쉐도잉 연습: 3 rules to spark learning | Ramsey Musallam - YouTube로 영어 말하기 배우기

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Translator: Joseph Geni Reviewer: Morton Bast I teach chemistry.
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Translator: Joseph Geni Reviewer: Morton Bast I teach chemistry.
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(Explosion) All right, all right.
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So more than just explosions, chemistry is everywhere.
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Have you ever found yourself at a restaurant spacing out just doing this over and over?
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Some people nodding yes.
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Recently, I showed this to my students, and I just asked them to try and explain why it happened.
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The questions and conversations that followed were fascinating.
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Check out this video that Maddie from my period three class sent me that evening.
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(Clang) (Laughs) 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.
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But what fascinated me more is that Maddie's curiosity took her to a new level.
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If you look inside that beaker, you might see a candle.
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Maddie's using temperature to extend this phenomenon to a new scenario.
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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.
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But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students' questions.
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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 clothing.
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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.
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So, 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.
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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.
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This led to open-heart surgery. This is the actual real email from my doctor right there.
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Now, when I got this, I was -- press Caps Lock -- absolutely freaked out, okay?
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But I found surprising moments of comfort in the confidence that my surgeon embodied.
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Where did this guy get this confidence, the audacity of it?
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So when I asked him, he told me three things.
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He said first, his curiosity drove him to ask hard questions about the procedure, about what worked and what didn't work.
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Second, he embraced, and didn't fear, the messy process of trial and error, the inevitable process of trial and error.
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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.
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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.
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Rule number one: Curiosity comes first.
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Questions can be windows to great instruction, but not the other way around.
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Rule number two: Embrace the mess.
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We're all teachers. We know learning is ugly.
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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.
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And rule number three: Practice reflection.
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What we do is important. It deserves our care, but it also deserves our revision.
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Can we be the surgeons of our classrooms?
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As if what we are doing one day will save lives.
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Our students our worth it.
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And each case is different.
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(Explosion) All right. Sorry.
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The chemistry teacher in me just needed to get that out of my system before we move on.
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So these are my daughters.
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On the right we have little Emmalou -- Southern family.
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And, on the left, Riley.
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Now Riley's going to be a big girl in a couple weeks here.
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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.
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I could teach this kid anything because she is curious about everything.
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We all were at that age.
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But the challenge is really for Riley's future teachers, the ones she has yet to meet.
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How will they grow this curiosity?
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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's even begun or that empty desk in the back of an urban middle school's classroom.
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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.
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Thank you very much.
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(Applause)

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이 수업에 대하여

이번 수업에서는 배우기 위한 세 가지 규칙에 대해 알아보겠습니다. 우리가 질문을 통해 배움이 시작된다는 것을 발견하고, 즉흥적인 학습 과정이 중요한 이유를 탐구하며, 우리가 어떻게 우리의 경험을 되돌아보며 발전할 수 있는지를 연습하게 됩니다. 이 수업은 유튜브 영어 공부를 통해 자연스럽게 새로운 표현과 발음을 익히고, 더욱 능숙한 영어 사용자가 되는 데 도움을 줄 것입니다.

주요 어휘 및 구문

  • 호기심 (Curiosity) - 새로운 것을 배우고자 하는 강한 욕망.
  • 질문 (Questions) - 학습의 시작점이자 중요한 도구.
  • 시도와 오류 (Trial and Error) - 경험을 통해 배우는 과정.
  • 반성 (Reflection) - 자신의 경험에 대해 되돌아보는 행동.
  • 혼란 (Confusion) - 질문을 유도하는 중요한 요소.
  • 제한 (Limitations) - 우리가 이해하는 데 있어 장애가 될 수 있는 요소.
  • 혁신 (Innovation) - 기존 방법을 개선하거나 새롭게 만드는 과정.
  • 교훈 (Lessons) - 경험을 통해 얻는 지식.

연습 팁

이 영상의 속도와 톤을 감안할 때, shadowing 연습을 위해 반복해서 듣는 것이 중요합니다. 처음에는 전반적인 내용을 이해한 후, 각 문장을 따라 말하면서 영어 발음 교정을 시도하세요. 발음을 맞추는 데 어려움이 있다면, 주의 깊게 들으면서 음성을 따라 해보세요. shadow speech 기법을 사용하면 더욱 효과적입니다. 각 문장을 느리게 소리 내어 읽은 후, 그 속도로 따라 해보세요. 영어 쉐도잉을 활용하여 자신의 발음과 억양이 유사한지 확인해보세요. 유튜브 영어 공부는 이처럼 직접적으로 연습해볼 수 있는 좋은 플랫폼입니다.

쉐도잉이란? 영어 실력을 빠르게 키우는 과학적 방법

쉐도잉(Shadowing)은 원래 전문 통역사 훈련을 위해 개발된 언어 학습 기법으로, 다언어 학자인 Dr. Alexander Arguelles에 의해 대중화된 방법입니다. 핵심 원리는 간단하지만 매우 강력합니다: 원어민의 영어를 들으면서 1~2초의 짧은 지연으로 즉시 소리 내어 따라 말하는 것——마치 '그림자(shadow)'처럼 화자를 따라가는 것입니다. 문법 공부나 수동적인 청취와 달리, 쉐도잉은 뇌와 입 근육이 동시에 실시간으로 영어를 처리하고 재현하도록 훈련합니다. 연구에 따르면 이 방법은 발음 정확도, 억양, 리듬, 연음, 청취력, 말하기 유창성을 크게 향상시킵니다. IELTS 스피킹 준비와 자연스러운 영어 소통을 원하는 분들에게 특히 효과적입니다.

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