views of religion or spirituality and write me a paragraph about how close that gets to what you believe.

我说，你们不必大声朗读。

And I said, you know, you don't have read out loud.

我不需要读你们的，但这又是五分钟的练习，帮助你们更深入地理解我们本学期读过的一首诗。

You know, I don't have to read it, but it's five minutes again of the kind of closer understanding of one of the poems that we've read over the course of the semester.

所以，正如我所说，这些都是一些绝佳的时刻，可以用来进行一些有趣的活动，帮助学生了解当天的内容，开阔他们的思维，或者总结并建立当天所学内容之间的联系。

So like I said, these are just great sort of moments to do a little engaging piece that can introduce them to the day's material, open up their minds, or that can kind of seal up and create connections between what we've done for that day.

你和我一直在谈论那些因为觉得太令人畏惧而未能改变教学方式的‘其他人’。

You and I have been talking about, quote unquote, the other people who have neglected to transform their teaching because it's too intimidating.

我想知道，你是否曾回想过自己教学中的某些经历，发现其实一些小规模的教学方法本可以比试图彻底重构整个课程更好地帮助你？

I wonder if you have any stories that you reflected back on in your own teaching where small teaching would have served you far better than trying to reinvent the entire class.

也许你可以从自己在这方面的失败经历中汲取一些教训——即试图把教学搞得过于宏大。

Maybe if you were able to draw from some of your own failures in that area of trying to make teaching too big.

我确实曾经是这类人之一，对‘我们应该全面翻转课堂’以及‘翻转课堂将成为高等教育救星’这一观点持有一些怀疑态度。

I definitely have been one of these folks that has been kind of with a little bit of a little bit of skepticism, kind of watching the whole kind of idea that we should all be flipping our classrooms and that the flipped classroom is of going be the savior of higher education.

这其中一部分原因在于，我的专业领域一直以来实际上都在实践着所谓的翻转课堂模式。

And part of that is because in my field, we essentially have been doing what constitutes the flipped classroom all along.

学生提前阅读材料，然后进入课堂进行讨论。

Just students read beforehand and they come into class and we discuss it.

我的意思是，这基本上就是文学课的常规运作方式。

I mean, that that's kind of typically the way a literature class works.

但与此同时，当我刚开始听到这些时，我开始关注一些更激进的课堂教学理念，比如我是否应该在课前把讲座录成视频？

And but at the same time, you know, when I first started hearing about all this stuff, I started to kind of look at some of these more, you know, radical ways of thinking about what goes on in the classroom, and should I be putting my lectures on videotape before class?

我对这些想法非常开放。

And I'm very open to those ideas.

我认为它们可能非常有效，而且那些正在实践的人值得赞赏。

I think they can be very effective and, you know, more power to the people that are doing it.

我觉得这很棒。

I think it's wonderful.

但对我而言，那种初期投入的时间成本等障碍，仍然阻碍着我对教学方式进行改变。

But for me, those kinds of barriers of the kind of initial startup costs in terms of time, still kind of stayed in my way for making changes to my teaching.

在我职业生涯的大部分前期，我主要就是走进教室，试图开展讨论。

And still, you know, what I was primarily doing for most of the first part of my career was just sort of coming in and trying to have discussions.

我其实并不太清楚这些讨论的目的是什么？

I didn't really have a good understanding of, like, what was the purpose of those discussions?

我期望通过这些讨论让学生获得什么样的学习成果？

What kind of learning was I expecting to come out of those discussions?

我花了所有时间，只是试图想办法让学生开口说话，却没有真正理解这样做的目的，以及这种对话如何真正转化为学习。

And I spent all my time just trying to think about ways to get students to talk without having a sort of a better understanding of what the purpose of that was, how that talk could really turn into learning.

我有过不少这样的经历：学生会进入课堂发言，因为我已经做了大量工作，试图让每个人尽可能多地发言。

And I had enough experiences where, you know, students would come in and talk in class because I've done all this work to try and get everyone to speak as much as possible.

然而，有些学生即使没读过书，也能侃侃而谈，因为他们擅长表达。

And yet some students would be able to talk about the books without having read them because they were good at talking.

或者他们课堂上说得很好，但在评估中却表现得一塌糊涂，因为这些发言并没有转化为实际的学习成果。

Or they would talk well in class but then just sort of do it atrociously on the assessments because weren't it wasn't translating into anything.

所以对我来说，直到我开始阅读这些文献，才开始更认真地思考：这场讨论的功能到底是什么？

So for me, it wasn't really until I started looking at this literature that I kind of started to think much more deliberately about, alright, what is the function of this discussion?

我们为什么要这样做？

Why are we doing this?

这并不意味着一切都必须严格按评估要求来预先设计和准备。

That doesn't mean that, you know, everything has to be sort of lockstep down and prepped for an assessment.

我也不相信这一点。

I don't believe that either.

对话本身和在课堂上营造社区氛围是有价值的。

There's value in just sort of conversation and creating a community in the classroom.

但我真希望在我职业生涯早期就能更深入地思考课堂讨论和对话的目的；现在，我努力更多地开展这类引导性活动，帮助学生认识到我们所做事情的价值，让他们从对话中获得具体的收获，并让我能够利用对话最大限度地深化他们的学习。

But I do wish that I had thought much earlier in my career about the purpose of sort of discussions and conversations in class, and now I try to much more do these kinds of framing activities that help students recognize the value of what we're doing, that give them concrete takeaways from the conversation, and that enable me to use the conversation to deepen their learning as much as possible.

今年二月，我有幸在莉莉会议上发言，并引用了帕克·帕尔默关于教学之乐的一段话。

Back in February, I had the opportunity to speak at the Lilly conference and I read a quote from Parker Palmer that talks about the joy of teaching.

但我没有读出的是——虽然我提到了它——他如何描述教学的痛苦与悲伤，以及教学实际上有多么艰难。

And what I didn't read, although I referenced it, but because I had gone back to find the quote and such, was just how he writes about the pain of teaching and the grief of teaching and how hard it can really be.

对于我们这些如此投入的人而言，其中一个特别艰难的领域就是激励。

And one of the areas where it can be so hard for those of us who care so deeply is in the area of inspiration.

当我们无法创造出自己渴望的那种热情与激励时。

When we're just not able to create that kind of passion and inspiration we wish we could.

在我的教学中，有哪些小的教学策略可以实施，来帮助我更好地提升这方面的能力？

What is an area of small teaching where I could put into place in my teaching that would help me get better at that?

是的，实际上有一整章是关于动机的。

Yeah, there's a whole chapter actually on motivation.

而这一点，比如说在这一章中，似乎是最不可能被视为小规模教学的，对吧？

And that, let's say in the chapter, this is in some ways seems like the least likely candidate for small teaching, right?

我们该如何激励学生关心课程和学习？

Like how do we motivate students to care about the class and about the learning?

但这项研究中一个非常有趣的发现是，自我超越对激发学习具有强大的力量。

But one of the really interesting findings in that research is about the power of self transcendence to inspire learning.

自我超越，我们可以思考人们为什么会被激励去做事：他们可能以自我为中心，也可能为了获得某种外部奖励，但也可以是因为相信这项学习能帮助自己为世界带来积极的改变。

Self transcendence, we can think about why people are motivated to do things and they can be sort of oriented toward the self, they can be oriented toward some external award they're getting, but they can also be oriented toward, I'm engaging this learning because I believe it will help me make some positive contribution to the world.

它将帮助我从事一项能够使世界变得更美好的事业。

It's going to help me in a career that's going to change the world for the better.

因此，我认为，这是我们所有人都能感受到的。

And so that, I think, is something that we all feel.

我们选择教学，是因为我们确实相信，通过学生，我们能够为世界带来积极的改变。

We go into teaching because we do believe we can make a positive difference to the world through our students.

这项研究让我意识到，我们的学生其实也被同样的动机所驱动。

And one of the things this research showed to me was that our students actually are motivated by the same thing.

他们也可能因为渴望对世界产生积极影响而受到强烈激励。

They also can be really strongly motivated by a desire to make a positive difference to the world.

2014年12月发表了一项名为《枯燥但重要》的有趣研究，探讨了如何帮助学生学习他们可能认为枯燥但又重要的内容。

There's a really interesting study that came out in December 2014 called boring but important, which kind of explored how do you help students learn material that they might consider to be boring, but that is important.

这些内容对于理解该学科、课程或任何相关领域都是基础性的。

It's fundamental to understanding the discipline or the course or whatever the case may be.

该研究指出，调整学生的动机，并提醒他们该学科所蕴含的超越自我的可能性，实际上是一种非常有效的策略。

And that study suggested actually that sort of tweaking students' sort of motivation and and reminding them about the self transcendent possibilities of the discipline was actually a really effective strategy.

因此，我认为我们可以不断思考：我该如何再次将这些内容以一种提醒学生如何运用它们的方式呈现出来？

And so this is something that I think we can continually kinda think about is to say, you know, how can I, again, frame this material in such a way that reminds students that they can use this?

这种学习有潜力为世界、为他们的社区、家庭、生活以及未来带来改变。

This learning has the potential to make a difference to the world, make a difference in their communities, in their families, in in their lives, in the future somehow.

我该如何不再仅仅思考：我怎样才能用这些内容帮助学生找到工作、获得职业或赚取更高薪水？

How can I instead of just thinking about how can I use this material to help my students get jobs or have careers or get a better salary?

你当然想做到这些，但也不要忽略这一部分，因为同样地，我们知道我们自己正是被这种动机所驱动的。

You wanna do all those things, but don't leave out that piece of it as well because, again, if we just think about we know that we're motivated by that.

比如，我们所有教职员工都希望通过帮助学生让世界变得更美好，而我们的学生也是如此。

Like, all of us on the faculty, we're we wanna make the world a better place by helping our students, and our students are no different.

他们也希望自己能对世界产生积极的影响。

They want to be able to make a positive difference in the world.

如果我们能找到方法，通过设计课程、布置作业、与学生沟通等方式，不断提醒他们这一点，我认为这将大大有助于激发学生的学习动力。

And if we can find ways to frame the course, frame assignments, frame our communication with them in ways to give them little reminders about that, I think that can make a big difference in helping to motivate students.

关于小教学，我还没问过你什么？

What have I not asked you about small teaching?

在给出我们的建议之前，我应该确保问全了。

I should be sure to before we give our recommendations.

我的意思是，这本书的基本框架分为三个部分。

I mean, the basic sort of frame of the book is set up in such a way that there's three sections.

第一部分主要涉及一些基本的认知问题，比如我们是如何记住事物的？

The first section is really about kind of basic sort of cognitive stuff, like how do we remember things?

它探讨了提取、预测等策略，以及如何利用预测活动，或者让学生在尚未准备好时尝试解决问题。

It looks at the strategies of retrieval, prediction, how can we use prediction activities or asking students to try things before they're ready.

那么，我们如何打开学生的学习大门并为学习做好准备？

So how do we open up and prepare students for learning?

我们如何设计学习，使其通过间隔和分布，并利用一种叫做交错学习的力量？

How do we design learning in such a way that we're spacing it out and distributing it using the power of something called interleaving?

这本书的第二部分更多地关注于培养更深层次的技能。

The second section of the book is more about sort of developing deeper skills.

因此，我们考察练习：如何让学生练习技能，如何利用自我解释这一非常有趣的学习现象，以及如何帮助学生将课堂上学到的内容与课堂外的世界联系起来。

So looking at practicing, how do we get students to practice skills, how we can use the power of self explanation, which is a really interesting learning phenomenon, and how we can help students start to make connections between what we're learning in their classes and the world outside of them.

而第三部分则深入探讨这些更深层次的问题。

And then the third part really goes into these deeper issues.

因此，它关注动机。

So it looks at motivation.

我们可以在课程设计或课堂教学实践中做出哪些微小的改变，以激发学生的更大动力？

What are some small changes we can make to the course design or to our classroom practice that will get our students more motivated?

它探讨了心态，即卡罗尔·德韦克的心态理论，以及我们能做的哪些小事可以帮助学生形成对学习和智力更积极、更正面的态度。

It looks at mindset, Carol Dweck's theory of mindset, and how small things that we can do can help get our students a better and more positive attitude towards learning and intelligence.

最后一章探讨了教师如何继续保持自身的热情。

And then the last chapter actually looks at how faculty can continue to remain inspired themselves.

那么，我们如何持续成长，成为更好的教师呢？

So what are the ways in which we can continue to grow and expand as teachers?

它指出了教师成长的一些途径，我认为这些途径和一些现有资源能为教师提供持续成长的机会。

And points to some some some avenues, I think, of growth for faculty and some resources that are out there that I think can give faculty continuous opportunities to grow as teachers.

感谢你的概述，我迫不及待想读这本书。

Thanks for the overview, and I can't wait to read the book.

是的。

Yeah.

我非常期待。

I'm looking forward to it.

如你所知，我们是在这本书公开发布前录制的，几天内就会播出。

As you know, we're recording this before it goes out there for the public, and we're going to get it airing within a few days.

我希望所有听众都能购买你的书，并开始付诸实践。

And I hope anyone listening will pick up your book and start to put it to use.

你让我们觉得这一切如此易懂。

You've made it so accessible for us.

作为作者，我非常敬重你，也感谢你在我们的播客刚起步时愿意冒险接受邀请。

And I just want to say as an author, have disregarded you so highly and I appreciate you taking a risk on when our podcast was just getting started.

愿意对一个名不见经传的人说‘好’，来分享这些内容。

Taking a risk on this no name person to say yes to the invitation to share some of this.

当我读到你的文字时，感觉你就在和我们对话，你不仅对学生充满关怀，也对所有教职员工充满关爱。

When I read your words, I feel like you're speaking and you just have such a deep care, not just for your students, but for all faculty.

这就像希望所有学生都能遇到更好的老师。

It's sort of like for all students out there to have better teachers.

这种情感在你的文字中表露无遗。

And it just really comes out in your writing.

你真是天赋异禀。

You're just so gifted.

哦，谢谢你。

Oh, thank you.

这源于我真正相信高等教育。

It comes from a place I really do believe in higher education.

我相信我们能够对世界产生影响。

I believe that we can make a difference to the world.

我相信高等教育拥有真正改变世界的力量。

I believe higher education has the power to really change the world.

所以我相信这一点，我认为我们正在做很多了不起的事情，但和大多数事情一样，我们还可以做得更好一点。

So I believe in that, and I think that, you know, we're doing a lot of great stuff, but as with most things, we could do a little bit better.

因此，‘微教学’旨在为我们提供另一种思路，帮助我们思考如何

So small teaching is designed to kind of help give us one more way to think about how we

更好地做一些事情

can do some of these things a little

更好地利用我们拥有的力量来改善学生的生活。

bit better and just take advantage of the power that we have to improve the lives of our students.

这太棒了，因为它让我不必追求完美。

It's so great because it makes it where I don't have to be perfect.

只需稍作调整

Can just move

小改动。

on little tweak.

这会产生巨大影响。

It makes a big difference.

这是一种杠杆。

It's a lever.

没错。

Exactly.

是的。

Yeah.

这是另一种很好的思考方式。

That's another good way to think about it.

我实际上有几个建议想快速提一下。

I actually have a couple of recommendations I wanna quickly make.