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: 3 rregulla qe nxisin te mesosh

Filmed:
3,067,874 views

U desh nje situate jete a vdekjeje qe mesuesi i kimise Ramsey Musallam te linte pas 10 vjet "pseudo-mesimdhenieje" e te kuptonte rolin e vertete te nje edukatori: te mbjellesh kuriozitet. Ne nje fjalim argetues dhe personal, Musallam na tregon 3 rregulla qe nxisin imagjinaten dhe deshiren per te mesuar, duke i magjepsur nxenesit per menyren se si funksionon bota.
- 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.
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Une jap kimi.
00:15
(Explosion)
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(shperthim)
00:16
All right, all right.
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Ne rregull, ne rregull.
00:19
So more than just explosions,
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Eshte me shume se sa nje shperthim,
00:21
chemistry is everywhere.
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kimia ndodhet gjithandej.
00:23
Have you ever found yourself at a restaurant spacing out
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A ju ka ndodhur ndonjehere te gjendeni ne restorant duke
00:26
just doing this over and over?
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e perseritur kete veprim pafundesisht?
00:28
Some people nodding yes.
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Disa po pohojne me koke.
00:30
Recently, I showed this to my students,
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Kohet e fundit i tregova kete studenteve te mi,
00:32
and I just asked them to try and explain why it happened.
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dhe i kerkova te me shpjegonin se pse ndodhte kjo.
00:37
The questions and conversations that followed
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Pyetjet dhe bisedat qe vijuan
00:39
were fascinating.
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ishin magjepsese.
00:41
Check out this video that Maddie
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Shikoni videon qe Maddie
00:43
from my period three class sent me that evening.
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nga klasa e ores se trete me dergoi ate mbremje.
00:57
(Clang) (Laughs)
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(tingellime) (te qeshura)
00:59
Now obviously, as Maddie's chemistry teacher,
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Kuptohet, si mesuesi i kimise se Maddie-t,
01:02
I love that she went home and continued to geek out
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mua me pelqeu shume fakti qe ajo vazhdoi te germonte
01:05
about this kind of ridiculous demonstration
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ne lidhje me eksperimentin qesharak
01:08
that we did in class.
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qe be beme ne klase.
01:09
But what fascinated me more is that Maddie's curiosity
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Por ajo qe me magjepsi me shume
eshte fakti se kurioziteti
01:12
took her to a new level.
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e nxiti Maddie-n te arrinte nje nivel me te larte.
01:14
If you look inside that beaker,
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Nese shihni me kujdes brenda gotes
01:16
you might see a candle.
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do te shihni nje qiri
01:18
Maddie's using temperature to extend this phenomenon
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Maddie po perdor nxehtesine
per t'i dhene nje skenar te ri
01:21
to a new scenario.
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ketij fenomeni.
01:24
You know, questions and curiosity like Maddie's
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E dini, pyetjet dhe kurioziteti si ato te Maddie-t
01:27
are magnets that draw us towards our teachers,
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jane magnetet qe na lidhin pas mesuesve tane,
01:30
and they transcend all technology
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dhe ato e transformojne gjithe teknologjine
01:33
or buzzwords in education.
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apo thashethemet ne mjete edukative.
01:36
But if we place these technologies before student inquiry,
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Por nese ua ofrojme nxenesve keto teknologji
perpara se ata te behen kurioze,
01:40
we can be robbing ourselves
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ne do t'i hiqnim vetes
01:42
of our greatest tool as teachers: our students' questions.
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njerin prej mjeteve me te mira te mesuesve:
pyetjet e nxenesve.
01:47
For example, flipping a boring lecture from the classroom
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Per shembull, duke e kaluar leksionin e merzitshem te klases
01:51
to the screen of a mobile device
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ne ekranin e nje pajisje mobile
01:53
might save instructional time,
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ne mund te kursejme kohe mesimore,
01:55
but if it is the focus of our students' experience,
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por nese ky eshte fokusi i pervojes se nxenesve tane,
01:58
it's the same dehumanizing chatter
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atehere ajo do te jete po e njejta bisede jo humane
02:01
just wrapped up in fancy clothing.
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e veshur me rroba te bukura.
02:03
But if instead we have the guts
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Por nese gjejme guximin
02:06
to confuse our students, perplex them,
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t'i konfuzojme nxenesit, t'i veme ne veshtiresi,
02:08
and evoke real questions,
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t'i nxisim te bejne pyetje te verteta,
02:11
through those questions, we as teachers have information
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permes ketyre pyetjeve, ne si mesues
do te marrim informacione
02:14
that we can use to tailor robust
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qe mund t'i perdorum per te modeluar
02:17
and informed methods of blended instruction.
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metoda solide dhe te azhornuara
te mesimdhenies se perzier.
02:20
So, 21st-century lingo jargon mumbo jumbo aside,
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Pra, duke e lene menjane zhargonin mambo xhambo te shekullit te 21-te,
02:26
the truth is, I've been teaching for 13 years now,
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e verteta eshte se une jap mesim prej 13 vjetesh,
02:30
and it took a life-threatening situation
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dhe mu desh te kaloja nje situate per jete a vdekje
02:32
to snap me out of 10 years of pseudo-teaching
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qe te dilja nga 10 vite pseudo-mesimdhenieje,
02:35
and help me realize that student questions
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situate qe me ndihmoi te kuptoja se pyetjet e nxenesve
02:39
are the seeds of real learning,
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jane fara e nxenies se vertete,
02:42
not some scripted curriculum
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e jo nje program i shkruar
02:44
that gave them tidbits of random information.
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qe u jep grimca te ndara informacionesh.
02:47
In May of 2010, at 35 years old,
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Ne maj te vitit 2010, kur isha 35 vjec,
02:51
with a two-year-old at home and my second child on the way,
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me nje djale dy vjecar ne shtepi dhe nje tjeter ne rruge e siper,
02:54
I was diagnosed with a large aneurysm
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me diagnostikuan nje aneurizem te madh
02:56
at the base of my thoracic aorta.
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ne fund te aortes se kraharorit.
02:59
This led to open-heart surgery. This is the actual real email
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Kjo coi ne nje operacion zemre. Ketu shihni emailin
03:02
from my doctor right there.
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qe me dergoi doktori.
03:04
Now, when I got this, I was -- press Caps Lock --
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Kur e mora kete email, une isha... me germa te medha...
03:07
absolutely freaked out, okay?
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i frikesuar deri ne palce, ne rregull?
03:10
But I found surprising moments of comfort
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Por cuditerisht gjeta momente qetesie te madhe
03:14
in the confidence that my surgeon embodied.
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fale sigurise qe kirurgu im tregonte.
03:17
Where did this guy get this confidence, the audacity of it?
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Ku e gjeti ky tip gjithe kete siguri dhe guxim?
03:21
So when I asked him, he told me three things.
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Kur ia bera kete pyetje, ai me tha tre gjera.
03:25
He said first, his curiosity drove him
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Tha se se pari, kurioziteti e kishte nxitur
03:28
to ask hard questions about the procedure,
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te bente pyetje te veshtira ne lidhje me proceduren,
03:30
about what worked and what didn't work.
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mbi ate qe mund te funksiononte ose jo.
03:33
Second, he embraced, and didn't fear,
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E dyta, se ai e pranonte, dhe nuk ia kishte friken,
03:36
the messy process of trial and error,
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procesit te rremujshem te provave dhe gabimeve,
03:39
the inevitable process of trial and error.
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procesin e pashmangshem te provave dhe gabimeve.
03:41
And third, through intense reflection,
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Dhe e treta, duke reflektuar intensivisht,
03:44
he gathered the information that he needed
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ai mblodhi gjithe informacionin qe i duhej
03:47
to design and revise the procedure,
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per te vizatuar dhe azhornuar proceduren,
03:49
and then, with a steady hand, he saved my life.
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dhe me pas, pa iu dridhur dore, ai me shpetoi jeten.
03:52
Now I absorbed a lot from these words of wisdom,
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Une perfitova shume prej ketyre fjaleve te mencura,
03:56
and before I went back into the classroom that fall,
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dhe, ate vjeshte, para se te rikthehesha ne klase,
03:58
I wrote down three rules of my own
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shkruajta tre rregulla te miat
04:01
that I bring to my lesson planning still today.
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qe i sjell ne oren mesimore edhe sot e kesaj dite.
04:04
Rule number one: Curiosity comes first.
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Rregulli numer nje: I pari vjen kurioziteti.
04:08
Questions can be windows to great instruction,
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Pyetjet mund te hapin dritare mbi mesime te medha,
04:11
but not the other way around.
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por e kunderta nuk eshte e vertete.
04:14
Rule number two: Embrace the mess.
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Rregulli number dy: Prano rremujen.
04:17
We're all teachers. We know learning is ugly.
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Ne jemi te gjithe mesues.
E dime te gjithe se te mesosh eshte e veshtire.
04:20
And just because the scientific method is allocated
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Dhe, edhe pse metoda shkencore ndodhet
04:23
to page five of section 1.2 of chapter one
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ne faqen 5 te seksionit 1.2 ne kapitullin e pare
04:26
of the one that we all skip, okay,
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ate qe e kapercejme cdo here, gjithsesi
04:30
trial and error can still be an informal part
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prova dhe gabimi mund te perbejne gjithnje anen informale
04:33
of what we do every single day
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te asaj qe ne bejme cdo dite
04:35
at Sacred Heart Cathedral in room 206.
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ne Sacred Heart Cathedral ne sallen 206.
04:38
And rule number three: Practice reflection.
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Dhe rregulli number tre: Reflektoni.
04:42
What we do is important. It deserves our care,
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Ajo qe bejme eshte e rendesishme.
Meriton kujdesin tone,
04:45
but it also deserves our revision.
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por meriton edhe te rishikohet.
04:48
Can we be the surgeons of our classrooms?
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A mund te shnderrohemi ne kirurge te klasave tona?
04:51
As if what we are doing one day will save lives.
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Sikur ajo qe po bejme nje dite te mund te shpetonte jete.
04:54
Our students our worth it.
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Nxenesit tane e meritojne kete.
04:55
And each case is different.
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Dhe cdo rast eshte i vecante.
04:58
(Explosion)
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(shperthim)
04:59
All right. Sorry.
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Mire. Me falni.
05:01
The chemistry teacher in me just needed to get that
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Mesuesi i kimise qe ndodhet brenda meje kishte nevoje
05:02
out of my system before we move on.
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t'a nxirrte ate nga sistemi perpara se te vazhdojme me tej.
05:05
So these are my daughters.
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Keto jane dy vajzat e mia.
05:07
On the right we have little Emmalou -- Southern family.
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Ajo qe shihni ne te djathte eshte Emmalou...
jemi familje jugoresh.
05:11
And, on the left, Riley.
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Dhe ne te majte eshte Riley.
05:14
Now Riley's going to be a big girl in a couple weeks here.
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Riley pas pak javesh do te behet vajze e rritur.
05:16
She's going to be four years old,
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Do te mbushe kater vjec,
05:18
and anyone who knows a four-year-old
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dhe te gjithe ata qe njohin ndonje kater-vjecar
05:20
knows that they love to ask, "Why?"
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e dine se atyre u pelqen shume te pyesin "Pse?"
05:23
Yeah. Why.
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Po pra. Pse.
05:25
I could teach this kid anything
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Une mund t'i mesoj asaj gjithcka
05:27
because she is curious about everything.
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sepse ajo eshte kurioze per gjithcka.
05:30
We all were at that age.
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Ne te gjithe kemi qene kurioze ne ate moshe.
05:32
But the challenge is really for Riley's future teachers,
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Por sfida e vertete u perket mesuesve te ardhshem te Rajlit,
05:36
the ones she has yet to meet.
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qe ajo ende nuk i ka njohur.
05:39
How will they grow this curiosity?
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Si do t'a ruajne ata kete kuriozitet?
05:41
You see, I would argue that Riley is a metaphor for all kids,
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Une do te thosha qe Rajli sherben
si metafore per te gjithe femijet,
05:47
and I think dropping out of school comes in many different forms --
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dhe une mendoj se braktisja e shkolles
vjen ne forma te ndryshme...
05:50
to the senior who's checked out before the year's even begun
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nga nxenesit e viteve te fundit qe ikin para se viti te filloje
05:53
or that empty desk in the back of an urban middle school's classroom.
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deri tek ajo karrigia bosh ne fund te klases
se nje shkolle te mesme ne qytet.
05:59
But if we as educators leave behind
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Por nese ne si edukatore leme menjane
06:01
this simple role as disseminators of content
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rolin e thjeshte si shperndares njohurish
06:04
and embrace a new paradigm
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dhe pranojme paradigmen e re
06:06
as cultivators of curiosity and inquiry,
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si mbjelles se kuriozitetit dhe pyetjeve,
06:09
we just might bring a little bit more meaning
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ndoshta do t'i japim me shume kuptim
06:11
to their school day, and spark their imagination.
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shkolles se te sotshmes, dhe te ndezim imagjinaten e tyre.
06:14
Thank you very much.
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Shume faleminderit.
06:16
(Applause)
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(Duartrokitje)
Translated by Aida Musai
Reviewed by Helena Bedalli

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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

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