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: 激发学生学习兴趣的3条黄金法则

Filmed:
3,067,874 views

受一个生死悠关的大手术的启发,化学老师Ramsey Musallam终于从10年的“伪教学”中解脱出来,并明白了教育工作者的真正的职责在于激发学生的好奇心。在这个有趣和很有个性的演讲中,Musalam为我们列出了唤醒学生想象力、激发学生学习兴趣和引导学生探索世界的三条黄金法则。
- 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化学.
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我是一名化学老师。
00:15
(Explosion爆炸)
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(爆炸声)
00:16
All right, all right.
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大家没吓着吧!
00:19
So more than just explosions爆炸,
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除了爆炸,
00:21
chemistry化学 is everywhere到处.
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化学在我们生活中随处可见。
00:23
Have you ever found发现 yourself你自己 at a restaurant餐厅 spacing间距 out
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你有没有试过在餐厅里空闲无聊时
00:26
just doing this over and over?
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一遍又一遍的玩这个东西呢?
00:28
Some people nodding点头 yes.
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我看到有人点头了。
00:30
Recently最近, I showed显示 this to my students学生们,
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最近,我给我的学生们做了上面那个实验,
00:32
and I just asked them to try and explain说明 why it happened发生.
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并要求学生们自己动手去体验并解析这一现象为何发生。
00:37
The questions问题 and conversations对话 that followed其次
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在实验中,学生们提出的问题和进行的对话
00:39
were fascinating迷人.
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很有意思。
00:41
Check检查 out this video视频 that Maddie麦迪
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请看一下这个视频,
00:43
from my period three class sent发送 me that evening晚间.
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这是我第三节课上的学生Maddie,在当天晚上发给我的。
00:57
(Clang) (Laughs)
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(铛)(笑声)
00:59
Now obviously明显, as Maddie's麦迪的 chemistry化学 teacher老师,
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当然了,作为Maddie的化学老师,
01:02
I love that she went home and continued继续 to geek极客 out
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我非常欣慰她放学回家后还继续研究,
01:05
about this kind of ridiculous荒谬 demonstration示范
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并演示了一个这么好玩的实验。
01:08
that we did in class.
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这个实验跟我们在课堂上做的差不多。
01:09
But what fascinated入迷 me more is that Maddie's麦迪的 curiosity好奇心
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但最吸引我的是,
01:12
took her to a new level水平.
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Maddie的好奇心将她的化学学习提升到了一个新的高度。
01:14
If you look inside that beaker烧杯,
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如果你认真看一下那个烧杯,
01:16
you might威力 see a candle蜡烛.
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你会看到一根蜡烛。
01:18
Maddie's麦迪的 using运用 temperature温度 to extend延伸 this phenomenon现象
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Maddie在实验中使用了温度,
01:21
to a new scenario脚本.
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对课堂上学到的实验赋予了新意。
01:24
You know, questions问题 and curiosity好奇心 like Maddie's麦迪的
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要知道,像Maddie这样带着疑问并怀有一颗好奇心,
01:27
are magnets磁铁 that draw us towards our teachers教师,
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是让学生更亲近老师的一种魔力
01:30
and they transcend超越 all technology技术
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他们超脱了所有教学技术
01:33
or buzzwords流行语 in education教育.
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和高大空的流行语。
01:36
But if we place地点 these technologies技术 before student学生 inquiry查询,
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如果我们在学生提问之前,就把这些技术呈现出来
01:40
we can be robbing劫财 ourselves我们自己
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我们将毁掉我们作为老师
01:42
of our greatest最大 tool工具 as teachers教师: our students'学生们' questions问题.
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手中最强大的武器——学生们的疑问。
01:47
For example, flipping翻转 a boring无聊 lecture演讲 from the classroom课堂
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比如说,在教室里借助移动电子设备
01:51
to the screen屏幕 of a mobile移动 device设备
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将一堂沉闷的课快速讲完
01:53
might威力 save保存 instructional教学 time,
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或许会节省些老师进行指导的时间,
01:55
but if it is the focus焦点 of our students'学生们' experience经验,
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但是,如果这是学生在课堂上所能收获的体验,
01:58
it's the same相同 dehumanizing非人性化 chatter喋喋不休
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那这种照本宣科的无趣
02:01
just wrapped包裹 up in fancy幻想 clothing服装.
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只是华而不实的教学罢了。
02:03
But if instead代替 we have the guts胆量
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但是,如果我们有胆量
02:06
to confuse迷惑 our students学生们, perplex困扰 them,
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去引起学生们的疑问,让他们感到困惑,
02:08
and evoke唤起 real真实 questions问题,
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唤起他们提出真正的问题,
02:11
through通过 those questions问题, we as teachers教师 have information信息
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然后从他们的问题里,老师可以得到很多信息
02:14
that we can use to tailor裁缝 robust强大的
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来帮助作些调整教学
02:17
and informed通知 methods方法 of blended混合 instruction指令.
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采用多样化的教学方法
02:20
So, 21st-centuryST-世纪 lingo行话 jargon行话 mumbo天书 jumbo巨大的 aside在旁边,
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这样,21世纪的那些术语行话就不会像魔咒一样难懂了。
02:26
the truth真相 is, I've been teaching教学 for 13 years年份 now,
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事实是,今年是我从教的第13个年头,
02:30
and it took a life-threatening危及生命 situation情况
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我曾碰到过一件生死悠关的事
02:32
to snap me out of 10 years年份 of pseudo-teaching伪教学
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才将我从10年的伪教学中拉了出来
02:35
and help me realize实现 that student学生 questions问题
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我这才明白,学生带着疑问来学习的心态
02:39
are the seeds种子 of real真实 learning学习,
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才能使他们学习到真正有意义的东西
02:42
not some scripted脚本 curriculum课程
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而不是照本宣科的课程,
02:44
that gave them tidbits花絮 of random随机 information信息.
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课程本身只能给学生提供一些随机的信息而已。
02:47
In May可能 of 2010, at 35 years年份 old,
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2010年5月份,当时我35岁,
02:51
with a two-year-old二十岁 at home and my second第二 child儿童 on the way,
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我已经有个2岁大的孩子,我的第二个孩子也即将出生,
02:54
I was diagnosed确诊 with a large aneurysm动脉瘤
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当时我被诊断为患有大动脉瘤
02:56
at the base基础 of my thoracic胸椎 aorta大动脉.
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这个肿瘤长在我的胸主动脉上。
02:59
This led to open-heart放开心灵 surgery手术. This is the actual实际 real真实 email电子邮件
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因此,我要需做一个开腔手术。
03:02
from my doctor医生 right there.
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这就是当时我的医生写给我的电子邮件。
03:04
Now, when I got this, I was -- press Caps帽子 Lock --
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当我收到他的邮件时,我的头都大了
03:07
absolutely绝对 freaked吓坏 out, okay?
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当时真的完全被吓坏了!
03:10
But I found发现 surprising奇怪 moments瞬间 of comfort安慰
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但我还是得到些许意外的安慰
03:14
in the confidence置信度 that my surgeon外科医生 embodied体现.
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这种安慰来源于我的外科医生的自信心。
03:17
Where did this guy get this confidence置信度, the audacity大胆 of it?
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他的自信心来是打哪儿来的呢?来自于他的大胆吗?
03:21
So when I asked him, he told me three things.
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我问他这个问题,他跟我讲了三件事情。
03:25
He said first, his curiosity好奇心 drove开车 him
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他说,第一,他的好奇心驱使他去
03:28
to ask hard questions问题 about the procedure程序,
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就手术的程序预设了很多硬性问题,
03:30
about what worked工作 and what didn't work.
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把各种可行和不可行的方案全都想遍了。
03:33
Second第二, he embraced拥抱, and didn't fear恐惧,
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第二,不要害怕逃避,要勇于面对
03:36
the messy process处理 of trial审讯 and error错误,
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尝试与错误中的各种冗杂问题,
03:39
the inevitable必然 process处理 of trial审讯 and error错误.
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和不可避免的过程。
03:41
And third第三, through通过 intense激烈 reflection反射,
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第三,通过紧张有致的综合思考,
03:44
he gathered云集 the information信息 that he needed需要
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他获取了他所需的信息
03:47
to design设计 and revise修改 the procedure程序,
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以此来设计和修改手术的进程,
03:49
and then, with a steady稳定 hand, he saved保存 my life.
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最后,他胸有成竹地帮我做了手术,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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我从他充满智慧的言语中学到很多,
03:56
and before I went back into the classroom课堂 that fall秋季,
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那年秋季,在我回校上课前,
03:58
I wrote down three rules规则 of my own拥有
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我也给自己的教学定了三条规则,
04:01
that I bring带来 to my lesson planning规划 still today今天.
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至今,我一直在我的教学中遵循这三条规则。
04:04
Rule规则 number one: Curiosity好奇心 comes first.
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第一条规则:把学生的好奇心放在第一位。
04:08
Questions问题 can be windows视窗 to great instruction指令,
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学生的问题是帮助教师进行重要学习指导的窗口,
04:11
but not the other way around.
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而不是反其道而行之。
04:14
Rule规则 number two: Embrace拥抱 the mess食堂.
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第二条规则:勇于面对各种冗杂。
04:17
We're all teachers教师. We know learning学习 is ugly丑陋.
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我们都是教师。我们知道学习绝非易事。
04:20
And just because the scientific科学 method方法 is allocated分配
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这是因为,科学的方法已经写在
04:23
to page five of section部分 1.2 of chapter章节 one
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课本第五页的第一章第一部分的第二节里了
04:26
of the one that we all skip跳跃, okay,
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而这章又刚好是我们跳过不讲的:
04:30
trial审讯 and error错误 can still be an informal非正式的 part部分
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试错法(通过反复试验来消除误差)。
这种方法仍然是
04:33
of what we do every一切 single day
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我们每天在圣心大教堂206室里
04:35
at Sacred神圣 Heart Cathedral大教堂 in room房间 206.
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所采用的一种非正规方法。
04:38
And rule规则 number three: Practice实践 reflection反射.
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第三条:实践反思。
04:42
What we do is important重要. It deserves值得 our care关心,
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我们做的是重要的事。它值得我们关注,
04:45
but it also deserves值得 our revision调整.
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而且也值得我们去进行修正。
04:48
Can we be the surgeons外科医生 of our classrooms教室?
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我们这些老师能不能成为课堂中的外科医生呢?
04:51
As if what we are doing one day will save保存 lives生活.
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我们所教的东西或许在将来的某一天可能会救别人一命。
04:54
Our students学生们 our worth价值 it.
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我们的学生,我们得珍惜。
04:55
And each case案件 is different不同.
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而每个个体都是不同的。
04:58
(Explosion爆炸)
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(爆炸声)
04:59
All right. Sorry.
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对不起,太大声了。
05:01
The chemistry化学 teacher老师 in me just needed需要 to get that
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作为化学老师,我得先做好这三点
05:02
out of my system系统 before we move移动 on.
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然后才能教好学生。
05:05
So these are my daughters女儿.
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这是我的两个女儿的照片。
05:07
On the right we have little EmmalouEmmalou -- Southern南部的 family家庭.
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右边那个是Emmalou——南方家族的人。
05:11
And, on the left, Riley.
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左边那位是Riley。
05:14
Now Riley's莱利的 going to be a big girl女孩 in a couple一对 weeks here.
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再过几周,Riley就要成为一个大女孩了。
05:16
She's going to be four years年份 old,
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她的4岁生日快到了,
05:18
and anyone任何人 who knows知道 a four-year-old四十岁
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众所周知,一个4岁的孩子
05:20
knows知道 that they love to ask, "Why?"
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总是喜欢问:“为什么?”
05:23
Yeah. Why.
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对。他们喜欢问这个问题。
05:25
I could teach this kid孩子 anything
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我可以教给我女儿任何东西
05:27
because she is curious好奇 about everything.
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因为她对什么都感兴趣。
05:30
We all were at that age年龄.
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我们所有人在4岁时都这样的。
05:32
But the challenge挑战 is really for Riley's莱利的 future未来 teachers教师,
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但是Riley未来的老师
05:36
the ones那些 she has yet然而 to meet遇到.
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将要面临很大的挑战了,
05:39
How will they grow增长 this curiosity好奇心?
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他们会怎样来培养她的好奇心呢?
05:41
You see, I would argue争论 that Riley is a metaphor隐喻 for all kids孩子,
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其实,我在用Rildy来喻指所有的孩子。
05:47
and I think dropping落下 out of school学校 comes in many许多 different不同 forms形式 --
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我知道,辍学会以各种形式出现——
05:50
to the senior前辈 who's谁是 checked检查 out before the year's年份 even begun开始
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比如高中学生还没开学就辍学了,
05:53
or that empty desk in the back of an urban城市的 middle中间 school's学校的 classroom课堂.
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或者市区中学教室里后排空着的课桌。
05:59
But if we as educators教育工作者 leave离开 behind背后
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但是如果我们不仅仅是扮演
06:01
this simple简单 role角色 as disseminators传播者 of content内容
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知识传播者的角色,
06:04
and embrace拥抱 a new paradigm范例
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而且还开创一种新的教学模式
06:06
as cultivators中耕 of curiosity好奇心 and inquiry查询,
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去激发学生的好奇心和探究兴趣,
06:09
we just might威力 bring带来 a little bit more meaning含义
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我们将会为学生的求学带来更多意义
06:11
to their school学校 day, and spark火花 their imagination想像力.
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唤醒他们的想象力。
06:14
Thank you very much.
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非常感谢你们。
06:16
(Applause掌声)
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(掌声)
Translated by Wei Zeng
Reviewed by Echo Liao

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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