3 rules to spark learning | Ramsey Musallam

Translator: Joseph Geni Reviewer: Morton Bast

Prevoditelj: Sanda L Recezent: Dunja Knežević

I teach chemistry.

Predajem kemiju.

(Eksplozija)

(Explosion)

All right, all right.

U redu, u redu.

So more than just explosions,

Kemija je više od eksplozija,

chemistry is everywhere.

ona je posvuda.

Have you ever found yourself at a restaurant spacing out

Jeste li ikada zatekli sebe kako u restoranu zamišljeno

samo ponavljate ovo?

just doing this over and over?

Some people nodding yes.

Neki ljudi kimaju.

Recently, I showed this to my students,

Nedavno sam ovo pokazao svojim učenicima

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

i samo sam ih tražio da pokušaju objasniti zašto se ovo dogodilo.

The questions and conversations that followed

Pitanja i razgovori koji su uslijedili

were fascinating.

bili su fascinantni.

Check out this video that Maddie

Pogledajte ovaj video

from my period three class sent me that evening.

koji mi je poslala Maddie iz mog razreda te večeri.

(Udarac) (Smijeh)

(Clang) (Laughs)

Now obviously, as Maddie's chemistry teacher,

Kao Maddiein nastavnik kemije, očito je

I love that she went home and continued to geek out

da me oduševilo što je otišla kući i nastavila istraživati

about this kind of ridiculous demonstration

o ovoj smiješnoj demonstraciji

that we did in class.

koju smo izveli na nastavi.

But what fascinated me more is that Maddie's curiosity

No, što me još više oduševilo, je što je Maddie njezina znatiželja

took her to a new level.

odvela na jednu novu razinu.

If you look inside that beaker,

Ako pogledate unutar te čaše,

you might see a candle.

možda ćete vidjeti svijeću.

Maddie's using temperature to extend this phenomenon

Maddie koristi temperaturu kako bi ovaj fenomen pogurala

to a new scenario.

prema novom scenariju.

Pitanja i radoznalost poput Maddienih,

You know, questions and curiosity like Maddie's

are magnets that draw us towards our teachers,

magneti su koji nas vuku prema našim nastavnicima

and they transcend all technology

i oni nadilaze granice tehnologije

or buzzwords in education.

ili pomodnih riječi u obrazovanju.

But if we place these technologies before student inquiry,

No, ako te tehnologije stavimo ispred pitanja učenika,

we can be robbing ourselves

ostat ćemo

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

bez najvećeg nastavničkog alata: pitanja naših učenika.

For example, flipping a boring lecture from the classroom

Na primjer, prebacivanje dosadnog predavanja iz učionice

to the screen of a mobile device

na ekran mobilnog uređaja,

might save instructional time,

možda će sačuvati nastavno vrijeme,

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

ali ako je to u središtu učenikova iskustva,

it's the same dehumanizing chatter

radi se o istom dehumanizirajućem razgovoru,

just wrapped up in fancy clothing.

samo ljepše upakiranom.

But if instead we have the guts

Ali, ako umjesto toga imamo hrabrosti

zbuniti svoje učenike, zaokupiti ih

to confuse our students, perplex them,

and evoke real questions,

i potaknuti na prava pitanja,

kroz ta pitanja mi nastavnici dobivamo informacije

through those questions, we as teachers have information

koje možemo koristiti za kreiranje robusnih

that we can use to tailor robust

i informativnih metoda kombinirane nastave.

and informed methods of blended instruction.

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

Dakle, stavljajući na stranu sve moderne izraze 21. stoljeća,

istina je, predajem sada već 13 godina

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

and it took a life-threatening situation

i bila je potrebna jedna, po život opasna situacija

to snap me out of 10 years of pseudo-teaching

da me probudi iz 10-ogodišnjeg pseudo-podučavanja

and help me realize that student questions

i pomogne mi shvatiti da su pitanja učenika

are the seeds of real learning,

početak pravog učenja,

not some scripted curriculum

a ne neki propisani nastavni plan,

that gave them tidbits of random information.

koji im daje komadiće nasumičnih informacija.

In May of 2010, at 35 years old,

U svibnju 2010., u dobi od 35 godina,

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

s dvogodišnjakom kod kuće i drugim djetetom na putu,

I was diagnosed with a large aneurysm

otkrili su mi veliku aneurizmu

at the base of my thoracic aorta.

na početku moje torakalne aorte.

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

To je dovelo do operacije na otvorenom srcu.

Ovo je e-mail mog liječnika.

from my doctor right there.

Kada sam dobio ovo, bio sam - stisnite Caps Lock -

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

absolutely freaked out, okay?

apsolutno izbezumljen.

No, iznenađujuće me utješilo

But I found surprising moments of comfort

in the confidence that my surgeon embodied.

samopouzdanje mog kirurga.

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

Odakle mu to samopouzdanje, takva odvažnost?

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

Kada sam ga pitao, rekao mi je tri stvari.

Prvo, rekao je da ga je znatiželja vodila

He said first, his curiosity drove him

to ask hard questions about the procedure,

da postavlja teška pitanja o operaciji,

about what worked and what didn't work.

o tome što jest, a što nije funkcioniralo.

Second, he embraced, and didn't fear,

Drugo, prihvatio je bez straha

the messy process of trial and error,

proces pokušaja i pogreške,

neizbježan proces pokušaja i pogreške.

the inevitable process of trial and error.

And third, through intense reflection,

I treće, kroz intenzivno razmišljanje,

he gathered the information that he needed

prikupio je potrebne informacije

to design and revise the procedure,

kako bi osmislio i preispitao operaciju,

a onda je, sigurnom rukom, spasio moj život.

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

Now I absorbed a lot from these words of wisdom,

Upio sam dosta toga iz tih mudrih riječi

i prije nego što sam se te jeseni vratio u učionicu,

and before I went back into the classroom that fall,

I wrote down three rules of my own

zapisao sam svoja tri pravila,

that I bring to my lesson planning still today.

koja i danas koristim pri planiranju nastave.

Rule number one: Curiosity comes first.

Prvo pravilo: znatiželja je na prvom mjestu.

Questions can be windows to great instruction,

Pitanja mogu biti put do sjajne poduke,

but not the other way around.

ali nikako obrnuto.

Drugo pravilo: prihvatite zbrku.

Rule number two: Embrace the mess.

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

Svi smo nastavnici. Znamo da je učenje nezgodno.

And just because the scientific method is allocated

I samo zato što je znanstvena metoda određena

to page five of section 1.2 of chapter one

za petu stranicu, odjeljak 1.2 prvog poglavlja,

of the one that we all skip, okay,

kojeg uvijek preskačemo,

trial and error can still be an informal part

pokušaj i pogreška i dalje mogu biti neformalni dio

of what we do every single day

onoga što činimo svakodnevno

at Sacred Heart Cathedral in room 206.

u Katedrali Svetog Srca, u sobi 206.

And rule number three: Practice reflection.

I treće pravilo: vježbajte razmišljanje.

What we do is important. It deserves our care,

Ono što radimo je važno, zaslužuje našu pažnju,

ali i naše razmatranje.

but it also deserves our revision.

Can we be the surgeons of our classrooms?

Možemo li mi biti kirurzi svojih učionica?

Tako da će ono što radimo danas, jednog dana spašavati živote.

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

Naši učenici vrijedni su toga.

Our students our worth it.

And each case is different.

I svaki slučaj je drugačiji.

(Eksplozija)

(Explosion)

U redu. Oprostite.

All right. Sorry.

The chemistry teacher in me just needed to get that

Nastavnik kemije u meni morao je to izbaciti iz sebe

out of my system before we move on.

prije nego što nastavimo.

So these are my daughters.

Ovo su moje kćeri.

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

Desno je mala Emmalou - mi smo južnjačka obitelj.

And, on the left, Riley.

A lijevo je Riley.

Riley će za nekoliko tjedana biti "velika djevojčica",

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

She's going to be four years old,

navršit će četiri godine.

and anyone who knows a four-year-old

I svatko tko poznaje neko dijete tih godina,

knows that they love to ask, "Why?"

zna da oni vole pitati: "Zašto?"

Yeah. Why.

Da. Zašto.

I could teach this kid anything

Ovo dijete mogu naučiti bilo čemu,

because she is curious about everything.

jer je sve zanima.

We all were at that age.

Svi smo bili u toj dobi.

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

No, izazov je za Rileyine buduće nastavnike,

the ones she has yet to meet.

koje tek treba upoznati.

How will they grow this curiosity?

Kako će oni njegovati tu radoznalost?

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

Rekao bih da je Riley metafora za svu djecu

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

i mislim da napuštanje škole postoji u raznim oblicima,

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

od starijeg učenika koji odustane još i prije početka godine,

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

do praznog stola u pozadini učionice gradske osnovne škole.

Ali ako mi kao nastavnici napustimo

But if we as educators leave behind

this simple role as disseminators of content

ovu jednostavnu ulogu širitelja znanja

and embrace a new paradigm

te usvojimo novu paradigmu

as cultivators of curiosity and inquiry,

nekoga tko njeguje radoznalost i propitkivanje,

we just might bring a little bit more meaning

možda unesemo nešto više smisla

to their school day, and spark their imagination.

u njihov školski dan i potaknemo njihovu maštu.

Thank you very much.

Veliko vam hvala.

(Pljesak)

(Applause)