ABOUT THE SPEAKER
Ramsey Musallam - Educator
As a high school chemistry teacher, Ramsey Musallam expands curiosity in the classroom through multimedia and new technology.

Why you should listen

Technological innovation in education can be a slow and painful process, with new technology difficult to acquire, implement and adopt. But that doesn't stop Ramsey Musallam, a chemistry teacher at Sacred Heart Cathedral Prep in San Francisco, whose mission is "to meaningfully integrate multimedia into a hands-on, inquiry-based learning cycle" and to empower other educators to do the same. Musallam is a vocal advocate for tools like flipteaching, tabcasting, video podcasting and screencasting in the classroom. He runs the education blog Cycles of Learning, where he gives written and video tutorials on how to turn everyday apps like Google Docs, screencasting from an iOS device, YouTube, KeepVid and word clouds as effective teaching tools. Musallam received an Ed.D. from the University of San Francisco in 2010.

More profile about the speaker
Ramsey Musallam | Speaker | TED.com
TED Talks Education

Ramsey Musallam: 3 rules to spark learning

Ramsey Musallam: 激發學習興趣之三項原則

Filmed:
3,067,874 views

一場生死攸關的經歷使化學老師 Ramsey Musallam 從 10 年來的「偽教學」中驚醒,領悟到教育工作者真正的使命:培養好奇心。在這場有趣且充滿個人體驗的演講中,Musallam 提出三項激發想像力、學習興趣及使學生對事物原理充滿好奇的原則。
- Educator
As a high school chemistry teacher, Ramsey Musallam expands curiosity in the classroom through multimedia and new technology. Full bio

Double-click the English transcript below to play the video.

00:12
I teach chemistry化學.
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我是化學老師
00:15
(Explosion爆炸)
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(爆炸聲)
00:16
All right, all right.
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沒事、沒事
00:19
So more than just explosions爆炸,
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不僅出現在爆炸
00:21
chemistry化學 is everywhere到處.
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化學現象隨處可見
00:23
Have you ever found發現 yourself你自己 at a restaurant餐廳 spacing間距 out
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你是否曾經發現自己會在餐廳
心不在焉地
00:26
just doing this over and over?
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一再做這個動作?
00:28
Some people nodding點頭 yes.
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有人點頭了
00:30
Recently最近, I showed顯示 this to my students學生們,
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最近我做了這個實驗給學生看
00:32
and I just asked them to try and explain說明 why it happened發生.
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請他們動手嘗試
並解釋其中原因
00:37
The questions問題 and conversations對話 that followed其次
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之後學生提出的問題和討論
00:39
were fascinating迷人.
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十分精彩
00:41
Check檢查 out this video視頻 that Maddie麥迪
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請觀賞這部由 Maddie
00:43
from my period three class sent發送 me that evening晚間.
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我第三堂課的學生當晚
寄給我的影片
00:57
(Clang) (Laughs)
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(砰)(笑聲)
00:59
Now obviously明顯, as Maddie's麥迪的 chemistry化學 teacher老師,
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顯然,身為 Maddie 的化學老師
01:02
I love that she went home and continued繼續 to geek極客 out
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我很高興她回家後會認真練習
01:05
about this kind of ridiculous荒謬 demonstration示範
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我們在課堂上示範過的
01:08
that we did in class.
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這個相當有趣的實驗
01:09
But what fascinated入迷 me more is that Maddie's麥迪的 curiosity好奇心
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但令我更感興趣的
是 Maddie 的好奇心
01:12
took her to a new level水平.
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提升了她的視界
01:14
If you look inside that beaker燒杯,
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如果你們觀察燒杯內部
01:16
you might威力 see a candle蠟燭.
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會發現一根蠟燭
01:18
Maddie's麥迪的 using運用 temperature溫度 to extend延伸 this phenomenon現象
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Maddie 利用溫度
賦予這個現象
01:21
to a new scenario腳本.
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嶄新的面貌
01:24
You know, questions問題 and curiosity好奇心 like Maddie's麥迪的
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你們知道,Maddie 擁有的
這種疑惑和好奇心
01:27
are magnets磁鐵 that draw us towards our teachers教師,
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像磁鐵般讓拉近了
學生和老師間的距離
01:30
and they transcend超越 all technology技術
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勝過所有教育方面的技巧
01:33
or buzzwords流行語 in education教育.
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或新潮術語
01:36
But if we place地點 these technologies技術 before student學生 inquiry查詢,
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但如果我們在學生發問前
就展示這些技巧
01:40
we can be robbing劫財 ourselves我們自己
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我們會讓自己失去
01:42
of our greatest最大 tool工具 as teachers教師: our students'學生們' questions問題.
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老師擁有的最佳工具:學生的疑惑
01:47
For example, flipping翻轉 a boring無聊 lecture演講 from the classroom課堂
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例如,利用行動裝置的銀幕
01:51
to the screen屏幕 of a mobile移動 device設備
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來講授一堂沉悶的課程
01:53
might威力 save保存 instructional教學 time,
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或許能節省教學時間
01:55
but if it is the focus焦點 of our students'學生們' experience經驗,
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但若是這成了學生
主要的學習體驗
01:58
it's the same相同 dehumanizing非人性化 chatter喋喋不休
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這只是冰冷而無人性的嘮叨
02:01
just wrapped包裹 up in fancy幻想 clothing服裝.
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外頭披了件華麗的外衣罷了
02:03
But if instead代替 we have the guts膽量
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然而,如果我們有骨氣
02:06
to confuse迷惑 our students學生們, perplex困擾 them,
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使學生困惑
讓他們摸不著頭緒
02:08
and evoke喚起 real真實 questions問題,
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激發他們內心的疑惑
02:11
through通過 those questions問題, we as teachers教師 have information信息
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身為老師的我們
可以利用這些疑惑取得資訊
02:14
that we can use to tailor裁縫 robust強大的
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用以調整教學方針
02:17
and informed通知 methods方法 of blended混合 instruction指令.
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從中習得混合式教學的方法
02:20
So, 21st-centuryST-世紀 lingo行話 jargon行話 mumbo天書 jumbo巨大的 aside在旁邊,
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因此,別理會 21 世紀
那些莫名其妙的術語
02:26
the truth真相 is, I've been teaching教學 for 13 years年份 now,
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事實上
我從事教職已有 13 年
02:30
and it took a life-threatening危及生命 situation情況
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有個生死攸關情況
02:32
to snap me out of 10 years年份 of pseudo-teaching偽教學
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讓我從10年來的
「偽教學」中驚醒
02:35
and help me realize實現 that student學生 questions問題
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幫助我瞭解學生的疑惑
02:39
are the seeds種子 of real真實 learning學習,
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能培育出真正的學習態度
02:42
not some scripted腳本 curriculum課程
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而非某種照本宣科的課程
02:44
that gave them tidbits花絮 of random隨機 information信息.
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那只能提供學生
瑣碎而隨機的資訊
02:47
In May可能 of 2010, at 35 years年份 old,
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2010 年 5 月
35 歲的我
02:51
with a two-year-old二十歲 at home and my second第二 child兒童 on the way,
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有個 2 歲大的孩子
第二個孩子即將出生
02:54
I was diagnosed確診 with a large aneurysm動脈瘤
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診斷結果顯示
我長了個大動脈瘤
02:56
at the base基礎 of my thoracic胸椎 aorta大動脈.
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位於胸腔主動脈
02:59
This led to open-heart放開心靈 surgery手術. This is the actual實際 real真實 email電子郵件
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這表示我必須做開心手術
這是當時醫生寫給我的
03:02
from my doctor醫生 right there.
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電子郵件正本
03:04
Now, when I got this, I was -- press Caps帽子 Lock --
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當我收到這封信時
我 -- 以下為粗黑體 --
03:07
absolutely絕對 freaked嚇壞 out, okay?
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完全嚇壞了,明白嗎?
03:10
But I found發現 surprising奇怪 moments瞬間 of comfort安慰
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但令人意外地
我卻感到慰藉
03:14
in the confidence置信度 that my surgeon外科醫生 embodied體現.
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因為我的醫生展現出的自信
03:17
Where did this guy get this confidence置信度, the audacity大膽 of it?
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這個傢伙的自信從何而來?
因為大膽嗎?
03:21
So when I asked him, he told me three things.
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因此當我請教他時
他告訴我三件事
03:25
He said first, his curiosity好奇心 drove開車 him
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他說,第一,好奇心驅使他
03:28
to ask hard questions問題 about the procedure程序,
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預設手術過程可能出現的
一些棘手問題
03:30
about what worked工作 and what didn't work.
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何種方法可行
而何種不可行
03:33
Second第二, he embraced擁抱, and didn't fear恐懼,
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第二,他勇於面對,而非畏懼
03:36
the messy process處理 of trial審訊 and error錯誤,
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反覆試驗與挫敗的
繁瑣過程
03:39
the inevitable必然 process處理 of trial審訊 and error錯誤.
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無法避免的
反覆試驗過程
03:41
And third第三, through通過 intense激烈 reflection反射,
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第三,謹慎思考
03:44
he gathered雲集 the information信息 that he needed需要
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並收集所需的資訊
03:47
to design設計 and revise修改 the procedure程序,
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藉此設計及修正手術流程
03:49
and then, with a steady穩定 hand, he saved保存 my life.
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最後,懷著堅定的信心
他救了我一命
03:52
Now I absorbed吸收 a lot from these words of wisdom智慧,
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這些睿智的話語
令我獲益匪淺
03:56
and before I went back into the classroom課堂 that fall秋季,
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那年秋季
回學校任職前
03:58
I wrote down three rules規則 of my own擁有
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我寫下自己的三原則
04:01
that I bring帶來 to my lesson planning規劃 still today今天.
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直到今天依然
用於我的教學計畫中
04:04
Rule規則 number one: Curiosity好奇心 comes first.
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第一項原則:好奇心是首要之事
04:08
Questions問題 can be windows視窗 to great instruction指令,
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利用疑惑是
卓越教學的手段
04:11
but not the other way around.
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但不可本末倒置
04:14
Rule規則 number two: Embrace擁抱 the mess食堂.
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第二項原則:勇於面對繁瑣過程
04:17
We're all teachers教師. We know learning學習 is ugly醜陋.
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我們都是老師
我們知道學習過程惹人厭
04:20
And just because the scientific科學 method方法 is allocated分配
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只因為有系統的讀書方法寫在
04:23
to page five of section部分 1.2 of chapter章節 one
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第一章第一節之二的第五頁
04:26
of the one that we all skip跳躍, okay,
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正好是我們
略過不講的章節,對嗎?
04:30
trial審訊 and error錯誤 can still be an informal非正式的 part部分
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試誤法仍是
04:33
of what we do every一切 single day
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我們每天會在
聖心天主教學校
04:35
at Sacred神聖 Heart Cathedral大教堂 in room房間 206.
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206 教室使用的
不成文法則
04:38
And rule規則 number three: Practice實踐 reflection反射.
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第三項原則:反覆思考
04:42
What we do is important重要. It deserves值得 our care關心,
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我們的作為十分重要
理應小心謹慎
04:45
but it also deserves值得 our revision調整.
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也理應不時修正
04:48
Can we be the surgeons外科醫生 of our classrooms教室?
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我們能否成為
課堂中的外科醫生?
04:51
As if what we are doing one day will save保存 lives生活.
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彷彿我們的所作所為
某天將救人一命
04:54
Our students學生們 our worth價值 it.
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學生值得我們付出
04:55
And each case案件 is different不同.
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因材施教
04:58
(Explosion爆炸)
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(爆炸聲)
04:59
All right. Sorry.
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好,抱歉
05:01
The chemistry化學 teacher老師 in me just needed需要 to get that
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身為化學老師的我
必須發洩一下
05:02
out of my system系統 before we move移動 on.
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才能繼續講課
05:05
So these are my daughters女兒.
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她們是我女兒
05:07
On the right we have little EmmalouEmmalou -- Southern南部的 family家庭.
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右邊是小 Emmalou
是南方家族名字
05:11
And, on the left, Riley.
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左邊是 Riley
05:14
Now Riley's萊利的 going to be a big girl女孩 in a couple一對 weeks here.
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幾週後
Riley 將成為大女孩
05:16
She's going to be four years年份 old,
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她即將邁入四歲
05:18
and anyone任何人 who knows知道 a four-year-old四十歲
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任何瞭解四歲孩子的人都知道
05:20
knows知道 that they love to ask, "Why?"
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他們喜歡問
「為什麼?」
05:23
Yeah. Why.
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是的,為什麼
05:25
I could teach this kid孩子 anything
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我可以教這個孩子任何事
05:27
because she is curious好奇 about everything.
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因為她對任何事都感到好奇
05:30
We all were at that age年齡.
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我們在那個年紀皆是如此
05:32
But the challenge挑戰 is really for Riley's萊利的 future未來 teachers教師,
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但這對 Riley 未來的老師而言
是極大的挑戰
05:36
the ones那些 she has yet然而 to meet遇到.
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她尚未謀面的老師
05:39
How will they grow增長 this curiosity好奇心?
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他們會如何培養這份好奇心?
05:41
You see, I would argue爭論 that Riley is a metaphor隱喻 for all kids孩子,
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你們知道
我以 Rildy 比喻所有孩子
05:47
and I think dropping落下 out of school學校 comes in many許多 different不同 forms形式 --
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我認為輟學有許多不同原因:
05:50
to the senior前輩 who's誰是 checked檢查 out before the year's年份 even begun開始
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例如學期開始前
就輟學的高中生
05:53
or that empty desk in the back of an urban城市的 middle中間 school's學校的 classroom課堂.
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或市區中學的教室後排
空著的座位
05:59
But if we as educators教育工作者 leave離開 behind背後
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但如果身為教育者的我們跳脫
06:01
this simple簡單 role角色 as disseminators傳播者 of content內容
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知識傳播者這種單一的角色
06:04
and embrace擁抱 a new paradigm範例
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採取嶄新的教學方式
06:06
as cultivators中耕 of curiosity好奇心 and inquiry查詢,
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栽培出好奇心與探索能力
06:09
we just might威力 bring帶來 a little bit more meaning含義
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我們或許能為他們的學校生活
06:11
to their school學校 day, and spark火花 their imagination想像力.
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帶來更多意義
激發他們的想像力
06:14
Thank you very much.
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十分感謝
06:16
(Applause掌聲)
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(掌聲)
Translated by illusion Hung
Reviewed by Ho-chung Chou

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ABOUT THE SPEAKER
Ramsey Musallam - Educator
As a high school chemistry teacher, Ramsey Musallam expands curiosity in the classroom through multimedia and new technology.

Why you should listen

Technological innovation in education can be a slow and painful process, with new technology difficult to acquire, implement and adopt. But that doesn't stop Ramsey Musallam, a chemistry teacher at Sacred Heart Cathedral Prep in San Francisco, whose mission is "to meaningfully integrate multimedia into a hands-on, inquiry-based learning cycle" and to empower other educators to do the same. Musallam is a vocal advocate for tools like flipteaching, tabcasting, video podcasting and screencasting in the classroom. He runs the education blog Cycles of Learning, where he gives written and video tutorials on how to turn everyday apps like Google Docs, screencasting from an iOS device, YouTube, KeepVid and word clouds as effective teaching tools. Musallam received an Ed.D. from the University of San Francisco in 2010.

More profile about the speaker
Ramsey Musallam | Speaker | TED.com