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    3 Rules To Spark Learning

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    Lucia Tent Cantó
    The document summarizes a TED Talk about three rules for effective teaching: 1) Put curiosity first by asking questions that spark student inquiry, 2) Embrace trial and error in the learning process, and 3) Practice reflection to continuously improve teaching methods. It provides examples of how the speaker applied these rules after being inspired by his surgeon, including encouraging his student Maddie's curiosity which led her to experiment at home. The talk argues that teachers should cultivate student curiosity rather than just disseminating content.

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    3 Rules To Spark Learning

    Uploaded by

    Lucia Tent Cantó
    18 views2 pages
    The document summarizes a TED Talk about three rules for effective teaching: 1) Put curiosity first by asking questions that spark student inquiry, 2) Embrace trial and error in the learning process, and 3) Practice reflection to continuously improve teaching methods. It provides examples of how the speaker applied these rules after being inspired by his surgeon, including encouraging his student Maddie's curiosity which led her to experiment at home. The talk argues that teachers should cultivate student curiosity rather than just disseminating content.

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    3 Rules to Spark Learning

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    The document summarizes a TED Talk about three rules for effective teaching: 1) Put curiosity first by asking questions that spark student inquiry, 2) Embrace trial and error in the learning process, and 3) Practice reflection to continuously improve teaching methods. It provides examples of how the speaker applied these rules after being inspired by his surgeon, including encouraging his student Maddie's curiosity which led her to experiment at home. The talk argues that teachers should cultivate student curiosity rather than just disseminating content.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    18 views2 pages

    3 Rules To Spark Learning

    Uploaded by

    Lucia Tent Cantó
    The document summarizes a TED Talk about three rules for effective teaching: 1) Put curiosity first by asking questions that spark student inquiry, 2) Embrace trial and error in the learning process, and 3) Practice reflection to continuously improve teaching methods. It provides examples of how the speaker applied these rules after being inspired by his surgeon, including encouraging his student Maddie's curiosity which led her to experiment at home. The talk argues that teachers should cultivate student curiosity rather than just disseminating content.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Tent Cantó, Lucia.

    There are three possible ways to do the following task:

    - as a viewing task, where you watch (with or without subtitles in English) and answer the questions as
    you go (Exercise 1),
    - as a reading comprehension task, where you read the script (provided below) in order to find answers to
    the questions (Exercise 2), or
    - as a combined viewing and reading activity, where you first try to answer as many questions as you can
    by watching the video, and then you read the script to check your answers and complete the task.

    3 Rules to Spark Learning


    Exercise 1. You are going to watch a TED TALK titled “3 Rules to Spark Learning,” by Ramsey Musallam. For
    each of the questions below, circle the best option, TRUE or FALSE based on the information presented in the
    talk.

    1. The speaker made a demonstration for his students and then explained why it happened. TRUE/FALSE
    2. He was amazed that one of his students continued to experiment at home. TRUE/FALSE
    3. The best tools a teacher can have are to do with technology. TRUE/FALSE
    4. Flipping is always more effective that teaching face to face. TRUE/FALSE
    5. For most of his career, the speaker has been a bad teacher. TRUE/FALSE
    6. When diagnosed with a serious health condition, he found comfort in his family. TRUE/FALSE
    7. Inspired by his surgeon, the speaker devised three rules for better teaching. TRUE/FALSE
    8. According to the speaker, instruction is not as important as curiosity. TRUE/FALSE
    9. The speaker could teach his four-year-old daughter anything because she is really smart. TRUE/FALSE
    10. Teachers’ main role is to transfer knowledge to students. TRUE/FALSE

    Exercise 2. Below is the script of the Talk. Underline the parts of the text where you may find the answers to the
    questions above. Rewrite the FALSE questions to make them TRUE.

    So more than just explosions, chemistry is everywhere. Have you ever found yourself at a restaurant spacing
    out just doing this over and over? Some people nodding yes. Recently, I showed this to my students,  and I just
    asked them to try and explain why it happened. The questions and conversations that followed  were
    fascinating. Check out this video that Maddie from my period three class sent me that evening. 

    Now obviously, as Maddie's chemistry teacher, I love that she went home and continued to geek out about this
    kind of ridiculous demonstration  that we did in class. But what fascinated me more is that Maddie's
    curiosity  took her to a new level. If you look inside that beaker, you might see a candle. Maddie's using
    temperature to extend this phenomenon to a new scenario. 

    You know, questions and curiosity like Maddie's are magnets that draw us towards our teachers,  and they
    transcend all technology  or buzzwords in education. But if we place these technologies before student
    inquiry, we can be robbing ourselves  of our greatest tool as teachers: our students' questions.  For example,
    flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time,  but
    if it is the focus of our students' experience, it's the same dehumanizing chatter just wrapped up in fancy
    Tent Cantó, Lucia.

    clothing. But if instead we have the guts to confuse our students, perplex them, and evoke real
    questions, through those questions, we as teachers have information that we can use to tailor robust  and
    informed methods of blended instruction. 

    21st-century lingo jargon mumbo jumbo aside, the truth is, I've been teaching for 13 years now, and it took a
    life-threatening situation to snap me out of 10 years of pseudo-teaching and help me realize that student
    questions are the seeds of real learning, not some scripted curriculum that gave them tidbits of random
    information. 

    In May of 2010, at 35 years old, with a two-year-old at home and my second child on the way, I was diagnosed
    with a large aneurysm at the base of my thoracic aorta. This led to open-heart surgery. This is the actual real
    email from my doctor right there. Now, when I got this, I was -- press Caps Lock -- absolutely freaked out,
    okay? But I found surprising moments of comfort in the confidence that my surgeon embodied. Where did this
    guy get this confidence, the audacity of it? 

    So when I asked him, he told me three things.  He said first, his curiosity drove him to ask hard questions about
    the procedure, about what worked and what didn't work. Second, he embraced, and didn't fear, the messy
    process of trial and error, the inevitable process of trial and error. And third, through intense reflection,  he
    gathered the information that he needed  to design and revise the procedure, and then, with a steady hand, he
    saved my life. 

    Now I absorbed a lot from these words of wisdom, and before I went back into the classroom that fall, I wrote
    down three rules of my own that I bring to my lesson planning still today. Rule number one: Curiosity comes
    first. Questions can be windows to great instruction, but not the other way around.  Rule number two: Embrace
    the mess. We're all teachers. We know learning is ugly. And just because the scientific method is allocated  to
    page five of section 1.2 of chapter one of the one that we all skip, okay, trial and error can still be an informal
    part of what we do every single day at Sacred Heart Cathedral in room 206. And rule number three: Practice
    reflection.  What we do is important. It deserves our care, but it also deserves our revision.  Can we be the
    surgeons of our classrooms? As if what we are doing one day will save lives. Our students our worth it. And
    each case is different. 

    All right. Sorry.  The chemistry teacher in me just needed to get that out of my system before we move on. 

    So these are my daughters. On the right we have little Emma Lou -- Southern family. And, on the left,
    Riley. Now Riley's going to be a big girl in a couple weeks here. She's going to be four years old, and anyone
    who knows a four-year-old  knows that they love to ask, "Why?" Yeah. Why. I could teach this kid
    anything  because she is curious about everything. We all were at that age. But the challenge is really for
    Riley's future teachers, the ones she has yet to meet. How will they grow this curiosity? 

    You see, I would argue that Riley is a metaphor for all kids, and I think dropping out of school comes in many
    different forms --  to the senior who's checked out before the year has even begun or that empty desk in the back
    of an urban middle school's classroom.  But if we as educators leave behind this simple role as disseminators of
    content and embrace a new paradigm as cultivators of curiosity and inquiry, we just might bring a little bit
    more meaning  to their school day, and spark their imagination. 

    Thank you very much. 

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