学习需中国化(一) 5月3日

学习需中国化(一)。老马感慨说，这次培训是他参加过的诸多海外培训中内容最充实、培训最扎实、感触最多多的一次。的确，良好的开端是成功的一半，我们也为Jessica的用心做好培训服务的精神所感动。

        一、精心呈现，各取所需。Jessica和Linda将学校改进程序所涉及的20个概念提炼出来，用小组合作学习与专家点评的方式让学员理解接纳。有疑问的学员当场可与参与分享的学员及专家老师之间开展咨问、质疑与辩论，道理越辩越明。组织者希望通过学习让所有学员都有所斩获，习得能帮助自己、帮助学校、帮助教师、帮助学生得到新发展新进步的工具(Flashlight),而不是惩戒他们的手段(hammer)。

学习需中国化(一) 5月3日

        二、学习需内化,需中国化。老美的习惯或许是为了不剥夺学员们的归纳思维的体验，所以他们随心所欲随机出现20个概念，你理解自然会归类整理，不能理解就是梳理了有序呈现，也许也是对牛弹琴。本人认为要提高学习效果，需要对20个概念进行有机排列而且中文解释须接地气。今天回来后倒床就睡着了，醒来后觉得时间紧，独个人已不能完成对jessica的承诺。于是请拱宸中学的刘老师潘老师帮忙，她们脑子活、手脚快，又有英语基础，一起对20个关键词进行中国化，二个半小时奋战结果如下，仅供參考：

School Improvement Process Terms

学校提优法术语

一、分析现状

1、Diagnose or Gather – Look at information collected in school that will help you determine where educational gaps may be.  Look at sample work, testing information, attendance, discipline data, etc.

选择或收集—选择收集与同类学校或国家标准有差异的信息：包括工作举措、考试结果、出勤率、学科数据等等。

2、Study Data-Examine information to look for patterns of success or failure.  Look at researched based practice.

研究数据—对实际采集的数据或信息进行分析，得出哪些是优势哪些是劣势。

二、制定计划

3、Shared leadership- the practice of governing a school by expanding the number of people involved in making important decisions related to the school’s organization, operation, and academics.

共同决策—让更多的人参与学校的重大决策,包括组织机构、学校运营、研究方向。

4、Goals- such as targets for improved student achievement and performance

目标—按照学生学科成绩和表现设定不同的目标。

5、Action Plan- Steps to take to reach School Improvement Goals

行动规划—制定实现学校目标的具体步骤。

6、Learning objectives-  brief statements that describe what students will be expected to learn by the end of school year, course, unit, lesson, project, or class period.

学习目标—简要描述学生在课堂、项目、单元、学科、学年等不同阶段的目标。

7、Learning environment- physical locations, contexts, andculturesin which students learn.

学习环境—学生学习的地理环境、相关学习内容和文化背景。

三、组织实施

A:执行

8、Curriculum-refers to the lessons and academic content taught

课程—编制教学内容或课时。

9、Implement or Do- Put ideas into action.  Provide appropriate professional development for teachers to assist students in specific areas.

执行或实施—将想法付诸行动，让老师有专业的发展，让学生有适合的发展。

学习需中国化(一) 5月3日

10、Scaffoldingrefers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process.

脚手架—指的是教师用各种教学手段或方法帮助学生更好的理解，使学生能更加独立解决问题实现进步。

B：评估

11、Assessment- methods or tools that educators use to evaluate, measure, and document the academic readiness, learning progress, skill acquisition, or educational needs of students.

评估—制作评估的量表，用来评估学习内容、学习进程、技能技巧及学习需求。

12、Formativeassessment- methods that teachers use to conduct in-process evaluations of student comprehension, learning needs, and academic progress during a lesson, unit, or course.

形成性评估—教师用于在某节课、某单元或某学科对学生理解、掌握和发展情况进行过程评估的方法。

C:改进

13、At-risk- used to describe students or groups of students who are considered to have a higher probability of failing academically

存在风险—采用的教学方式可能会让一部分人在某方面的学习增加失败的风险。

14、Monitor- “Inspect what you expect” Clearly set goals and observe to see if expectations are being met

校正—设立清晰的目标并经常矫正所设目标或行动，使目标与行动一致。

15、Repeat- Repeat the process with new goals or revised goals.

重复—在新的目标或者修正的目标下不断重复这个提升改善的过程。

16、Revise- Change the plan if it is not working.  Do not feel defeated, but change parts that need to be improved.

修正—如果该计划没有效果，不要觉得挫败，可对其中的部分进行改进。

17、Improvement- Look for things to change in a positive direction. 

改进—采取积极的策略进行改变。

18、Direct instruction- (1) instructional approaches that are structured, sequenced, and led by teachers, and/or (2) the presentation of academic content to students by teachers, such as in a lecture or demonstration. In other words, teachers are “directing” the instructional process or instruction is being “directed” at students.

针对性指导—(1) 以教师为主导，进行有组织有步骤的教学。(2) 教师用诸如讲授、示范等方式向学生展示学习内容。换句话说，针对性指导是教师掌控教学过程或让学生明白具体的学习要求。

19、Intensify Actions- If improvement is not seen in a reasonable time, increase the action in a more specific way

强化训练—如果在合理的时间内改善提升计划没有明显的效果，那就要用更合适更有效的方法来实现。

四、教师培养

20、professional development- a wide variety of specialized training, formal education, or advanced professional learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness.

专业发展—通过一系列各种专业培训和专业学习，帮助学校教师、管理者和其他教育从业者提高他们专业知识、能力技能和效能。