3 rules to spark learning
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0:01 - 0:03I teach chemistry.
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0:03 - 0:04(Explosion)
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0:04 - 0:08All right, all right.
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0:08 - 0:10So more than just explosions,
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0:10 - 0:11chemistry is everywhere.
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0:11 - 0:14Have you ever found yourself at a restaurant spacing out
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0:14 - 0:16just doing this over and over?
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0:16 - 0:19Some people nodding yes.
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0:19 - 0:21Recently, I showed this to my students,
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0:21 - 0:25and I just asked them to try and explain why it happened.
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0:25 - 0:28The questions and conversations that followed
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0:28 - 0:30were fascinating.
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0:30 - 0:31Check out this video that Maddie
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0:31 - 0:35from my period three class sent me that evening.
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0:45 - 0:48(Clang) (Laughs)
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0:48 - 0:51Now obviously, as Maddie's chemistry teacher,
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0:51 - 0:54I love that she went home and continued to geek out
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0:54 - 0:56about this kind of ridiculous demonstration
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0:56 - 0:58that we did in class.
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0:58 - 1:01But what fascinated me more is that Maddie's curiosity
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1:01 - 1:03took her to a new level.
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1:03 - 1:05If you look inside that beaker,
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1:05 - 1:06you might see a candle.
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1:06 - 1:09Maddie's using temperature to extend this phenomenon
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1:09 - 1:12to a new scenario.
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1:12 - 1:15You know, questions and curiosity like Maddie's
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1:15 - 1:18are magnets that draw us towards our teachers,
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1:18 - 1:21and they transcend all technology
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1:21 - 1:24or buzzwords in education.
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1:24 - 1:28But if we place these technologies before student inquiry,
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1:28 - 1:31we can be robbing ourselves
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1:31 - 1:35of our greatest tool as teachers: our students' questions.
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1:35 - 1:40For example, flipping a boring lecture from the classroom
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1:40 - 1:42to the screen of a mobile device
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1:42 - 1:43might save instructional time,
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1:43 - 1:46but if it is the focus of our students' experience,
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1:46 - 1:49it's the same dehumanizing chatter
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1:49 - 1:52just wrapped up in fancy clothing.
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1:52 - 1:54But if instead we have the guts
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1:54 - 1:57to confuse our students, perplex them,
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1:57 - 1:59and evoke real questions,
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1:59 - 2:02through those questions, we as teachers have information
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2:02 - 2:05that we can use to tailor robust
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2:05 - 2:09and informed methods of blended instruction.
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2:09 - 2:14So, 21st-century lingo jargon mumbo jumbo aside,
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2:14 - 2:18the truth is, I've been teaching for 13 years now,
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2:18 - 2:21and it took a life-threatening situation
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2:21 - 2:24to snap me out of 10 years of pseudo-teaching
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2:24 - 2:27and help me realize that student questions
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2:27 - 2:30are the seeds of real learning,
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2:30 - 2:33not some scripted curriculum
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2:33 - 2:36that gave them tidbits of random information.
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2:36 - 2:39In May of 2010, at 35 years old,
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2:39 - 2:42with a two-year-old at home and my second child on the way,
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2:42 - 2:45I was diagnosed with a large aneurysm
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2:45 - 2:48at the base of my thoracic aorta.
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2:48 - 2:51This led to open-heart surgery. This is the actual real email
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2:51 - 2:52from my doctor right there.
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2:52 - 2:56Now, when I got this, I was -- press Caps Lock --
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2:56 - 2:58absolutely freaked out, okay?
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2:58 - 3:02But I found surprising moments of comfort
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3:02 - 3:06in the confidence that my surgeon embodied.
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3:06 - 3:09Where did this guy get this confidence, the audacity of it?
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3:09 - 3:13So when I asked him, he told me three things.
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3:13 - 3:16He said first, his curiosity drove him
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3:16 - 3:19to ask hard questions about the procedure,
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3:19 - 3:22about what worked and what didn't work.
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3:22 - 3:25Second, he embraced, and didn't fear,
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3:25 - 3:27the messy process of trial and error,
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3:27 - 3:30the inevitable process of trial and error.
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3:30 - 3:33And third, through intense reflection,
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3:33 - 3:35he gathered the information that he needed
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3:35 - 3:37to design and revise the procedure,
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3:37 - 3:41and then, with a steady hand, he saved my life.
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3:41 - 3:44Now I absorbed a lot from these words of wisdom,
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3:44 - 3:46and before I went back into the classroom that fall,
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3:46 - 3:50I wrote down three rules of my own
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3:50 - 3:52that I bring to my lesson planning still today.
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3:52 - 3:56Rule number one: Curiosity comes first.
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3:56 - 3:59Questions can be windows to great instruction,
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3:59 - 4:02but not the other way around.
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4:02 - 4:06Rule number two: Embrace the mess.
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4:06 - 4:08We're all teachers. We know learning is ugly.
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4:08 - 4:11And just because the scientific method is allocated
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4:11 - 4:15to page five of section 1.2 of chapter one
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4:15 - 4:18of the one that we all skip, okay,
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4:18 - 4:21trial and error can still be an informal part
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4:21 - 4:23of what we do every single day
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4:23 - 4:27at Sacred Heart Cathedral in room 206.
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4:27 - 4:31And rule number three: Practice reflection.
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4:31 - 4:33What we do is important. It deserves our care,
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4:33 - 4:36but it also deserves our revision.
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4:36 - 4:39Can we be the surgeons of our classrooms?
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4:39 - 4:42As if what we are doing one day will save lives.
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4:42 - 4:44Our students our worth it.
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4:44 - 4:46And each case is different.
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4:46 - 4:47(Explosion)
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4:47 - 4:49All right. Sorry.
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4:49 - 4:51The chemistry teacher in me just needed to get that
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4:51 - 4:54out of my system before we move on.
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4:54 - 4:56So these are my daughters.
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4:56 - 4:59On the right we have little Emmalou -- Southern family.
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4:59 - 5:02And, on the left, Riley.
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5:02 - 5:05Now Riley's going to be a big girl in a couple weeks here.
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5:05 - 5:06She's going to be four years old,
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5:06 - 5:09and anyone who knows a four-year-old
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5:09 - 5:12knows that they love to ask, "Why?"
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5:12 - 5:13Yeah. Why.
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5:13 - 5:16I could teach this kid anything
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5:16 - 5:19because she is curious about everything.
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5:19 - 5:21We all were at that age.
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5:21 - 5:24But the challenge is really for Riley's future teachers,
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5:24 - 5:27the ones she has yet to meet.
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5:27 - 5:30How will they grow this curiosity?
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5:30 - 5:35You see, I would argue that Riley is a metaphor for all kids,
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5:35 - 5:39and I think dropping out of school comes in many different forms --
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5:39 - 5:42to the senior who's checked out before the year's even begun
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5:42 - 5:47or that empty desk in the back of an urban middle school's classroom.
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5:47 - 5:50But if we as educators leave behind
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5:50 - 5:52this simple role as disseminators of content
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5:52 - 5:55and embrace a new paradigm
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5:55 - 5:58as cultivators of curiosity and inquiry,
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5:58 - 6:00we just might bring a little bit more meaning
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6:00 - 6:03to their school day, and spark their imagination.
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6:03 - 6:04Thank you very much.
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6:04 - 6:10(Applause)
- Title:
- 3 rules to spark learning
- Speaker:
- Ramsey Musallam
- Description:
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It took a life-threatening condition to jolt chemistry teacher Ramsey Musallam out of ten years of “pseudo-teaching” to understand the true role of the educator: to cultivate curiosity. In a fun and personal talk, Musallam gives 3 rules to spark imagination and learning, and get students excited about how the world works.
- Video Language:
- English
- Team:
- closed TED
- Project:
- TEDTalks
- Duration:
- 06:29
Thu-Huong Ha edited English subtitles for 3 rules to spark learning | ||
Thu-Huong Ha approved English subtitles for 3 rules to spark learning | ||
Thu-Huong Ha edited English subtitles for 3 rules to spark learning | ||
Thu-Huong Ha edited English subtitles for 3 rules to spark learning | ||
Morton Bast accepted English subtitles for 3 rules to spark learning | ||
Morton Bast edited English subtitles for 3 rules to spark learning | ||
Joseph Geni edited English subtitles for 3 rules to spark learning | ||
Joseph Geni added a translation |