3 rules to spark learning | Ramsey Musallam

Translator: Joseph Geni Reviewer: Morton Bast

Translator: Aida Musai Reviewer: Helena Bedalli

I teach chemistry.

Une jap kimi.

(Explosion)

(shperthim)

All right, all right.

Ne rregull, ne rregull.

So more than just explosions,

Eshte me shume se sa nje shperthim,

chemistry is everywhere.

kimia ndodhet gjithandej.

Have you ever found yourself at a restaurant spacing out

A ju ka ndodhur ndonjehere te gjendeni ne restorant duke

just doing this over and over?

e perseritur kete veprim pafundesisht?

Some people nodding yes.

Disa po pohojne me koke.

Recently, I showed this to my students,

Kohet e fundit i tregova kete studenteve te mi,

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

dhe i kerkova te me shpjegonin se pse ndodhte kjo.

The questions and conversations that followed

Pyetjet dhe bisedat qe vijuan

were fascinating.

ishin magjepsese.

Check out this video that Maddie

Shikoni videon qe Maddie

from my period three class sent me that evening.

nga klasa e ores se trete me dergoi ate mbremje.

(Clang) (Laughs)

(tingellime) (te qeshura)

Now obviously, as Maddie's chemistry teacher,

Kuptohet, si mesuesi i kimise se Maddie-t,

I love that she went home and continued to geek out

mua me pelqeu shume fakti qe ajo vazhdoi te germonte

about this kind of ridiculous demonstration

ne lidhje me eksperimentin qesharak

that we did in class.

qe be beme ne klase.

But what fascinated me more is that Maddie's curiosity

Por ajo qe me magjepsi me shume eshte fakti se kurioziteti

took her to a new level.

e nxiti Maddie-n te arrinte nje nivel me te larte.

If you look inside that beaker,

Nese shihni me kujdes brenda gotes

you might see a candle.

do te shihni nje qiri

Maddie's using temperature to extend this phenomenon

Maddie po perdor nxehtesine per t'i dhene nje skenar te ri

to a new scenario.

ketij fenomeni.

You know, questions and curiosity like Maddie's

E dini, pyetjet dhe kurioziteti si ato te Maddie-t

are magnets that draw us towards our teachers,

jane magnetet qe na lidhin pas mesuesve tane,

and they transcend all technology

dhe ato e transformojne gjithe teknologjine

or buzzwords in education.

apo thashethemet ne mjete edukative.

But if we place these technologies before student inquiry,

Por nese ua ofrojme nxenesve keto teknologji perpara se ata te behen kurioze,

we can be robbing ourselves

ne do t'i hiqnim vetes

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

njerin prej mjeteve me te mira te mesuesve: pyetjet e nxenesve.

For example, flipping a boring lecture from the classroom

Per shembull, duke e kaluar leksionin e merzitshem te klases

to the screen of a mobile device

ne ekranin e nje pajisje mobile

might save instructional time,

ne mund te kursejme kohe mesimore,

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

por nese ky eshte fokusi i pervojes se nxenesve tane,

it's the same dehumanizing chatter

atehere ajo do te jete po e njejta bisede jo humane

just wrapped up in fancy clothing.

e veshur me rroba te bukura.

But if instead we have the guts

Por nese gjejme guximin

to confuse our students, perplex them,

t'i konfuzojme nxenesit, t'i veme ne veshtiresi,

and evoke real questions,

t'i nxisim te bejne pyetje te verteta,

through those questions, we as teachers have information

permes ketyre pyetjeve, ne si mesues do te marrim informacione

that we can use to tailor robust

qe mund t'i perdorum per te modeluar

and informed methods of blended instruction.

metoda solide dhe te azhornuara te mesimdhenies se perzier.

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

Pra, duke e lene menjane zhargonin mambo xhambo te shekullit te 21-te,

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

e verteta eshte se une jap mesim prej 13 vjetesh,

and it took a life-threatening situation

dhe mu desh te kaloja nje situate per jete a vdekje

to snap me out of 10 years of pseudo-teaching

qe te dilja nga 10 vite pseudo-mesimdhenieje,

and help me realize that student questions

situate qe me ndihmoi te kuptoja se pyetjet e nxenesve

are the seeds of real learning,

jane fara e nxenies se vertete,

not some scripted curriculum

e jo nje program i shkruar

that gave them tidbits of random information.

qe u jep grimca te ndara informacionesh.

In May of 2010, at 35 years old,

Ne maj te vitit 2010, kur isha 35 vjec,

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

me nje djale dy vjecar ne shtepi dhe nje tjeter ne rruge e siper,

I was diagnosed with a large aneurysm

me diagnostikuan nje aneurizem te madh

at the base of my thoracic aorta.

ne fund te aortes se kraharorit.

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

Kjo coi ne nje operacion zemre. Ketu shihni emailin

from my doctor right there.

qe me dergoi doktori.

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

Kur e mora kete email, une isha... me germa te medha...

absolutely freaked out, okay?

i frikesuar deri ne palce, ne rregull?

But I found surprising moments of comfort

Por cuditerisht gjeta momente qetesie te madhe

in the confidence that my surgeon embodied.

fale sigurise qe kirurgu im tregonte.

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

Ku e gjeti ky tip gjithe kete siguri dhe guxim?

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

Kur ia bera kete pyetje, ai me tha tre gjera.

He said first, his curiosity drove him

Tha se se pari, kurioziteti e kishte nxitur

to ask hard questions about the procedure,

te bente pyetje te veshtira ne lidhje me proceduren,

about what worked and what didn't work.

mbi ate qe mund te funksiononte ose jo.

Second, he embraced, and didn't fear,

E dyta, se ai e pranonte, dhe nuk ia kishte friken,

the messy process of trial and error,

procesit te rremujshem te provave dhe gabimeve,

the inevitable process of trial and error.

procesin e pashmangshem te provave dhe gabimeve.

And third, through intense reflection,

Dhe e treta, duke reflektuar intensivisht,

he gathered the information that he needed

ai mblodhi gjithe informacionin qe i duhej

to design and revise the procedure,

per te vizatuar dhe azhornuar proceduren,

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

dhe me pas, pa iu dridhur dore, ai me shpetoi jeten.

Now I absorbed a lot from these words of wisdom,

Une perfitova shume prej ketyre fjaleve te mencura,

and before I went back into the classroom that fall,

dhe, ate vjeshte, para se te rikthehesha ne klase,

I wrote down three rules of my own

shkruajta tre rregulla te miat

that I bring to my lesson planning still today.

qe i sjell ne oren mesimore edhe sot e kesaj dite.

Rule number one: Curiosity comes first.

Rregulli numer nje: I pari vjen kurioziteti.

Questions can be windows to great instruction,

Pyetjet mund te hapin dritare mbi mesime te medha,

but not the other way around.

por e kunderta nuk eshte e vertete.

Rule number two: Embrace the mess.

Rregulli number dy: Prano rremujen.

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

Ne jemi te gjithe mesues. E dime te gjithe se te mesosh eshte e veshtire.

And just because the scientific method is allocated

Dhe, edhe pse metoda shkencore ndodhet

to page five of section 1.2 of chapter one

ne faqen 5 te seksionit 1.2 ne kapitullin e pare

of the one that we all skip, okay,

ate qe e kapercejme cdo here, gjithsesi

trial and error can still be an informal part

prova dhe gabimi mund te perbejne gjithnje anen informale

of what we do every single day

te asaj qe ne bejme cdo dite

at Sacred Heart Cathedral in room 206.

ne Sacred Heart Cathedral ne sallen 206.

And rule number three: Practice reflection.

Dhe rregulli number tre: Reflektoni.

What we do is important. It deserves our care,

Ajo qe bejme eshte e rendesishme. Meriton kujdesin tone,

but it also deserves our revision.

por meriton edhe te rishikohet.

Can we be the surgeons of our classrooms?

A mund te shnderrohemi ne kirurge te klasave tona?

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

Sikur ajo qe po bejme nje dite te mund te shpetonte jete.

Our students our worth it.

Nxenesit tane e meritojne kete.

And each case is different.

Dhe cdo rast eshte i vecante.

(Explosion)

(shperthim)

All right. Sorry.

Mire. Me falni.

The chemistry teacher in me just needed to get that

Mesuesi i kimise qe ndodhet brenda meje kishte nevoje

out of my system before we move on.

t'a nxirrte ate nga sistemi perpara se te vazhdojme me tej.

So these are my daughters.

Keto jane dy vajzat e mia.

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

Ajo qe shihni ne te djathte eshte Emmalou... jemi familje jugoresh.

And, on the left, Riley.

Dhe ne te majte eshte Riley.

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

Riley pas pak javesh do te behet vajze e rritur.

She's going to be four years old,

Do te mbushe kater vjec,

and anyone who knows a four-year-old

dhe te gjithe ata qe njohin ndonje kater-vjecar

knows that they love to ask, "Why?"

e dine se atyre u pelqen shume te pyesin "Pse?"

Yeah. Why.

Po pra. Pse.

I could teach this kid anything

Une mund t'i mesoj asaj gjithcka

because she is curious about everything.

sepse ajo eshte kurioze per gjithcka.

We all were at that age.

Ne te gjithe kemi qene kurioze ne ate moshe.

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

Por sfida e vertete u perket mesuesve te ardhshem te Rajlit,

the ones she has yet to meet.

qe ajo ende nuk i ka njohur.

How will they grow this curiosity?

Si do t'a ruajne ata kete kuriozitet?

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

Une do te thosha qe Rajli sherben si metafore per te gjithe femijet,

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

dhe une mendoj se braktisja e shkolles vjen ne forma te ndryshme...

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

nga nxenesit e viteve te fundit qe ikin para se viti te filloje

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

deri tek ajo karrigia bosh ne fund te klases se nje shkolle te mesme ne qytet.

But if we as educators leave behind

Por nese ne si edukatore leme menjane

this simple role as disseminators of content

rolin e thjeshte si shperndares njohurish

and embrace a new paradigm

dhe pranojme paradigmen e re

as cultivators of curiosity and inquiry,

si mbjelles se kuriozitetit dhe pyetjeve,

we just might bring a little bit more meaning

ndoshta do t'i japim me shume kuptim

to their school day, and spark their imagination.

shkolles se te sotshmes, dhe te ndezim imagjinaten e tyre.

Thank you very much.

Shume faleminderit.

(Applause)

(Duartrokitje)