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: Ramsey Musallam: Sheria 3 za kuamsha kujifunza

Filmed:
3,067,874 views

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.
- 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 teachkufundisha chemistrykemia.
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Ninafundisha somo la kemia
00:15
(ExplosionMlipuko)
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(Mlipuko)
00:16
All right, all right.
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Sawa,Sawa.
00:19
So more than just explosionsmilipuko,
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Ni zaidi ya milipuko,
00:21
chemistrykemia is everywherekila mahali.
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Kemia ipo kila mahali.
00:23
Have you ever foundkupatikana yourselfwewe mwenyewe at a restaurantmgahawa spacingnafasi 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 noddingkuvuruga yes.
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Baadhi ya watu wanaitikia ndio.
00:30
RecentlyHivi karibuni, I showedilionyesha this to my studentswanafunzi,
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Hivi karibuni, niliwaonyesha wanafunzi wangu,
00:32
and I just askedaliuliza them to try and explainkuelezea why it happenedkilichotokea.
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niliwaambia waelezee kwa nini imetokea.
00:37
The questionsmaswali and conversationsmazungumzo that followedikifuatiwa
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Maswali na mazungumzo yaliyofuata
00:39
were fascinatingkuvutia.
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yalikuwa ya kusisimua.
00:41
CheckKagua out this videovideo that MaddieMaddie
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angalia video hii ambayo Maddie
00:43
from my periodkipindi threetatu classdarasa sentalitumwa me that eveningjioni.
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kutoka darasa langu la tatu aliyonitumia jioni.
00:57
(ClangClang) (LaughsAnacheka)
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(Vicheko)
00:59
Now obviouslywazi, as Maddie'sWa Maddie chemistrykemia teachermwalimu,
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Ni dhahiri,kama mwalimu wa kemia wa Maddie
01:02
I love that she wentakaenda home and continuediliendelea to geekgeek out
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Nilifurahi kwamba alienda nyumbani na kuendelea
01:05
about this kindaina of ridiculousujinga demonstrationmaonyesho
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na zoezi hili la ajabu
01:08
that we did in classdarasa.
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ambalo tulilifanya darasani.
01:09
But what fascinatedfascinated me more is that Maddie'sWa Maddie curiosityudadisi
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Lakini kilichonisisimua zaidi ilikuwa ni kuwa udadisi wa Maddie
01:12
tookalichukua her to a newmpya levelngazi.
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ulimpeleka kwenye hatua nyingine.
01:14
If you look insidendani that beakerbeaker,
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ukiangalia ndani ya kikopo hiki,
01:16
you mightnguvu see a candlemshumaa.
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unaweza ukaona mshumaa.
01:18
Maddie'sWa Maddie usingkutumia temperaturejoto to extendkupanua this phenomenonuzushi
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Maddie anatumia joto kuifanya hali hii
01:21
to a newmpya scenariohali.
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kuwa tukio jingine jipya.
01:24
You know, questionsmaswali and curiosityudadisi like Maddie'sWa Maddie
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Maswali na udadisi kama wa Maddie
01:27
are magnetssumaku that drawkuteka us towardskuelekea our teacherswalimu,
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ndio sumaku zinazotuvuta kwa walimu wetu,
01:30
and they transcendkupitisha all technologyteknolojia
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na zinazidi teknolojia zote
01:33
or buzzwordsuvumi in educationelimu.
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ubunifu mpya wa elimu.
01:36
But if we placemahali these technologiesteknolojia before studentmwanafunzi inquiryuchunguzi,
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Lakini kama teknolojia kabla ya udadisi wa wanafunzi,
01:40
we can be robbingkuwaibia ourselvessisi wenyewe
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tunaweza tukawa tunajinyima wenyewe
01:42
of our greatestkubwa zaidi toolchombo as teacherswalimu: our students'wanafunzi ' questionsmaswali.
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zana muhimu kama walimu: maswali ya wanafunzi wetu.
01:47
For examplemfano, flippingugeuzaji a boringboring lecturehotuba from the classroomdarasa
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Kwa mfano,kupitia mhadhaa unaochosha
01:51
to the screenskrini of a mobilerununu devicekifaa
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kwa kutumia mtandao
01:53
mightnguvu savesalama instructionalkufundishia time,
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unaweza ukaokoa muda wa ufundishaji,
01:55
but if it is the focustazama of our students'wanafunzi ' experienceuzoefu,
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lakini kama ni lengo la wanafunzi wetu.
01:58
it's the samesawa dehumanizingkudanganya chatterchatter
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ni jambo lile lile la kudhalilisha
02:01
just wrappedamefungwa up in fancydhana clothingnguo.
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ambalo limefungwa vizuri.
02:03
But if insteadbadala yake we have the gutsguts
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Lakini kama tuna ujasiri
02:06
to confusekuchanganya our studentswanafunzi, perplexperplex them,
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wa kuwachanganya wanafunzi wetu,
02:08
and evokekumfukuza realhalisi questionsmaswali,
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na kuamsha maswali ya kweli,
02:11
throughkupitia those questionsmaswali, we as teacherswalimu have informationhabari
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ingawa maswali hayo sisi kama walimu yana taarifa
02:14
that we can use to tailorkupima robustimara
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ambazo tunaweza kuzitumia kwa ajili ya kutengeneza
02:17
and informedtaarifa methodsnjia of blendedkuchanganywa instructionmaagizo.
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mfumo wa taarifa zilizochanganyika
02:20
So, 21st-centurykarne ya karne lingokatika jargonjargon mumbomumbo jumbojumbo asidekando,
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ukiondoa maneno ya karne ya 21 kuhusu hali hii,
02:26
the truthukweli is, I've been teachingkufundisha for 13 yearsmiaka now,
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Ukweli ni kuwa nimefundisha sasa kwa miaka 13,
02:30
and it tookalichukua a life-threateningkutishia maisha situationhali
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na ilibidi kuwe na tukio la kutisha
02:32
to snappiga me out of 10 yearsmiaka of pseudo-teachingPseudo-mafundisho ya
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kunitoa katika miaka 10 ya ufundishaji wa mazoea
02:35
and help me realizekutambua that studentmwanafunzi questionsmaswali
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na kunifanya nijue kuwa maswali ya wanafunzi
02:39
are the seedsmbegu of realhalisi learningkujifunza,
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ndio mbegu za kujifunza hasa,
02:42
not some scriptedscripted curriculummtaala
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na sio mtaala ambao umeshaandaliwa
02:44
that gavealitoa them tidbitstidbits of randomrandom informationhabari.
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ambao unawapa tu taarifa chache
02:47
In MayMei of 2010, at 35 yearsmiaka oldzamani,
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Mwezi Mei 2010,nikiwa na miaka 35,
02:51
with a two-year-oldmwenye umri wa miaka miwili at home and my secondpili childmtoto on the way,
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nikiwa na mtoto wa miaka 2 nyumbani na mtoto wa pili njiani
02:54
I was diagnosedkukutwa with a largekubwa aneurysmaneurysm
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niligundulika kuwa na kuongezeka kwa mishipa ya damu
02:56
at the basemsingi of my thoracicyanazidisha aortasclerotic.
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katika eneo la mshipa mkubwa wa damu wa aorta katika moyo
02:59
This led to open-heartmoyo wazi surgeryupasuaji. This is the actualhalisi realhalisi emailbarua pepe
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ilisababisha nifanyiwe upasuaji wa moyo.Hii ni barua pepe
03:02
from my doctordaktari right there.
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kutoka kwa Daktari,pale.
03:04
Now, when I got this, I was -- pressbonyeza CapsHerufi kubwa LockFunga --
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nilipoipata barua hii, nilikuwa
03:07
absolutelykabisa freakedfreaked out, okay?
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nimechanganyikiwa kabisa?
03:10
But I foundkupatikana surprisingajabu momentswakati of comfortfaraja
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lakini nilipata mida ya faraja
03:14
in the confidencekujiamini that my surgeonupasuaji embodiediliyoko.
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nikiwa na hakika aliyokuwa nayo daktari wangu.
03:17
Where did this guy get this confidencekujiamini, the audacityujasiri of it?
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Alipata ujasiri huu?
03:21
So when I askedaliuliza him, he told me threetatu things.
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Kwa hiyo nilipomuuliza,akaniambia vitu vitatu.
03:25
He said first, his curiosityudadisi drovealimfukuza him
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akasema kwanza,udadisi wake ulimsukuma
03:28
to askkuuliza hardngumu questionsmaswali about the procedureutaratibu,
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kuuliza maswali magumu kuhusu upasuaji,
03:30
about what workedkazi and what didn't work.
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kuhusu uzuri na ubaya wake.
03:33
SecondPili, he embracedalikubali, and didn't fearhofu,
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Pili,aliikubali,na hakuogopa,
03:36
the messyhutumiwa processmchakato of trialjaribio and errorkosa,
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mchakato wa kujaribu jaribu,
03:39
the inevitablekuepukika processmchakato of trialjaribio and errorkosa.
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mchakato usiokwepeka wa kujarijaribu.
03:41
And thirdtatu, throughkupitia intensekali reflectionkutafakari,
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na tatu,kupitia kutafakari sana,
03:44
he gatheredwalikusanyika the informationhabari that he neededinahitajika
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alikusanya taarifa alizohitaji
03:47
to designkubuni and revisekurekebisha the procedureutaratibu,
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kusanifu na kupitia upya mchakato,
03:49
and then, with a steadyimara handmkono, he savedimehifadhiwa my life.
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na kwa mkono wa taratibu,akaokoa maisha yangu.
03:52
Now I absorbedkufyonzwa a lot from these wordsmaneno of wisdomhekima,
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Nilichukua mengi kutoka maneno haya ya hekima,
03:56
and before I wentakaenda back into the classroomdarasa that fallkuanguka,
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na kabla ya kwenda darasani majira ya kipupwe
03:58
I wrotealiandika down threetatu ruleskanuni of my ownmwenyewe
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niliandika sheria tatu zangu mwenyewe
04:01
that I bringkuleta to my lessonsomo planningkupanga still todayleo.
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ambazo nazitumia wakati napangillia masomo mpaka leo.
04:04
RuleUtawala numbernambari one: CuriosityUdadisi comesinakuja first.
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Sheria ya kwanza: udadisi kwanza
04:08
QuestionsMaswali can be windowsmadirisha to great instructionmaagizo,
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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
RuleUtawala numbernambari two: EmbraceKukumbatia the messfujo.
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Sheria ya pili: Kubaliana na hali ya fujo
04:17
We're all teacherswalimu. We know learningkujifunza is uglymbaya.
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Sote ni walimu.Tunajua kujifunza ni vurugu tupu.
04:20
And just because the scientifickisayansi methodnjia is allocatedzilizotengwa
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na kwa sababu tu njia za kisayansi zimetengewa
04:23
to pageukurasa fivetano of sectionsehemu 1.2 of chaptersura one
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ukurasa wa tano wa kipengele 1.2 ya sura ya kwanza
04:26
of the one that we all skipruka, okay,
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ambazo huwa tunaziruka,sawa,
04:30
trialjaribio and errorkosa can still be an informalisiyo rasmi partsehemu
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kujari jaribu bado kunaweza kuwa ni sehemu isiyo rasmi
04:33
of what we do everykila singlemoja day
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kwa vile tuvifanyavyo kila siku
04:35
at SacredTakatifu HeartMoyo CathedralKanisa kuu in roomchumba 206.
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Katika kanisa la Moyo Mtakatifu ,chumba 206.
04:38
And ruleutawala numbernambari threetatu: PracticeMazoezi reflectionkutafakari.
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Sheria namba tatu: Fanya zoezi la kutafakari.
04:42
What we do is importantmuhimu. It deservesanastahiki our carehuduma,
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Tukifanyacho ni muhimu.inastahili kuangaliwa nasi,
04:45
but it alsopia deservesanastahiki our revisionmasahihisho.
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lakini instahili mapitio yetu.
04:48
Can we be the surgeonswapasuaji of our classroomsmadarasa?
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Je tunaweza kuwa madaktari wa madarasa yetu?
04:51
As if what we are doing one day will savesalama livesanaishi.
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Kama vile tuyafanyayosiku moja yataokoa maisha ya watu.
04:54
Our studentswanafunzi our worththamani it.
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Wanafunzi wetu,wanstahili kabisa.
04:55
And eachkila mmoja casekesi is differenttofauti.
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na kila hali ni tofauti.
04:58
(ExplosionMlipuko)
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(Mlipuko)
04:59
All right. Sorry.
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Sawa. Samahani
05:01
The chemistrykemia teachermwalimu in me just neededinahitajika to get that
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Mwalimu wa Kemia ndani yangu alitaka kuta hicho
05:02
out of my systemmfumo before we movehoja on.
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nje yangu kabla hatujaendelea.
05:05
So these are my daughtersbinti.
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Kwa hiyo hawa ni mabinti zangu.
05:07
On the right we have little EmmalouEmmalou -- SouthernKusini familyfamilia.
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Kulia kwangu tuna Emmalou -- Familia ya kusini
05:11
And, on the left, RileyRiley.
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Na kushoto,Riley.
05:14
Now Riley'sYa Riley going to be a bigkubwa girlmsichana in a couplewanandoa weekswiki here.
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Riley atakuwa binti mkubwa wiki chache zijazo.
05:16
She's going to be fournne yearsmiaka oldzamani,
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Atakuwa na miaka minne,
05:18
and anyoneyeyote who knowsanajua a four-year-oldumri wa miaka minne
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na yeyote amjuaye mtoto wa miaka minne
05:20
knowsanajua that they love to askkuuliza, "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 teachkufundisha this kidmtoto anything
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Naweza kumfundisha mtoto huyo chochote
05:27
because she is curiouscurious about everything.
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kwa sababu ni mdadisi wa kila kitu.
05:30
We all were at that ageumri.
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Sote tulikuwa hivyo katika umri huo.
05:32
But the challengechangamoto is really for Riley'sYa Riley futurebaadaye teacherswalimu,
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Lakini changamoto kubwa ni kwa walimu wa mbeleni wa Riley
05:36
the oneswale she has yetbado to meetkukutana.
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ambao bado hajakutana nao.
05:39
How will they growkukua this curiosityudadisi?
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Watawezaje kuukuza udadisi huu?
05:41
You see, I would arguewanasema that RileyRiley is a metaphormfano for all kidswatoto,
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Naweza nikasema kuwa Riley ni kama fumbo la watoto wote,
05:47
and I think droppingkuacha out of schoolshule comesinakuja in manywengi differenttofauti formsfomu --
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Na nadhani kuacha shule kunakuja katika njia mbalimbali
05:50
to the seniormwandamizi who'snani checkedzimezingatiwa out before the year'sya mwaka even begunimeanza
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Kwa mwanafunzi wa mwaka wa mwisho, anayeacha shule kabla ya mwaka kwisha.
05:53
or that emptytupu deskdawati in the back of an urbanmijini middlekatikati school'sya shule classroomdarasa.
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au dawati tupu katika shule za sekondari za mijini.
05:59
But if we as educatorsWaelimishaji leaveshika behindnyuma
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lakini,ikiwa sisi kama walimu tunaacha
06:01
this simplerahisi rolejukumu as disseminatorsdisseminators of contentmaudhui
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kazi nyepesi ya kusambaza taarifa
06:04
and embracekukumbatia a newmpya paradigmdhana
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na kukubaliana na dhana mpya
06:06
as cultivatorscultivators of curiosityudadisi and inquiryuchunguzi,
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ya wapandaji wa udadisi na uulizaji maswali,
06:09
we just mightnguvu bringkuleta a little bitkidogo more meaningmaana
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tunaweza kusababisha maana zaidi
06:11
to theirwao schoolshule day, and sparkcheche theirwao imaginationmawazo.
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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
(ApplauseMakofi)
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(Makofi).
Translated by Joachim Mangilima
Reviewed by Nelson Simfukwe

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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