TED Talks Education
Ramsey Musallam: 3 rules to spark learning
Ramsey Musallam: Ramsey Musallam: Sheria 3 za kuamsha kujifunza
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Ilihitajika hali ya kutishia maisha kumtoa mwalimu wa kemia Ramsey Musallam kutoka miaka kumi ya ufundishaji wa mazoea kuelewa kazi halisi ya mkufunzi: kupandikiza udadisi. katika mazungumzo haya ya kufurahisha na ya binafsi,Musallam anatoa sheria tatu za kuamsha tafakari na kujifunza, na kuwafanya wanafunzi kuwa na shauku jinsi dunia inavyofanya kazi.
Ramsey Musallam - Educator
As a high school chemistry teacher, Ramsey Musallam expands curiosity in the classroom through multimedia and new technology. Full bio
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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Ninafundisha somo la kemia
00:15
(Explosion)
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(Mlipuko)
00:16
All right, all right.
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Sawa,Sawa.
00:19
So more than just explosions,
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Ni zaidi ya milipuko,
00:21
chemistry is everywhere.
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Kemia ipo kila mahali.
00:23
Have you ever found yourself at a restaurant spacing out
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Umeshawahi kuwa katika mgahawa
00:26
just doing this over and over?
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ukiwa unajaribu kufanya hivi?
00:28
Some people nodding yes.
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Baadhi ya watu wanaitikia ndio.
00:30
Recently, I showed this to my students,
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Hivi karibuni, niliwaonyesha wanafunzi wangu,
00:32
and I just asked them to try and explain why it happened.
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niliwaambia waelezee kwa nini imetokea.
00:37
The questions and conversations that followed
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Maswali na mazungumzo yaliyofuata
00:39
were fascinating.
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yalikuwa ya kusisimua.
00:41
Check out this video that Maddie
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angalia video hii ambayo Maddie
00:43
from my period three class sent me that evening.
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kutoka darasa langu la tatu aliyonitumia jioni.
00:57
(Clang) (Laughs)
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(Vicheko)
00:59
Now obviously, as Maddie's chemistry teacher,
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Ni dhahiri,kama mwalimu wa kemia wa Maddie
01:02
I love that she went home and continued to geek out
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Nilifurahi kwamba alienda nyumbani na kuendelea
01:05
about this kind of ridiculous demonstration
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na zoezi hili la ajabu
01:08
that we did in class.
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ambalo tulilifanya darasani.
01:09
But what fascinated me more is that Maddie's curiosity
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Lakini kilichonisisimua zaidi ilikuwa ni kuwa udadisi wa Maddie
01:12
took her to a new level.
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ulimpeleka kwenye hatua nyingine.
01:14
If you look inside that beaker,
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ukiangalia ndani ya kikopo hiki,
01:16
you might see a candle.
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unaweza ukaona mshumaa.
01:18
Maddie's using temperature to extend this phenomenon
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Maddie anatumia joto kuifanya hali hii
01:21
to a new scenario.
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kuwa tukio jingine jipya.
01:24
You know, questions and curiosity like Maddie's
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Maswali na udadisi kama wa Maddie
01:27
are magnets that draw us towards our teachers,
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ndio sumaku zinazotuvuta kwa walimu wetu,
01:30
and they transcend all technology
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na zinazidi teknolojia zote
01:33
or buzzwords in education.
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ubunifu mpya wa elimu.
01:36
But if we place these technologies before student inquiry,
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Lakini kama teknolojia kabla ya udadisi wa wanafunzi,
01:40
we can be robbing ourselves
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tunaweza tukawa tunajinyima wenyewe
01:42
of our greatest tool as teachers: our students' questions.
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zana muhimu kama walimu: maswali ya wanafunzi wetu.
01:47
For example, flipping a boring lecture from the classroom
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Kwa mfano,kupitia mhadhaa unaochosha
01:51
to the screen of a mobile device
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kwa kutumia mtandao
01:53
might save instructional time,
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unaweza ukaokoa muda wa ufundishaji,
01:55
but if it is the focus of our students' experience,
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lakini kama ni lengo la wanafunzi wetu.
01:58
it's the same dehumanizing chatter
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ni jambo lile lile la kudhalilisha
02:01
just wrapped up in fancy clothing.
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ambalo limefungwa vizuri.
02:03
But if instead we have the guts
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Lakini kama tuna ujasiri
02:06
to confuse our students, perplex them,
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wa kuwachanganya wanafunzi wetu,
02:08
and evoke real questions,
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na kuamsha maswali ya kweli,
02:11
through those questions, we as teachers have information
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ingawa maswali hayo sisi kama walimu yana taarifa
02:14
that we can use to tailor robust
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ambazo tunaweza kuzitumia kwa ajili ya kutengeneza
02:17
and informed methods of blended instruction.
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mfumo wa taarifa zilizochanganyika
02:20
So, 21st-century lingo jargon mumbo jumbo aside,
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ukiondoa maneno ya karne ya 21 kuhusu hali hii,
02:26
the truth is, I've been teaching for 13 years now,
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Ukweli ni kuwa nimefundisha sasa kwa miaka 13,
02:30
and it took a life-threatening situation
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na ilibidi kuwe na tukio la kutisha
02:32
to snap me out of 10 years of pseudo-teaching
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kunitoa katika miaka 10 ya ufundishaji wa mazoea
02:35
and help me realize that student questions
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na kunifanya nijue kuwa maswali ya wanafunzi
02:39
are the seeds of real learning,
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ndio mbegu za kujifunza hasa,
02:42
not some scripted curriculum
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na sio mtaala ambao umeshaandaliwa
02:44
that gave them tidbits of random information.
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ambao unawapa tu taarifa chache
02:47
In May of 2010, at 35 years old,
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Mwezi Mei 2010,nikiwa na miaka 35,
02:51
with a two-year-old at home and my second child on the way,
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nikiwa na mtoto wa miaka 2 nyumbani na mtoto wa pili njiani
02:54
I was diagnosed with a large aneurysm
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niligundulika kuwa na kuongezeka kwa mishipa ya damu
02:56
at the base of my thoracic aorta.
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katika eneo la mshipa mkubwa wa damu wa aorta katika moyo
02:59
This led to open-heart surgery. This is the actual real email
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ilisababisha nifanyiwe upasuaji wa moyo.Hii ni barua pepe
03:02
from my doctor right there.
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kutoka kwa Daktari,pale.
03:04
Now, when I got this, I was -- press Caps Lock --
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nilipoipata barua hii, nilikuwa
03:07
absolutely freaked out, okay?
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nimechanganyikiwa kabisa?
03:10
But I found surprising moments of comfort
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lakini nilipata mida ya faraja
03:14
in the confidence that my surgeon embodied.
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nikiwa na hakika aliyokuwa nayo daktari wangu.
03:17
Where did this guy get this confidence, the audacity of it?
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Alipata ujasiri huu?
03:21
So when I asked him, he told me three things.
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Kwa hiyo nilipomuuliza,akaniambia vitu vitatu.
03:25
He said first, his curiosity drove him
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akasema kwanza,udadisi wake ulimsukuma
03:28
to ask hard questions about the procedure,
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kuuliza maswali magumu kuhusu upasuaji,
03:30
about what worked and what didn't work.
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kuhusu uzuri na ubaya wake.
03:33
Second, he embraced, and didn't fear,
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Pili,aliikubali,na hakuogopa,
03:36
the messy process of trial and error,
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mchakato wa kujaribu jaribu,
03:39
the inevitable process of trial and error.
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mchakato usiokwepeka wa kujarijaribu.
03:41
And third, through intense reflection,
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na tatu,kupitia kutafakari sana,
03:44
he gathered the information that he needed
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alikusanya taarifa alizohitaji
03:47
to design and revise the procedure,
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kusanifu na kupitia upya mchakato,
03:49
and then, with a steady hand, he saved my life.
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na kwa mkono wa taratibu,akaokoa maisha yangu.
03:52
Now I absorbed a lot from these words of wisdom,
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Nilichukua mengi kutoka maneno haya ya hekima,
03:56
and before I went back into the classroom that fall,
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na kabla ya kwenda darasani majira ya kipupwe
03:58
I wrote down three rules of my own
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niliandika sheria tatu zangu mwenyewe
04:01
that I bring to my lesson planning still today.
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ambazo nazitumia wakati napangillia masomo mpaka leo.
04:04
Rule number one: Curiosity comes first.
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Sheria ya kwanza: udadisi kwanza
04:08
Questions can be windows to great instruction,
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Maswali yanaweza kuwa dirisha la mazungumzo mazuri sana,
04:11
but not the other way around.
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lakini kinyume chake si sahihi
04:14
Rule number two: Embrace the mess.
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Sheria ya pili: Kubaliana na hali ya fujo
04:17
We're all teachers. We know learning is ugly.
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Sote ni walimu.Tunajua kujifunza ni vurugu tupu.
04:20
And just because the scientific method is allocated
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na kwa sababu tu njia za kisayansi zimetengewa
04:23
to page five of section 1.2 of chapter one
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ukurasa wa tano wa kipengele 1.2 ya sura ya kwanza
04:26
of the one that we all skip, okay,
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ambazo huwa tunaziruka,sawa,
04:30
trial and error can still be an informal part
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kujari jaribu bado kunaweza kuwa ni sehemu isiyo rasmi
04:33
of what we do every single day
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kwa vile tuvifanyavyo kila siku
04:35
at Sacred Heart Cathedral in room 206.
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Katika kanisa la Moyo Mtakatifu ,chumba 206.
04:38
And rule number three: Practice reflection.
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Sheria namba tatu: Fanya zoezi la kutafakari.
04:42
What we do is important. It deserves our care,
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Tukifanyacho ni muhimu.inastahili kuangaliwa nasi,
04:45
but it also deserves our revision.
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lakini instahili mapitio yetu.
04:48
Can we be the surgeons of our classrooms?
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Je tunaweza kuwa madaktari wa madarasa yetu?
04:51
As if what we are doing one day will save lives.
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Kama vile tuyafanyayosiku moja yataokoa maisha ya watu.
04:54
Our students our worth it.
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Wanafunzi wetu,wanstahili kabisa.
04:55
And each case is different.
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na kila hali ni tofauti.
04:58
(Explosion)
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(Mlipuko)
04:59
All right. Sorry.
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Sawa. Samahani
05:01
The chemistry teacher in me just needed to get that
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Mwalimu wa Kemia ndani yangu alitaka kuta hicho
05:02
out of my system before we move on.
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nje yangu kabla hatujaendelea.
05:05
So these are my daughters.
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Kwa hiyo hawa ni mabinti zangu.
05:07
On the right we have little Emmalou -- Southern family.
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Kulia kwangu tuna Emmalou -- Familia ya kusini
05:11
And, on the left, Riley.
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Na kushoto,Riley.
05:14
Now Riley's going to be a big girl in a couple weeks here.
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Riley atakuwa binti mkubwa wiki chache zijazo.
05:16
She's going to be four years old,
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Atakuwa na miaka minne,
05:18
and anyone who knows a four-year-old
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na yeyote amjuaye mtoto wa miaka minne
05:20
knows that they love to ask, "Why?"
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anajua kuwa wanapenda kuuliza "kwa nini"?
05:23
Yeah. Why.
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Ndiyo. Kwa nini.
05:25
I could teach this kid anything
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Naweza kumfundisha mtoto huyo chochote
05:27
because she is curious about everything.
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kwa sababu ni mdadisi wa kila kitu.
05:30
We all were at that age.
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Sote tulikuwa hivyo katika umri huo.
05:32
But the challenge is really for Riley's future teachers,
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Lakini changamoto kubwa ni kwa walimu wa mbeleni wa Riley
05:36
the ones she has yet to meet.
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ambao bado hajakutana nao.
05:39
How will they grow this curiosity?
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Watawezaje kuukuza udadisi huu?
05:41
You see, I would argue that Riley is a metaphor for all kids,
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Naweza nikasema kuwa Riley ni kama fumbo la watoto wote,
05:47
and I think dropping out of school comes in many different forms --
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Na nadhani kuacha shule kunakuja katika njia mbalimbali
05:50
to the senior who's checked out before the year's even begun
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Kwa mwanafunzi wa mwaka wa mwisho, anayeacha shule kabla ya mwaka kwisha.
05:53
or that empty desk in the back of an urban middle school's classroom.
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au dawati tupu katika shule za sekondari za mijini.
05:59
But if we as educators leave behind
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lakini,ikiwa sisi kama walimu tunaacha
06:01
this simple role as disseminators of content
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kazi nyepesi ya kusambaza taarifa
06:04
and embrace a new paradigm
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na kukubaliana na dhana mpya
06:06
as cultivators of curiosity and inquiry,
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ya wapandaji wa udadisi na uulizaji maswali,
06:09
we just might bring a little bit more meaning
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tunaweza kusababisha maana zaidi
06:11
to their school day, and spark their imagination.
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kuwepo kwao shuleni,na kuwasha cheche za tafakari.
06:14
Thank you very much.
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Asante sana.
06:16
(Applause)
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(Makofi).
ABOUT THE SPEAKER
Ramsey Musallam - EducatorAs 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.
Ramsey Musallam | Speaker | TED.com