3 rules to spark learning | Ramsey Musallam

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Nana Ginnerup Reviewer: Anders Finn Jørgensen

I teach chemistry.

Jeg er kemilærer.

(Explosion)

(Eksplosion)

All right, all right.

Okay, okay.

So more than just explosions,

Så udover eksplosioner

chemistry is everywhere.

er kemi alle vegne.

Have you ever found yourself at a restaurant spacing out

Har du nogensinde siddet fraværende på en restaurant

just doing this over and over?

og gjort dette igen og igen?

Some people nodding yes.

Nogle nikker.

Recently, I showed this to my students,

For nylig viste jeg dette til mine elever,

and I just asked them to try and explain why it happened.

og jeg bad dem bare om at prøve at forklare, hvorfor det skete.

The questions and conversations that followed

Spørgsmålene og samtalerne, der fulgte,

were fascinating.

var fascinerende.

Check out this video that Maddie

Prøv at tjekke den her video ud,

from my period three class sent me that evening.

Maddie fra min klasse i 3.lektion, sendte mig den aften.

(Clang) (Laughs)

(Klang) (Latter)

Now obviously, as Maddie's chemistry teacher,

Selvfølgelig, som Maddies kemilærer

I love that she went home and continued to geek out

elsker jeg, at hun gik hjem og fortsatte med at nørde

about this kind of ridiculous demonstration

med den slags fjollede demonstration,

that we did in class.

vi lavede i timen.

But what fascinated me more is that Maddie's curiosity

Men hvad der fascinerede mig mere, var at Maddies nysgerrighed

took her to a new level.

bragte hende til et nyt niveau.

If you look inside that beaker,

Hvis man kigger inde i det bæger,

you might see a candle.

ser man måske et lys.

Maddie's using temperature to extend this phenomenon

Maddie bruger temperatur til at udvide fænomenet

to a new scenario.

til et nyt scenarie.

You know, questions and curiosity like Maddie's

Spørgsmål og nysgerrigheds som Maddies

are magnets that draw us towards our teachers,

er magneter, der drager os mod vores lærere

and they transcend all technology

og de overvinder al teknologi

or buzzwords in education.

eller buzzwords inden for uddannelse.

But if we place these technologies before student inquiry,

Men hvis vi sætter teknologi højere end elevernes nysgerrighed,

we can be robbing ourselves

berøver vi os selv

of our greatest tool as teachers: our students' questions.

fra vores bedste redskaber som lærere: Vores elevers spørgsmål.

For example, flipping a boring lecture from the classroom

For eksempel kan det at flytte en kedelig time i klasselokalet

to the screen of a mobile device

til en mobilskærm

might save instructional time,

måske spare instruktionstid,

but if it is the focus of our students' experience,

men hvis det er det, der er fokus på ved elevernes oplevelse,

it's the same dehumanizing chatter

er det den samme dehumaniserende snak -

just wrapped up in fancy clothing.

bare i fancy tøj-

But if instead we have the guts

Men har vi i stedet modet

to confuse our students, perplex them,

til at forvirre vores elever, få dem til at undre sig,

and evoke real questions,

og fremprovokere virkelige spørgsmål,

through those questions, we as teachers have information

har vi lærere, gennem de spørgsmål, information,

that we can use to tailor robust

vi kan bruge til at skræddersy robuste

and informed methods of blended instruction.

og informerede metoder af blandet instruktion.

So, 21st-century lingo jargon mumbo jumbo aside,

Så 21-århundredets nonsens sat til side,

the truth is, I've been teaching for 13 years now,

er sandheden, at jeg har undervist i 13 år nu,

and it took a life-threatening situation

og det krævede en livstruende situation

to snap me out of 10 years of pseudo-teaching

at rive mig ud af 10 års pseudolæring

and help me realize that student questions

og hjælpe mig til at indse, at elevers spørgsmål

are the seeds of real learning,

er frøene af rigtig læring,

not some scripted curriculum

ikke et eller andet nedskrevet pensum,

that gave them tidbits of random information.

der giver dem godbidder af tilfældig information.

In May of 2010, at 35 years old,

I maj 2010, i en alder af 35,

with a two-year-old at home and my second child on the way,

med en to-årig derhjemme og et andet barn på vej,

I was diagnosed with a large aneurysm

blev jeg diagnosticeret med en stor aneurisme

at the base of my thoracic aorta.

i bunden af min thorakale aorta.

This led to open-heart surgery. This is the actual real email

Det førte til en åben hjerteoperation. Det her er emailen,

from my doctor right there.

fra min læge.

Now, when I got this, I was -- press Caps Lock --

Da jeg modtog denne, blev jeg - tryk caps lock -

absolutely freaked out, okay?

gik jeg amok, okay?

But I found surprising moments of comfort

Men jeg fandt overraskende øjeblikke af komfort

in the confidence that my surgeon embodied.

i min kirurgs selvtillid.

Where did this guy get this confidence, the audacity of it?

Hvor fik den her fyr sin selvtillid, frækheden af det?

So when I asked him, he told me three things.

Så da jeg spurgte ham, fortalte han mig tre ting.

He said first, his curiosity drove him

Først sagde han, at hans nysgerrighed drev ham

to ask hard questions about the procedure,

til at stille svære spørgsmål omkring proceduren,

about what worked and what didn't work.

om hvad, der virkede og ikke virkede.

Second, he embraced, and didn't fear,

For det andet, i stedet for at frygte det, tog han

the messy process of trial and error,

den roede proces af forsøg og fejl til sig.

the inevitable process of trial and error.

Den uundgåelige proces af forsøg og fejl.

And third, through intense reflection,

Og for det tredje, samlede han, gennem intens reflektering,

he gathered the information that he needed

informationen, han behøvede,

to design and revise the procedure,

for at designe og revidere proceduren,

and then, with a steady hand, he saved my life.

og så med en rolig hånd redede han mit liv.

Now I absorbed a lot from these words of wisdom,

Jeg tog en stor del af disse visdomsord til mig,

and before I went back into the classroom that fall,

og inden min tilbagevenden til skolen

I wrote down three rules of my own

skrev jeg tre af mine egne regler ned,

that I bring to my lesson planning still today.

som jeg stadig medtager i min lektionsplanlægning.

Rule number one: Curiosity comes first.

Regel nummer ét: Nysgerrighed kommer først.

Questions can be windows to great instruction,

Spørgsmål kan være en dør til fantastisk instruktion,

but not the other way around.

men ikke den anden vej rundt.

Rule number two: Embrace the mess.

Regel nummer to: Omfavn rodet.

We're all teachers. We know learning is ugly.

Vi er alle lærere. Vi ved, at læring er grimt.

And just because the scientific method is allocated

Og bare fordi den videnskabelige metode er placeret

to page five of section 1.2 of chapter one

på side 5 af sektion 1.2 i kapitel 1

of the one that we all skip, okay,

af den, vi alle skipper, okay,

trial and error can still be an informal part

forsøg og fejl kan stadig være en del af det uformelle,

of what we do every single day

vi tager os til hver evig eneste dag

at Sacred Heart Cathedral in room 206.

ved Sacred Heart Cathedral i rum 206.

And rule number three: Practice reflection.

Og regel nummer tre: Øv reflektering.

What we do is important. It deserves our care,

Hvad, vi gør, er vigtigt. Det fortjener vores pleje,

but it also deserves our revision.

men det fortjener også vores revision.

Can we be the surgeons of our classrooms?

Kan vi være klasseværelsets kirurger?

As if what we are doing one day will save lives.

Som ville det, vi gjorde, en dag redde liv.

Our students our worth it.

Vores elever er det værd.

And each case is different.

Og enhver sag er forskellig.

(Explosion)

All right. Sorry.

Okay, undskyld.

The chemistry teacher in me just needed to get that

Kemilæreren i mig havde bare brug for

out of my system before we move on.

at få det ud af mit system, før vi fortsætter.

So these are my daughters.

Det her er mine døtre.

On the right we have little Emmalou -- Southern family.

Til højre har vi lille Emmalou - sydstatsfamilie.

And, on the left, Riley.

Og til venstre, Riley.

Now Riley's going to be a big girl in a couple weeks here.

Riley vil være en stor pige om et par uger.

She's going to be four years old,

Hun bliver fire år gammel,

and anyone who knows a four-year-old

og alle, der kender en fire-årig,

knows that they love to ask, "Why?"

ved, at de elsker at spørge: "Hvorfor?"

Yeah. Why.

Ja. Hvorfor?

I could teach this kid anything

Jeg kunne lære den her unge alt,

because she is curious about everything.

for hun er nysgerrig omkring alt.

We all were at that age.

Det var vi alle i den alder.

But the challenge is really for Riley's future teachers,

Men udfordringen eksisterer virkelig for Rileys fremtidige lærere,

the ones she has yet to meet.

dem hun endnu ikke har mødt.

How will they grow this curiosity?

Hvordan vil de få den nysgerrighed til at vokse?

You see, I would argue that Riley is a metaphor for all kids,

Se, jeg vil sige, at Riley er en metafor for alle børn,

and I think dropping out of school comes in many different forms --

og jeg mener, det at droppe ud af skolen kommer i mange former -

to the senior who's checked out before the year's even begun

fra sidsteårs-eleven, der checkede ud før året overhovedet begyndte,

or that empty desk in the back of an urban middle school's classroom.

eller den tomme plads bagerst i en urban folkeskoles klasseværelse.

But if we as educators leave behind

Men hvis vi som undervisere ikke

this simple role as disseminators of content

udfylder den simple rolle som formidlere af indhold

and embrace a new paradigm

og omfavner et nyt paradigme

as cultivators of curiosity and inquiry,

som kultivatorer af nysgerrighed og undersøgelser,

we just might bring a little bit more meaning

kan vi lige så godt bringe lidt mere mening

to their school day, and spark their imagination.

til deres skoledag og sætte gnist i deres læring.

Thank you very much.

Mange tak.

(Applause)