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

Remzi Musalam: Remzi Musalam (Ramsey Musallam): 3 pravila da probudite učenje

Filmed:
3,067,874 views

Bilo je potrebno da se desi situacija opasna po život kako bi se Remzi Musalam, nastavnik hemije, izbacio iz deset godina "kvazi-predavanja" i kako bi shvatio pravu ulogu nastavnika: njegovanje znatiželje. U zabavnom i ličnom govoru, Musalam daje tri pravila za podsticanje mašte i učenja, koja će učenike zainteresovati za način na koji funkcioniše svijet.
- 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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Predajem hemiju.
00:15
(Explosion)
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(Eksplozija)
00:16
All right, all right.
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U redu, u redu.
00:19
So more than just explosions,
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Hemija je više od eksplozija,
00:21
chemistry is everywhere.
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nalazi se svuda.
00:23
Have you ever found yourself at a restaurant spacing out
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Da li ste ikad zatekli sebe
kako u restoranu zamišljeno
00:26
just doing this over and over?
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samo ponavljate ovo?
00:28
Some people nodding yes.
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Neki ljudi klimaju glavom.
00:30
Recently, I showed this to my students,
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Nedavno sam pokazao ovo svojim učenicima,
00:32
and I just asked them to try and explain why it happened.
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i samo sam ih pitao da pokušaju
da objasne zašto se to desilo.
00:37
The questions and conversations that followed
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Pitanja i razgovori nakon toga
00:39
were fascinating.
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bili su fascinantni.
00:41
Check out this video that Maddie
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Pogledajte ovaj video koji mi je poslala
00:43
from my period three class sent me that evening.
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Medi sa treće godine, te večeri.
00:57
(Clang) (Laughs)
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(Smijeh)
00:59
Now obviously, as Maddie's chemistry teacher,
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Kao Medin nastavnik hemije, očigledno je
01:02
I love that she went home and continued to geek out
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da me je oduševilo što je otišla kući
i nastavila da istražuje
01:05
about this kind of ridiculous demonstration
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o ovoj nevjerovatnoj demonstraciji
01:08
that we did in class.
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koju smo imali na času.
01:09
But what fascinated me more is that Maddie's curiosity
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Ali još više me je fasciniralo
to da je Medina radoznalost
01:12
took her to a new level.
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odvela nju na novi nivo.
01:14
If you look inside that beaker,
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Ako pogledate unutar te posude
01:16
you might see a candle.
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vidjećete svijeću.
01:18
Maddie's using temperature to extend this phenomenon
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Medi koristi temperaturu da ovaj fenomen pogura
01:21
to a new scenario.
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do novog scenarija.
01:24
You know, questions and curiosity like Maddie's
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Pitanja i radoznalost poput Medine
01:27
are magnets that draw us towards our teachers,
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su magneti koji nas vuku prema našim nastavnicima
01:30
and they transcend all technology
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i oni prelaze granice svake tehnologije
01:33
or buzzwords in education.
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ili krilatice u obrazovanju.
01:36
But if we place these technologies before student inquiry,
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Ali ako te tehnologije stavimo ispred pitanja učenika,
01:40
we can be robbing ourselves
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možda ćemo ostati
01:42
of our greatest tool as teachers: our students' questions.
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bez najvećeg nastavničkog alata:
pitanja naših učenika.
01:47
For example, flipping a boring lecture from the classroom
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Na primjer, prebacivanje dosadne lekcije iz učionice
01:51
to the screen of a mobile device
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na ekran mobilnog uređaja
01:53
might save instructional time,
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možda će vam sačuvati nastavno vrijeme,
01:55
but if it is the focus of our students' experience,
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ali ako je u središtu učenikovog iskustva,
01:58
it's the same dehumanizing chatter
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to je isto neljudsko ćaskanje,
02:01
just wrapped up in fancy clothing.
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samo umotano u kitnjasto pakovanje.
02:03
But if instead we have the guts
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Ali ako umjesto toga imamo hrabrosti
02:06
to confuse our students, perplex them,
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da zbunimo svoje učenike, stavimo ih u rebus
02:08
and evoke real questions,
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i izazovemo prava pitanja,
02:11
through those questions, we as teachers have information
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kroz ta pitanja, mi kao nastavnici imamo informacije
02:14
that we can use to tailor robust
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sa kojima možemo da napravimo moćne
02:17
and informed methods of blended instruction.
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i informativne metode kombinovane nastave.
02:20
So, 21st-century lingo jargon mumbo jumbo aside,
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Ako sklonimo na stranu moderne
izraze 21. vijeka,
02:26
the truth is, I've been teaching for 13 years now,
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istina je da predajem već 13 godina
02:30
and it took a life-threatening situation
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i morala je da se desi situacija opasna po život
02:32
to snap me out of 10 years of pseudo-teaching
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da me probudi iz 10 godina kvazi-predavanja
02:35
and help me realize that student questions
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i pomogne mi da shvatim da su pitanja učenika
02:39
are the seeds of real learning,
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korijen pravog učenja,
02:42
not some scripted curriculum
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a ne napisan nastavni plan
02:44
that gave them tidbits of random information.
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koji im daje komadiće nasumičnih informacija.
02:47
In May of 2010, at 35 years old,
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U maju 2010, sa 35 godina,
02:51
with a two-year-old at home and my second child on the way,
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sa dvogodišnjim djetetom kod kuće
i drugim djetetom na putu,
02:54
I was diagnosed with a large aneurysm
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otkrili su mi veliku aneurizmu
02:56
at the base of my thoracic aorta.
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na početku moje torakalne aorte.
02:59
This led to open-heart surgery. This is the actual real email
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Došlo je do operacije na otvorenom srcu.
Ovo je pravi imejl
03:02
from my doctor right there.
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od mog doktora.
03:04
Now, when I got this, I was -- press Caps Lock --
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Kada sam dobio ovo,
bio sam - pritisnite Caps Lock -
03:07
absolutely freaked out, okay?
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potpuno poludio.
03:10
But I found surprising moments of comfort
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Ali me je nevjerovatno utješilo
03:14
in the confidence that my surgeon embodied.
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samopouzdanje mog hirurga.
03:17
Where did this guy get this confidence, the audacity of it?
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Odakle mu to samopouzdanje, ta odvažnost?
03:21
So when I asked him, he told me three things.
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Kada sam ga pitao, rekao mi je tri stvari.
03:25
He said first, his curiosity drove him
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Prvo je rekao da ga je znatiželja vodila
03:28
to ask hard questions about the procedure,
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da postavlja teška pitanja o proceduri,
03:30
about what worked and what didn't work.
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o tome šta jeste, a šta nije funkcionisalo.
03:33
Second, he embraced, and didn't fear,
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Drugo, prihvatio je i nije se plašio
03:36
the messy process of trial and error,
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zbrkanog procesa pokušaja i griješenja,
03:39
the inevitable process of trial and error.
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tog neizbježnog procesa.
03:41
And third, through intense reflection,
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I treće, kroz intenzivno razmišljanje,
03:44
he gathered the information that he needed
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skupio je potrebne informacije
03:47
to design and revise the procedure,
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da smisli i preradi proceduru,
03:49
and then, with a steady hand, he saved my life.
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i onda je čvrstom rukom spasio moj život.
03:52
Now I absorbed a lot from these words of wisdom,
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Upio sam dosta toga iz ovih mudrih riječi
03:56
and before I went back into the classroom that fall,
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i prije nego što sam se te jeseni vratio u učionicu,
03:58
I wrote down three rules of my own
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napisao sam tri svoja pravila
04:01
that I bring to my lesson planning still today.
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koja svaki dan stavljam u planiranje nastave.
04:04
Rule number one: Curiosity comes first.
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Prvo pravilo: znatiželja je na prvom mjestu.
04:08
Questions can be windows to great instruction,
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Pitanja mogu biti prozori do sjajne nastave,
04:11
but not the other way around.
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ali nikako obrnuto.
04:14
Rule number two: Embrace the mess.
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Pravilo dva: prihvati zbrku.
04:17
We're all teachers. We know learning is ugly.
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Svi smo nastavnici.
Znamo da je učenje nezgodno.
04:20
And just because the scientific method is allocated
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I samo zato što je naučni metod određen
04:23
to page five of section 1.2 of chapter one
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za stranu 5 odjeljka 1.2 prvog poglavlja,
04:26
of the one that we all skip, okay,
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kojeg uvijek preskačemo,
04:30
trial and error can still be an informal part
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pokušaji i greške još uvijek mogu biti neformalni dio
04:33
of what we do every single day
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onoga što svaki dan radimo
04:35
at Sacred Heart Cathedral in room 206.
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u Katedrali svetog srca u prostoriji 206.
04:38
And rule number three: Practice reflection.
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Pravilo tri: vježbajte razmišljanje.
04:42
What we do is important. It deserves our care,
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Radimo bitnu stvar.
Ona zaslužuje našu pažnju,
04:45
but it also deserves our revision.
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ali i razmatranje.
04:48
Can we be the surgeons of our classrooms?
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Možemo li mi biti hirurzi u učionicama?
04:51
As if what we are doing one day will save lives.
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Kao da će ono što radimo jednog dana
spašavati živote.
04:54
Our students our worth it.
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Naši učenici su vrijedni toga.
04:55
And each case is different.
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I svaki slučaj je drugačiji.
04:58
(Explosion)
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(Eksplozija)
04:59
All right. Sorry.
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U redu. Izvinite.
05:01
The chemistry teacher in me just needed to get that
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Moj unutrašnji nastavnik hemije je morao
05:02
out of my system before we move on.
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da izbaci to iz sebe prije nego što nastavimo.
05:05
So these are my daughters.
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Ovo su moje kćerke.
05:07
On the right we have little Emmalou -- Southern family.
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S desne strane je mala Emalu -
mi smo južnjačka porodica.
05:11
And, on the left, Riley.
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A sa lijeve je Rajli.
05:14
Now Riley's going to be a big girl in a couple weeks here.
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Rajli će za nekoliko nedjelja
biti velika devojčica.
05:16
She's going to be four years old,
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Imaće četiri godine
05:18
and anyone who knows a four-year-old
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i svako ko poznaje dijete tih godina
05:20
knows that they love to ask, "Why?"
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zna da oni vole da pitaju: "Zašto?"
05:23
Yeah. Why.
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Da. Zašto.
05:25
I could teach this kid anything
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Ovo dijete mogu da naučim bilo čemu
05:27
because she is curious about everything.
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jer je sve interesuje.
05:30
We all were at that age.
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Svi smo bili u tom dobu.
05:32
But the challenge is really for Riley's future teachers,
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Ali izazov je za Rajline buduće nastavnike,
05:36
the ones she has yet to meet.
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one koje tek treba da upozna.
05:39
How will they grow this curiosity?
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Kako će njegovati tu radoznalost?
05:41
You see, I would argue that Riley is a metaphor for all kids,
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Rekao bih da je Rajli metafora za svu djecu
05:47
and I think dropping out of school comes in many different forms --
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i mislim da napuštanje škole
postoji u raznim oblicima -
05:50
to the senior who's checked out before the year's even begun
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od starijeg učenika koji odustane
prije početka godine
05:53
or that empty desk in the back of an urban middle school's classroom.
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do praznog stola u pozadini
učionice urbane osnovne škole.
05:59
But if we as educators leave behind
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Ali ako mi kao nastavnici napustimo
06:01
this simple role as disseminators of content
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ovu jednostavnu ulogu distributera znanja
06:04
and embrace a new paradigm
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i usvojimo novu paradigmu
06:06
as cultivators of curiosity and inquiry,
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kao kultivatori radoznalosti i ljubopitljivosti,
06:09
we just might bring a little bit more meaning
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možda doprinesemo sa malo više značenja
06:11
to their school day, and spark their imagination.
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njihovom školskom danu,
i pokrenemo njihovu maštu.
06:14
Thank you very much.
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Hvala vam puno.
06:16
(Applause)
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(Aplauz)
Translated by Rajko Orman
Reviewed by Radica Stojanovic

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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