3 rules to spark learning | Ramsey Musallam

Translator: Joseph Geni Reviewer: Morton Bast

Prevodilac: Mile Živković Lektor: Dejan Vicai

I teach chemistry.

Predajem hemiju.

(Explosion)

(Eksplozija)

All right, all right.

U redu, u redu.

So more than just explosions,

Hemija je više od eksplozija,

chemistry is everywhere.

nalazi se svuda.

Have you ever found yourself at a restaurant spacing out

Da li ste ikad zatekli sebe kako u restoranu zamišljeno

just doing this over and over?

samo ponavljate ovo?

Some people nodding yes.

Neki ljudi klimaju glavom.

Recently, I showed this to my students,

Skoro sam pokazao ovo svojim učenicima,

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

i samo sam ih pitao da pokušaju da objasne zašto se to desilo.

The questions and conversations that followed

Pitanja i razgovori nakon toga

were fascinating.

bili su fascinantni.

Check out this video that Maddie

Pogledajte ovaj video koji mi je poslala

from my period three class sent me that evening.

Medi sa trećeg časa, te večeri.

(Clang) (Laughs)

(Jeka) (Smeh)

Now obviously, as Maddie's chemistry teacher,

Kao Medin nastavnik hemije, očigledno je

I love that she went home and continued to geek out

da me je oduševilo što je otišla kući i nastavila da istražuje

about this kind of ridiculous demonstration

o ovoj neverovatnoj demonstraciji

that we did in class.

koju smo imali na času.

But what fascinated me more is that Maddie's curiosity

Ali još više me je fasciniralo to da je Medina radoznalost

took her to a new level.

odvela nju na novi nivo.

If you look inside that beaker,

Ako pogledate unutar tog pehara,

you might see a candle.

videćete sveću.

Maddie's using temperature to extend this phenomenon

Medi koristi temperaturu da ovaj fenomen pogura

to a new scenario.

do novog scenarija.

You know, questions and curiosity like Maddie's

Pitanja i radoznalost poput Medine

are magnets that draw us towards our teachers,

su magneti koji nas vuku prema našim nastavnicima

and they transcend all technology

i oni prelaze granice svake tehnologije

or buzzwords in education.

ili krilatice u obrazovanju.

But if we place these technologies before student inquiry,

Ali ako te tehnologije stavimo ispred pitanja učenika,

we can be robbing ourselves

možda ćemo ostati

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 primer, prebacivanje dosadne lekcije iz učionice

to the screen of a mobile device

na ekran mobilnog uređaja

might save instructional time,

možda će vam sačuvati nastavno vreme,

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

ali ako je u središtu učenikovog iskustva,

it's the same dehumanizing chatter

to je isto neljudsko ćaskanje,

just wrapped up in fancy clothing.

samo umotano u kitnjasto pakovanje.

But if instead we have the guts

Ali ako umesto toga imamo hrabrosti

to confuse our students, perplex them,

da zbunimo svoje učenike, stavimo ih u rebus

and evoke real questions,

i izazovemo prava pitanja,

through those questions, we as teachers have information

kroz ta pitanja, mi kao nastavnici imamo informacije

that we can use to tailor robust

sa kojima možemo napraviti robusne

and informed methods of blended instruction.

i informativne metode kombinovane nastave.

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

Ako sklonimo na stranu moderne fensi izraze 21. veka,

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

istina je da predajem već 13 godina

and it took a life-threatening situation

i morala je da se desi situacija opasna po život

to snap me out of 10 years of pseudo-teaching

da me probudi iz 10 godina kvazi-predavanja

and help me realize that student questions

i pomogne mi da shvatim da su pitanja učenika

are the seeds of real learning,

koren pravog učenja,

not some scripted curriculum

a ne napisan nastavni plan

that gave them tidbits of random information.

koji im daje komadiće nasumičnih informacija.

In May of 2010, at 35 years old,

U maju 2010., sa 35 godina,

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

sa dvogodišnjim detetom kod kuće i drugim detetom 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

Došlo je do operacije na otvorenom srcu. Ovo je pravi imejl

from my doctor right there.

od mog doktora.

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

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

absolutely freaked out, okay?

potpuno poludeo.

But I found surprising moments of comfort

Ali me je neverovatno utešilo

in the confidence that my surgeon embodied.

samopouzdanje mog hirurga.

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

Odakle mu to samopouzdanje, ta odvažnost?

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

Kada sam ga pitao, rekao mi je tri stvari.

He said first, his curiosity drove him

Prvo je rekao da ga je znatiželja vodila

to ask hard questions about the procedure,

da postavlja teška pitanja o proceduri,

about what worked and what didn't work.

o tome šta jeste, a šta nije funkcionisalo.

Second, he embraced, and didn't fear,

Drugo, prihvatio je i nije se plašio

the messy process of trial and error,

zbrkanog procesa pokušaja i grešenja,

the inevitable process of trial and error.

tog neizbežnog procesa.

And third, through intense reflection,

I treće, kroz intenzivno razmišljanje,

he gathered the information that he needed

skupio je potrebne informacije

to design and revise the procedure,

da smisli i preradi proceduru,

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

i onda je čvrstom rukom spasio moj život.

Now I absorbed a lot from these words of wisdom,

Upio sam dosta toga iz ovih mudrih reči

and before I went back into the classroom that fall,

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

I wrote down three rules of my own

napisao sam tri svoja pravila

that I bring to my lesson planning still today.

koja svaki dan stavljam u planiranje nastave.

Rule number one: Curiosity comes first.

Prvo pravilo: znatiželja je na prvom mestu.

Questions can be windows to great instruction,

Pitanja mogu biti prozori do sjajne nastave,

but not the other way around.

ali nikako obrnuto.

Rule number two: Embrace the mess.

Pravilo dva: prihvati zbrku.

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 naučni metod određen

to page five of section 1.2 of chapter one

za stranu pet odeljka 1.2 prvog poglavlja,

of the one that we all skip, okay,

kojeg uvek preskačemo,

trial and error can still be an informal part

pokušaji i greške još uvek mogu biti informalni deo

of what we do every single day

onoga što svaki dan radimo

at Sacred Heart Cathedral in room 206.

u Katedrali svetog srca u prostoriji 206.

And rule number three: Practice reflection.

Pravilo tri: vežbajte razmišljanje.

What we do is important. It deserves our care,

Radimo bitnu stvar. Ona zaslužuje našu pažnju,

but it also deserves our revision.

ali i razmatranje.

Can we be the surgeons of our classrooms?

Možemo li mi biti hirurzi u učionicama?

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

Kao da će ono što radimo jednog dana spašavati živote.

Our students our worth it.

Naši učenici su vredni toga.

And each case is different.

I svaki slučaj je drugačiji.

(Explosion)

(Eksplozija)

All right. Sorry.

U redu. Izvinite.

The chemistry teacher in me just needed to get that

Moj unutrašnji nastavnik hemije je morao

out of my system before we move on.

da izbaci to iz sebe pre nego što nastavimo.

So these are my daughters.

Ovo su moje ćerke.

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

S desne strane je mala Emalu - mi smo južnjačka porodica.

And, on the left, Riley.

A sa leve je Rajli.

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

Rajli će za nekoliko nedelja biti velika devojčica.

She's going to be four years old,

Imaće četiri godine

and anyone who knows a four-year-old

i svako ko poznaje dete tih godina

knows that they love to ask, "Why?"

zna da oni vole da pitaju: "Zašto?"

Yeah. Why.

Da. Zašto.

I could teach this kid anything

Ovo dete mogu da naučim bilo čemu

because she is curious about everything.

jer je sve interesuje.

We all were at that age.

Svi smo bili u tom dobu.

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

Ali izazov je za Rajline buduće nastavnike,

the ones she has yet to meet.

one koje tek treba da upozna.

How will they grow this curiosity?

Kako će negovati tu radoznalost?

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

Rekao bih da je Rajli metafora za svu decu

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 pre početka godine

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

do praznog stola u pozadini učionice urbane osnovne škole.

But if we as educators leave behind

Ali ako mi kao nastavnici napustimo

this simple role as disseminators of content

ovu jednostavnu ulogu distributera znanja

and embrace a new paradigm

i usvojimo novu paradigmu

as cultivators of curiosity and inquiry,

kao kultivatori radoznalosti i ljubopitljivosti,

we just might bring a little bit more meaning

možda doprinesemo sa malo više značenja

to their school day, and spark their imagination.

njihovom školskom danu, i pokrenemo njihovu maštu.

Thank you very much.

Hvala vam puno.

(Applause)

(Aplauz)