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TOC for Education

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September 2010 Marketing Presentation by Kathy Suerken, President TOCfE

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TOC for Education

  1. 1. Thinking for a CHANGE • Pedagogy and Curriculum Delivery • Counseling and Mediation • School Governance Kathy Suerken, President TOC for Education © TOC for Education 2010
  2. 2. Theory of Constraints for Education . (TOCfE)• Not for profit organization• Founded 1995 by Dr. Eli Goldratt• To spread the logic-based thinking andcommunication tools and common sensemethodologies of TOC to all who educate in orderto leave behind a better world. © TOC for Education, Inc. 2010 All rights reserved 2
  3. 3. • Over 200,000 education stakeholders trained through TOCfE seminars and workshops impacting….• all with whom they interact in the workplace, home and especially• more than 8 million children• in …. © TOC for Education, Inc. 2010 All rights reserved 3
  4. 4. 21 Countries on 5 continentsBrazil Colombia Costa Rica Ecuador Israel MalaysiaMexico Netherlands Peru Philippines Poland RussiaSerbia Singapore South Africa South Korea Taiwan Trinidad & Tobago United Kingdom United States Venezuela © TOC for Education, Inc. 2010 All rights reserved 4
  5. 5. Some TOCfE highlights from around the world United Kingdom Articles published: Child Education – a monthly publication for primary school educators Times Educational Supplement - a weekly newspaper supplement for all educators Teaching Expertise ~ Primary Leadership Paper - the quarterly magazine of the National Association, Head Teachers Singapore TOC is being taught to prison inmates. “I would like to quote some of their feedback, “This is the best thing that happened to me in prison”, “If I had attended this course during my first sentence, I would not have come back to prison again”. “ Mr. Zainul Abidin Rasheed, Senior Minister of State, Ministry of Foreign Affairs © TOC for Education, Inc. 2010 All rights reserved 5
  6. 6. Malaysia• TOC thinking tools incorporated into curriculum materials to teach civics education• 35,000 year one teachers trained in 2000 Poland• TOCfE training endorsed and sponsored by Mazovian In Service Teacher Training Centre (MSCDN) which services 50,000 Polish teachers• University of Gdansk research statistically validates TOC as a methodology to create “positive influence on relation between children and their environment and to increase level of social adjustment because it enables children to solve problems in a mature way.” Conclusions of PhD thesis of: Dr. Edyta Sinacka-Kubik, University of Gdansk, Institute of Psychology © TOC for Education, Inc. 2010 All rights reserved 6
  7. 7. United States“Learning the Theory of Constraints can provide the TOOLS to bridge the gap between having „good‟ ideas and effectively making the improvements we envision.” Dr. Suzanne Klein, Superintendent of Schools, Grosse Pointe, Michigan“I will now work on cause and effect before I teach essay writing. This course has changed my entire way of teaching. I now see the process is the problem, not the student.” Beverly Brown, High School English Teacher, Ashland, Ohio“We did not experience any more harassment of new students by ourhigh school senior students in the two school years since this 30 minuteintervention took place using the TOC cloud.” Doug Roby, Counselor, South High School, Michigan © TOC for Education, Inc. 2010 All rights reserved 7
  8. 8. • 9,000 + principals, teachers, counselors and social workers trained• Universidad Nacional Project. In 2005, a youth TOC Peer Mediation Project was chosen as best project out Of 186 projects presented to the Mayor of Bogota and Universidad Nacional.They have sponsored the TOC training of 10,000 students and 100 mediators. Philippines In Quezon City (population 2.6 million) : Elementary Level Administrators • 95% are TOCFE-TRAINED (92 out of 97 principals) Secondary Level Administrators • 94% are TOCFE-TRAINED (44 out of 47 principals) “TOCfE tools are dynamic tools that enable one to accomplish goals, analyze problems, communicate clearly and become life long learners.” Dr. Victoria Fuentes, Superintendent of Schools © TOC for Education, Inc. 2010 All rights reserved 8
  9. 9. Why has TOC for Education continued to succeed… more and more? © TOC for Education, Inc. 2010 All rights reserved 9
  10. 10. The TOC methods to bring desired improvements are developed to answer three questions: What to Change? What to Change to? How to Cause the Change? © TOC for Education, Inc. 2010 All rights reserved 10
  11. 11. But first… what are we trying to achievethrough our improvement efforts? What is the target toward which we strive? What is our pot of ‘GOAL‟? © TOC for Education, Inc. 2010 All rights reserved 11
  12. 12. Educate Children to Become Responsible and Productive Now and in the Future Productive and Responsible People © TOC for Education, Inc. 2010 All rights reserved 12
  13. 13. Do we agree that, in spite of all our current best practices, this goal is still a very AMBITIOUS TARGET? WHY? © TOC for Education, Inc. 2010 13 All rights reserved 13
  14. 14. • There are negative influences and declining family and social values• Bullying and truancy is on the rise• Many students do not know how to effectively solve problems (especially conflicts)• Many students do not take responsibility for their actions• Many students memorize instead of analyze• Many students do not know how to interpret, question and evaluate information © TOC for Education, Inc. 2010 All rights reserved 14
  15. 15. • Learning is not seen as relevant to real life and many students are not able to apply what they learn• Competition and testing sometimes creates disharmony within classrooms and school systems• There are insufficient resources (especially time) available to educators to differentiate instruction within groups of students with very diverse prior knowledge and experience• Fixing these problems requires intervention outside the classroom, such as remediation, tutoring and counseling services. © TOC for Education, Inc. 2010 All rights reserved 15
  16. 16. What do you think?Does the existence of these problemsprevent children from being productiveand responsible now and in the future?Do you think these same problemsexist in other countries?Do these problems exist worldwide? © TOC for Education, Inc. 2010 All rights reserved 16
  17. 17.  Why is it that, in spite of dedicated educators and many best practices, we still have these problems? Is it because students are unable to prevent or fix these problems for themselves? Is it because educators lack the resources to do it for them? OR Is it because current best practices are not sufficiently robust? © TOC for Education, Inc. 2010 All rights reserved 17
  18. 18. What to Change to? What if there were simple THINKING TOOLS that enable students at all levels to:•Analyze, rather than just memorize, information• Apply the same process of analysis and clear, critical thinking to real life, everyday, problems• See what they learn and do as relevant to their everyday lives, thereby enhancing their motivation• Think through consequences of actions and ideas• Make reasoned judgments and decisions• Establish and create logical plans to achieve goals © TOC for Education, Inc. 2010 All rights reserved 18
  19. 19. What to Change to?And what if…..These tools could be used to teach existing curriculum and responsible, ethical decision making at the same time?Would such tools enhance educators existing resources,leaving them with more time for that which they consider most important and rewarding?If such tools actually existed, should we teach them to students? © TOC for Education, Inc. 2010 All rights reserved 19
  20. 20. TOC Thinking TOOLS © TOC for Education, Inc. 2010 All rights reserved 20
  21. 21. • Simple….breaks seemingly complex problems down into simple, clear and focused analysis• Graphically structured … provides visual framework to enhance understanding and memory• Practical….enables the underlying theory to yield practical outcomes• Activates prior knowledge…enables learner to scaffold prior knowledge and experience to new knowledge• Socratic…provides questions that enables the learner to discover and take ownership of answers• Non exclusive….works with all ages, cultures and political systems © TOC for Education, Inc. 2010 All rights reserved 21
  22. 22. toCAUSE THE CHANGE © TOC for Education, Inc. 2010 All rights reserved 22
  23. 23. The Cloud is a TOC thinking tool that analyzes the details of a conflict, meaningful action or decision in a concise and non provocative way. NEED WANTOBJECTIVE Side 1 Side 2 NEED WANT © TOC for Education, Inc. 2010 All rights reserved 23
  24. 24. Application to Name CallingJoel was teasing Alex and called him names. Alexgot so angry that he bit Joel and used badlanguage to try to make Joel stop. Joel told theteacher Alex had bitten him and they both got sentto the principals office.The principal used the cloud to enable Joel andAlex to solve their problem by themselves and in aresponsible way. © TOC for Education, Inc. 2010 All rights reserved 24
  25. 25. Written by Joel and Alex who are 9 yrs old and live in Singapore NEED WANT Have fun Joel calls GOAL Alex names Play happily Side 1 NEED WANTtogether Side 2 To be Alex doesn’t want respected to be called names. © TOC for Education, Inc. 2010 All rights reserved 25
  26. 26. Joel decided calling Alex names was not the only way to meet his need to have fun so as he could invite Alex to play games with him. The principal reports:“It was heartening to note how easily they got the hang of how touse the the Cloud template of wants, needs and a goal. Afterwriting that his need was to have fun and, in order to do, Joelwanted to called Alex names, Joel look at me sheepishly and saidthat it wasn‟t really true.When Joel thought through his reasons, his assumptions, hehimself saw that they did not stand up to scrutiny. In fact, he cameup with his own solutions to fix the problem.” Wong Siew Shan, Vice Principal, Singapore © TOC for Education, Inc. 2010 All rights reserved 26
  27. 27. The TOC tools work at all developmental levels of students, even thosewho do not yet have well developed literacy skills as noted in this pictorialapplication of the cloud by a kindergartner in Israel. © TOC for Education, Inc. 2010 All rights reserved 27
  28. 28. The Cloud thinking tool can be used to analyze existing curriculum.Any meaningful action, decision or conflict in content can be analyzedusing the cloud in a way that promotes the perception of relevance to the students‟ daily life. An example from Oliver Twist written with six year olds at Alderman Pounder Nursery School, England Clear conscience; Don’t be not do a pickpocket something wrong Survive Side 1 Side 2 Be Get money a pickpocket © TOC for Education, Inc. 2010 All rights reserved 28
  29. 29. Solving Oliver‟s Dilemma• The students were asked: In order to get money, why must Oliver be a pickpocket?• They answered: Oliver must think the only way to get money is to steal!• The students came up with other solutions: “I can do something else to earn money: clean windows, wash clothes, look after horses, or work in a shop!” Get money Be a pickpocket © TOC for Education, Inc. 2010 All rights reserved 29
  30. 30. Transfer of Learning to real life problems After learning the cloud in a curriculum lesson in class, this year- one Malaysian student went home and, on his own initiative, applied the tool to a conflict he was having with a sibling. © TOC for Education, Inc. 2010 All rights reserved 30
  31. 31. © TOC for Education, Inc. 2010 All rights reserved 31
  32. 32. The Logic Branch provides a framework for analysis Let‟s consider two types of frameworks Consider each fact Use cause and effect logic to find separately and relationships between the facts so independent of the that you can remember them more others easily © TOC for Education, Inc. 2010 All rights reserved 32
  33. 33. The Logic Branch to analyze a scienceWritten by 5th lessongrade class in The quality of human life is damaged Israel The water People become causes sick and their diseases health is and death damaged The filthy water The filthy spreads water harms bad smell The filthy the animals People drink The water water harms the under pollutes the and the plants the animals ground environment and the plants water Filthy water Filthy water contains Some of the flows on the harmful components, filthy water ground microbes and pollution trickles in surface the ground © TOC for Education, Inc. 2010 All rights reserved 33
  34. 34. Analysis ofhistory lesson by8th grade studentin Maryland,USA © TOC for Education, Inc. 2010 All rights reserved 34
  35. 35.  In World Studies, the TOC process has helped the students put an immense amount of facts and information into a logical and systematic order. From this, they are able to extract and apply information to writing prompts, group discussions, and expand their answers beyond basic recall. This is phenomenal because many of the students being served in this class were once self-contained special needs students who are reading at or near a third or fourth grade reading level. The TOC process has given them the ability to clearly understand how facts and information relate to other areas in history and it is has pushed them to another area of higher-order thinking. Jennifer G. Harris 8th grade Inclusion Teacher for World Studies Takoma Park Middle School © TOC for Education, Inc. 2010 All rights reserved 35
  36. 36. Application of the LOGIC BRANCH to behaviorRather than tell students to do and what not to do,lead them to discover the consequences of their actions and ideas so that they self-regulate their behaviors.The branch is used to understandcause-effect links between actionsand consequences, makepredictions, and create new and bettersolutions. © TOC for Education, Inc. 2010 All rights reserved 36
  37. 37. “A 7th grade student had been makingnoises in another teacher‟s class. Sheasked me to help. I used the TOCprocess to enable this student to think forhimself the cause/effect results of hisactions.Although I did the initial writing of hiswords, at one point I had to leave andattend to my own class (obvious in thegraphic). Nevertheless, this normally verydisruptive student picked up the pencil —and responsibility — and continued in hisown words/graphics.” © TOC for Education, Inc. 2010 All rights reserved 37
  38. 38. Furious RESULTS Fail classAlthough he had been I get an Fsent to the principal‟s Don’t do assignmentoffice 40 times in the Teacherprevious 6 weeks by this gets mad Don’t listenteacher, after this Another student gets I get mad madexperience with TOC, he I make noises in classcompleted the year (next6 months) without arepeat offense with thisteacher. © TOC for Education, Inc. 2010 All rights 38 reserved
  39. 39. © TOC for Education, Inc. 2010 All rights reserved 40
  40. 40. • Used by teachers and students to achieve mutual goals• Used by students to achieve personal goals• Used by educational staff to achieve management goals AMBITIOUS TARGET OBSTACLES OBJECTIVES PLAN © TOC for Education, Inc. 2010 All rights reserved 41
  41. 41. The Ambitious Target TreeTarget: Raise Reading Test ScoresOBSTACLES OBJECTIVES PLAN1. 1. 1.The test is too Make it shorter. Use a pencil tolong. divide passages into smaller parts.2. 2. 2.I get stuck and can‟t Have reminders in Summarize afterremember the 1st the margins. each section/under-paragraph. line.3. 3. 3.All the answers Know the Underline keylook the same. differences differences in between choices. possible choices. © TOC for Education, Inc. 2010 All rights reserved 42
  42. 42. How is this different? According to the teacher, Belinda Small, Florida, USA:• The STUDENTS think of the solutions.• The STUDENTS create the language.• The STUDENTS use THEIR logic.• The STUDENTS form the connections between the State Academic Standards.• The STUDENTS make the connections between the State Academic Standards and the State Standardized test questions. © TOC for Education, Inc. 2010 All rights reserved 43
  43. 43. “At our school we used TOC tools with veryproblematic groups of students to change theirattitudes. In one case, we worked with a group onthe Ambitious Target of being the best students.When the students wrote their obstacles, theyblamed others, but when they thought of ways toovercome their obstacles they took theresponsibility for the solution.” © TOC for Education, Inc. 2010 All rights reserved 44
  44. 44. Be the best students OBSTACLES OBJECTIVESGrumpy teachers We listen to teachersLazy students We are prepared for classWe don‟t study We study continuallyMissed classes We attend school regularlyWe talk in class We listen to our teachersWe bother classmates We respect each other in classWe get to class late We are on time for classWe do not participate We gladly participate © TOC for Education, Inc. 2010 All rights reserved 45
  45. 45. The teacher reports that the group has changed.“The students are learning to value themselves.The group was very much in conflict, but now I cansee they are growing up because they are using theTOC tools to think through their problems.” © TOC for Education, Inc. 2010 All rights reserved 46
  46. 46. The Ambitious Target tool to analyze curriculumTarget: A prosperous civilization in the land between the rivers. OBSTACLES OBJECTIVES PLAN1. The river floods 1. We are protected 1. We irrigate the fieldsand there is no way to against unexpected by building network ofknow when. floods. canals and dikes.2. There can be 2. We have enough 2. We get water fromsummer droughts. water and food. the river. We keep extra supply of food.3. We don’t have all 3. We have access to 3. We trade with otherthe resources needed the resources we need communities.for a wealthy to have a prosperouscivilization. civilization.4. Neighboring 4. We protect our 4. We establish anpeople are not security. army. We buildfriendly. strongholds. © TOC for Education, Inc. 2010 All rights reserved 47
  47. 47. What to Change to?A set of THINKING TOOLS that enable students at all levels to:• Effectively analyze, rather than memorize, information• Apply the same process of analysis and clear thinking to real life problems• See what they learn and do as relevant to their everyday lives, thereby enhancing their motivation• Think through consequences of actions and ideas• Make reasoned judgments and decisions• Set and create logical plans to achieve goals © TOC for Education, Inc. 2010 All rights reserved 48
  48. 48. Tools that educate children to become responsible and productive now and in the future. Productive and Responsible People © TOC for Education, Inc. 2010 All rights reserved 49
  49. 49. Alderman Pounder Infant and Nursery School United Kingdom © TOC for Education, Inc. 2010 All rights reserved 50
  50. 50. “ TOC is simple enough to be used by kindergarteners and profound enough to be used with CEO‟s” Denise Meyer, former Assistant Principal, Los Angeles Unified School District And… maybe even those with a tougher set of obstacles… © TOC for Education, Inc. 2010 All rights reserved 51
  51. 51. …..a case studyWhen listening to a group of 15-18 year old juvenileoffenders explain how they ended up in jail, I noted thattheir explanations were written in the language of blame.Because nobody likes to feel they are a bad person, it iscommon practice for us to justify our actions by deflectingthe blame elsewhere. Therefore, we tell ourselves we arejust responding to someone else‟s mistake/ bad behavior.But what about taking responsibility for changing our realityto include our „mode of operation‟? I worked with threegroups that day using the Ambitious Target tool—nevermore than 60 minutes per group. The following examplewas typical for each group as the TOC tool enabled THEMto hold themselves accountable… WITH DIGNITY. © TOC for Education, Inc. 2010 All rights reserved 52
  52. 52. Ambitious Target In Life Situations: GOOD LIFE OBSTACLE INTERMEDIATE OBJECTIVE1. Jealous people2. Prejudiced people.3. Criticism.4. My past.5. Ignorance.6. MYSELF7. Lack of self esteem.8. Lack of confidence.Class of Juvenile Offenders, Juvenile Detention Camp, California, USA © TOC for Education, Inc. 2010 All rights reserved 53
  53. 53. Ambitious Target In Life Situations: GOOD LIFE OBSTACLE INTERMEDIATE OBJECTIVE1. Jealous people2. Prejudiced people.3. Criticism.4. My past.5. Ignorance.6. MYSELF 6. I have to change myself.7. Lack of self esteem.8. Lack of confidence.Class of Juvenile Offenders, Juvenile Detention Camp, California, USA © TOC for Education, Inc. 2010 All rights reserved 54
  54. 54. Ambitious Target In Life Situations: GOOD LIFE OBSTACLE INTERMEDIATE OBJECTIVE1. Jealous people 1a. Ignore them. 1b. Focus on your goal.2. Prejudiced people. 2. Same as #1.3. Criticism. 3. Same as #1.4. My past. 4. Don‟t make the same mistakes.5. Ignorance. 5. Stop hanging around with gangs6. MYSELF 6. I have to change myself.7. Lack of self esteem. 7. Have faith in yourself.8. Lack of confidence. 8. Courage.Class of Juvenile Offenders, Juvenile Detention Camp, California, USA © TOC for Education, Inc. 2010 All rights reserved 55
  55. 55. Written by a Juvenile Offender at a Juvenile Detention Center in California © TOC for Education, Inc. 2010 All rights reserved 56
  56. 56. Written by a Juvenile Offender at a Juvenile Detention Center in California . © TOC for Education, Inc. 2010 All rights reserved 57
  57. 57. With the TOC tools and the synergy of ALLthose who champion a better world, I knowthat WE can and… WILL SUCCEED
  58. 58. Thinking for a CHANGE www.tocforeducation.com

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