Transcript Overview of TOCfE - TOC for Education

Why TOC for Education?
TOC
Thinking for a CHANGE
An Overview of TOC for Education
Kathy Suerken, President TOC for Education
Why TOC for Education?
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Teacher
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Parent
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Grandparent
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Citizen
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Why TOC for Education?
What does education have to do with people….of all ages
and backgrounds?
Is there a common denominator?
Is there a pot of gold that all education
stakeholders desire?
A pot of GOAL such as…..
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People educated to be productive, responsible
and harmonious….
Now and in the future
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Why TOC for Education?
.
Theory of Constraints (TOC) is a methodology to logically
identify and overcome key limitations that prevent a
person, organization or system from achieving its goal.
TOC for Education
• Not for profit organization. (USA 501c3)
• Founded 1995 by Dr. Eli Goldratt (1947-2011),
creator of TOC
• To spread the logic-based thinking and communication
tools and common sense methodologies of TOC to all who
educate in order to leave behind a better world.
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Why TOC for Education?
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Over 250,000 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 ….
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21 Countries on 6 continents
Australia
Brazil
Colombia
Israel
Japan
Malaysia
Philippines
Poland
Singapore
Costa Rica
Mexico
South Africa
Ecuador
Indonesia
Netherlands
Peru
South Korea
Taiwan
Trinidad & Tobago United Kingdom United States
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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
Teaching Primary-- a learning resource publication
Israel
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A media based program for thinking development launched for young children
to think clearly and consider themselves as scientists who explore the ‘causeeffect’ relationships in daily situations.
Project is being carried out in cooperation between Israel’s Association
of TOC for Education and “Hop,” the Israel Channel for children aged 28, 3rd most watch channel and is in approximately 1.5
million homes.
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Some TOCfE highlights from around the world
Poland
Mazovian In Service Teacher Training Center (MSCDN) Partnership
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TOCfE training endorsed and sponsored by Mazovian In Service Teacher
Training Centre (MSCDN) which services 50,000 Polish teachers
“I think, I understand, I know” project sponsored by MSCDN to deliver
existing curriculum through TOC tools and methodology . 400 teachers
and over 6,000 students are involved in the training being conducted
2012-2014
“ I think these numbers are not only statistically significant but also point
to the fact that the TOC techniques being implemented in schools and
I think TOC will
come to stay for good in Polish education.”
preschools are bringing about expected results.
Karol Semik, Director of Mazovian Department of Education
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Plock City Project, “School of My Dreams,’ designed by high
school students using TOC thinking tools,--and voted on by citizen- awarded 100,000 grant to create an outdoor learning laboratory
based on Greek model. Completed May 2014.
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Peru
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Over 600 Peruvian Teachers attend 12th TOCfE International
Conference in Lima
2013 initiative, “TOCfE Changes My School Practice, “ to train
238 teachers in the cities of Lima, Ica and Huancayo, and 1075
high school students of 3rd, 4th and 5th grade in Lima receives
Goldratt Foundation Grant
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)
Elementary and Secondary Teachers: 2-10 in each of 143) schools trained as
TOCfE facilitator-mentors
A school-based TOCfE initiative awarded 4th Place in the
Division Level 2012 Search for Effective and Efficient Program to
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Reduce Dropout Rate and Increase Performance
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Some TOCfE highlights from around the world
Japan
Training Workshop Tokyo August 2012
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I found that my kids think more logically than I realized
I will use the tools and materials to train all the company staff
So useful! It’s a culture shock!
Kyoto University Professor – Vice chairman of MBA program committee decided
to incorporate this body of knowledge as basis of their MBA course)
5 companies ordered “TOC Learning Connection textbooks to train company
staff
Local communities (Tokyo, Osaka) conduct monthly study sessions
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Curriculum delivery
Counseling/ bullying
School governance
Dyslexia
Parent groups
Sports teams
Juvenile Justice
Peer Mediation
Learning disabilities
Citizen Groups
Dental School
Alcohol and drug counseling
Children who have been abused
Young children who have not yet learned to read and write
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PhD Dissertations
Israel (2)
Philippines (2)
Poland (2)
United States (2)
Master’s Theses
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Philippines (2)
United Kingdom
Mexico
Many more underway. To view a
selection of TOCfE research presentations:
www.tocforeducation.com/research.html
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Why TOC for Education?
Why has TOC for Education
continued to succeed…
more and more?
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Why TOC for Education?
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?
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The improvement toward which we strive…..
People educated to be productive,
responsible and harmonious….
Now and in the future
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What to Change?
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Some common problems in education:
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
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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 meet the learning and
behavior needs of all their students
Fixing these problems requires a lot of intervention
in and out of the classroom…and is
very stressful
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What to Change?
What do you think?
Does the existence of these problems prevent many
children from being productive and responsible now
and in the future?
Do you think these same problems exist in
other countries?
These problems exist
worldwide!
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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?
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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 worthy goals
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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?
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How to Cause the Change:
TOC Thinking TOOLS
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Simple….breaks seemingly complex problems down into
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Graphically structured … provides visual framework to
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Practical….enables the underlying theory to yield practical
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Activates prior knowledge…enables learner to scaffold
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Socratic…provides questions that enables the learner to
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Non exclusive….works with all ages, abilities and cultures
simple, clear and focused analysis. Does the method focus on
what’s most important and help to eliminate complicated and
confusing information?
enhance understanding and memory
outcomes
prior knowledge and experience to new knowledge
discover and take ownership of answers
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to
CAUSE THE CHANGE
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How to Cause the Change
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
OBJECTIVE
WANT
Side 1
Side 2
NEED
WANT
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How to Cause the Change
Written by Joel and Alex when 9 yrs old
from Singapore
NEED
OBJECTIVE
Play
happily
together
WANT
Joel calls
Alex names
Have fun
NEED
To be
respected
Side 1
Side 2
WANT
Alex doesn’t want
to be called names.
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How to Cause the Change
I’m a student assistance coordinator at a large high school where we were
experiencing problems with seniors who were hazing freshmen or other
new students. By hazing I mean they were trying to make them do
ridiculous, humiliating or even painful things.
This cloud came from a group intervention I did with about 20 senior girls
on hazing. I explained the concept of the cloud to the students, had them
raise assumptions on only one side of the cloud and then identify
solutions. Here is one example. It took about 30 minutes to get to
solutions.
Prepared for
my future
© TOC for Education, Inc. 2014
Authority/
power
Haze other
students
Safety
Don’t haze
other students
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How to Cause the Change
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The students made assumptions between their wants and needs
such as: It makes me look important; it happened to me; we are
seniors and need to show our authority; it is a tradition.
As they went through this process, they came up with alternative
ways to meet needs: “As seniors, we already have seniority. We
could introduce ourselves to the freshmen and help them find
there way around the campus. We should be the people they
look up to admire, not run away from.
The result of this intervention? We did not experience any more
hazing on our campus in the two school years since this
intervention took place using the cloud. What a powerful tool to
get students to really understand why they are doing something,
what effect their actions have on others and to find alternative
ways to meet their needs.
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How to Cause the Change
The TOC tools work at all developmental levels of students, even those
who do not yet have well developed literacy skills as noted in this
pictorial application of the cloud by a kindergartner in Israel.
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How to Cause the Change
The Cloud thinking tool can be used to
analyze existing curriculum.
Any meaningful action, decision or conflict in content can be
analyzed using 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 courtesy of Linda Trapnell
Clear conscience;
not do
something wrong
Survive
Don’t be
a pickpocket
Side 1
Side 2
Get money
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Be
a pickpocket
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Solving Oliver’s Dilemma
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The students were asked: In order to get money, why must
Oliver be a pickpocket?
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They answered: Oliver must think the only way to get
money is to steal!
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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
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How to Cause the Change
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.
Example courtesy of Khaw Choon Ean
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How to Cause the Change?
The Logic Branch provides a framework for analysis
Let’s consider two types of frameworks
Consider each fact
separately and
independent of the
others
Use cause and effect logic to find
relationships between the facts so
that you can remember them
more easily
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How to Cause the Change
The Logic Branch to analyze a science lesson
Written by 5th
grade class in
Israel
Example courtesy of
David Vezler
The water
pollutes the
environme
nt
The quality of human life is damaged
People become
sick and their
health is
damaged
The water
causes
diseases
and death
The filthy
water harms
the animals
and the
plants
Filthy
water flows
on the
ground
surface
The filthy
water
spreads
bad smell
Filthy water contains
harmful components,
microbes and
pollution
The filthy
water harms
the animals
and the
plants
People
drink the
under
ground
water
Some of the
filthy water
trickles in
the ground
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Analysis of
history lesson by
8th grade student
in Maryland,
USA
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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
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How to Cause the Change
Logic Branch, using pictures, written by Polish pre-K students
working with Dorota Kaminska, Mazovian In-Service Teacher
Training Centre, to logically retell story of Little Red Riding
Hood
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Application of the LOGIC BRANCH
to Behavior
Rather than tell me what to do and what not to do,
lead me to discover the consequences of my actions/ideas.
The branch is used to understand
cause-effect links between actions
and consequences, make predictions,
and create new and better solutions.
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How to Cause the Change
“A 7th grade student had been making
noises in another teacher’s class. She
asked me to help. I used the TOC
process to enable this student to think
for himself the cause/effect results of his
actions.
Although I did the initial writing of his
words, at one point I had to leave and
attend to my own class (obvious in the
graphic). Nevertheless, this normally
very disruptive student picked up the
pencil — and responsibility — and
continued in his own words/graphics.”
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RESULTS
Furious
Fail class
Although he had been
sent to the principal’s
office 40 times in the
previous 6 weeks by this
teacher, after this
experience with TOC, he
completed the year (next
6 months) without a
repeat offense with this
teacher.
I get an F
Don’t do
assignment
Teacher
gets mad
Another
student gets
mad
© TOC for Education, Inc. 2014
Don’t listen
I get mad
I make noises in class
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How to Cause the Change
Logic Branch as hopscotch game on playground
Primary School, Perak, Malaysia
EAT
MEDICINE
TO
HOSPITAL
FALL
DOWN
TABLE’S
LEGS BREAK
LIKES TO
CLIMB TABLE
Example courtesy of Khaw Choon Ean
How to Cause the Change
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How to Cause the Change
• Used by teachers and students to achieve mutual goals
• Used by students to analyze curriculum
• Used by students to achieve personal goals
• Used by educational staff to achieve management goals
AMBITIOUS TARGET
OBSTACLES
OBJECTIVES
PLAN
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How to Cause the Change
The Ambitious Target Tree
Target:
Raise Reading Test Scores
OBSTACLES
OBJECTIVES
PLAN
1.
The test is too
long.
1.
Make it shorter.
1.
Use a pencil to divide
passages into smaller
parts.
2.
2.
I get stuck and can’t Have reminders in
remember the 1st
the margins.
paragraph.
2.
Summarize after each
section/under-line.
3.
3.
All the answers look Know the
the same.
differences between
choices.
3.
Underline key
differences in possible
choices.
Part of a strategic plan written by 7th grade English class of Belinda Small,
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USA
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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.
• Best of all: THEY USED IT !
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“At our school we used TOC tools with very
problematic groups of students to change their
attitudes. In one case, we worked with a group on
the Ambitious Target of being the best students.
When the students wrote their obstacles, they
blamed others, but when they thought of ways to
overcome their obstacles they took the
responsibility for the solution.”
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How to Cause the Change
Be the best students
OBSTACLES
OBJECTIVES
Grumpy teachers
We listen to teachers
Lazy students
We are prepared for class
We don’t study
We study continually
Missed classes
We attend school regularly
We talk in class
We listen to our teachers
We bother classmates
We respect each other in
class
We get to class late
We are on time for class
We do not participate
We gladly participate
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How to Cause the Change
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 can see
they are growing up because they are using the TOC
tools to think through their problems.”
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The Ambitious Target tool to analyze
curriculum
Target:
A prosperous civilization in the
land between the rivers.
OBSTACLES
OBJECTIVES
PLAN
1. The river floods and
there is no way to know
when.
1. We are protected
against unexpected
floods.
1. We irrigate the fields
by building network of
canals and dikes.
2. There can be
summer droughts.
2. We have enough
water and food.
2. We get water from
the river. We keep extra
supply of food.
3. We don’t have all the 3. We have access to
resources needed for a
the resources we need
wealthy civilization.
to have a prosperous
civilization.
3. We trade with other
communities.
4. Neighboring people
are not friendly.
4. We establish an army.
We build strongholds.
4. We protect our
security.
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How to Cause the Change
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
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Tools that educate people to become
responsible and productive now
and in the future.
Productive and Responsible People
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Why TOC for Education?
“ TOC is simple enough to be used by kindergarteners…
Alderman Pounder Infant and Nursery School, United Kingdom
Example courtesy of Linda Trapnell
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Why TOC for Education?
“ 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… even those with a tougher set of
obstacles…
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…..a case study from Kathy Suerken
When listening to a group of 15-18 year old juvenile
offenders explain how they ended up in jail, I noted that
their explanations were written in the language of
blame. Because nobody likes to feel they are a bad
person, it is common practice for us to justify our actions
by deflecting the blame elsewhere. Therefore, we allow
ourselves to think we are just responding to someone
else’s mistake/ bad behavior.
But what about taking responsibility for changing our
reality to include our ‘mode of operation’? I worked with
three groups that day using the Ambitious Target tool—
never more than 60 minutes per group. The following
example was typical for each group as the TOC tool
enabled THEM to hold themselves accountable…
WITH DIGNITY.
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Ambitious Target
GOOD LIFE
OBSTACLE
INTERMEDIATE OBJECTIVE
1. Jealous people
2. Prejudiced people.
3. Criticism.
4. My past.
5. Ignorance.
6. MYSELF
7. Lack of self esteem.
8. Lack of confidence.
Class of Juvenile Offenders, Juvenile Detention Camp, California, USA
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Ambitious Target
GOOD LIFE
OBSTACLE
INTERMEDIATE OBJECTIVE
1. Jealous people
2. 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
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Ambitious Target
GOOD LIFE
OBSTACLE
INTERMEDIATE OBJECTIVE
1. 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 gangs
6. 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. 2009
© TOC for Education, Inc. 2014
All rights reserved
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Why TOC for Education?
.
Written by a Juvenile
Offender at a Juvenile
Detention Center in
California
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Why TOC for Education?
.
Written by a Juvenile
Offender at a Juvenile
Detention Center in
California
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TOC for Education, Inc.
Dr. Eliyahu M. Goldratt,
Founder
"To mak e t he wish co me true..."
Mission Statement
Through the synergy of the TOC tools and visionary
educators worldwide,
TOC for Education will improve
significantly the education of children by enabling them to
think and communicate effectively.
Working together
toward shared goals, TOC for Education and all who
champion children will leave behind a better world.