An Overview of TOC for Education
Kathy Suerken, President TOC for Education
Why TOC for Education? TOCTOC
Thinking for a CHANGE
Teacher
Parent
Grandparent
Citizen
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Why TOC for Education?
Is there a common denominator?
What does education have to do with people….of all ages and backgrounds?
Why TOC for Education?
Is there a pot of gold that all education stakeholders desire?
A pot of GOALGOAL such as…..
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People educated to be productive, responsible People educated to be productive, responsible and harmonious….and harmonious….
Now and in the futureNow and in the future
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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.
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.
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 ….
Why TOC for Education?
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Colombia
United Kingdom
Philippines
Mexico
Ecuador
Israel Malaysia Netherlands
Singapore South Africa Taiwan
Trinidad & Tobago United States
Brazil
South Korea
Peru
Poland
21 Countries on 6 continents
Japan
Costa RicaAustralia Indonesia
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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
A media based program for thinking development launched for young children to think clearly and consider themselves as scientists who explore the ‘cause-effect’ 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 2-8, 3rd most watch channel and is in approximately 1.5
million homes.
Some TOCfE highlights from around the world
Some TOCfE highlights from around the world
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PolandMazovian In Service Teacher Training Center (MSCDN) Partnership• 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 preschools are bringing about expected results. I think TOC will come to stay for good in Polish education.” Karol Semik, Director of Mazovian Department of Education
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.
Some TOCfE highlights from around the world
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Peru 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
PhilippinesIn 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 Reduce Dropout Rate and Increase Performance Rate 10© TOC for Education, Inc. 2014
JapanTraining Workshop Tokyo August 2012
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
Some TOCfE highlights from around the world
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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- 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 has TOC for Education continued to succeed…
more and more?
Why TOC for Education?
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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?
Why TOC for Education?
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People educated to be productive, People educated to be productive,
responsible and harmoniousresponsible and harmonious….….Now and in the futureNow and in the future
The improvement toward which we strive…..
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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
What to Change?
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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 is very stressfulstressful
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Does the existence of these problems prevent many children from being productive and responsible now and in the future?
What do you think?
Do you think these same problems exist in other countries?
These problems exist worldwide!
What to Change?
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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?22© TOC for Education, Inc. 2014
What if there were simple THINKING TOOLS that enable students at all levels to:
What to Change 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 simple, clear and focused analysis. Does the method focus on what’s most important and help to eliminate complicated and confusing information?
• 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, abilities and cultures 26© TOC for Education, Inc. 2014
to
CAUSE THE CHANGE
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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.
OBJECTIVEOBJECTIVE
NEEDNEED
NEEDNEED WANT
WANT
Side 1Side 2
How to Cause the Change
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Written by Joel and Alex when 9 yrs old
from Singapore
Play happily
together
Play happily
together
To berespected
To berespected
Have fun Have fun Joel calls Alex names
Alex doesn’t wantto be called names.
Side 1Side 2
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OBJECTIVE
NEED WANT
NEED WANT
How to Cause the Change
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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.
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How to Cause the Change
Prepared for my future
Authority/power
Safety
Haze other students
Don’t haze other students
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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
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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.
How to Cause the Change
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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.
SurviveSurvive
Get moneyGet money
Clear conscience;not do something wrong
Clear conscience;not do something wrong
Don’t be a pickpocket
Don’t be a pickpocket
Side 1Side 2
Be a pickpocket
Be a pickpocket
An example from Oliver Twist written with six year olds at Alderman Pounder Nursery School, England courtesy of Linda Trapnell
How to Cause the Change
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• 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 moneyGet money Be a pickpocket
Be a pickpocket
Solving Oliver’s Dilemma
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.
How to Cause the Change
Example courtesy of Khaw Choon Ean
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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
The Logic Branch provides a framework for analysis
Let’s consider two types of frameworks
How to Cause the Change?
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The Logic Branch to analyze a science lesson
The quality of human life is damaged
The water pollutes
the environme
nt
The water causes
diseases and death
The filthy water
spreads bad smell
People become sick
and their health is damaged
The filthy water
harms the animals and the plants
People drink the
underground
water
Some of the filthy
water trickles in
the ground
The filthy water
harms the animals and the plants
Filthy water contains harmful
components, microbes and
pollution
Filthy water flows on the ground surface
Written by 5th
grade class in Israel
Example courtesy of David Vezler
How to Cause the Change
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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 This is phenomenal because many of the students being served in this class were once self-contained special needs students who are reading class were once self-contained special needs students who are reading at or near a third or fourth grade reading level. 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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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
How to Cause the Change
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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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Application of the LOGIC BRANCH to Behavior
“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.”
How to Cause the Change
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I make noises in class
Another student gets
mad
Teacher gets mad
I get mad
Don’t listen
Don’t do assignment
I get an F
Fail class
Furious
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.
RESULTS
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LIKES TO CLIMB TABLE
TABLE’S LEGS BREAK
FALL DOWN
TO HOSPITAL
EAT MEDICINE
Logic Branch as hopscotch game on playground Primary School, Perak, Malaysia
Example courtesy of Khaw Choon Ean
How to Cause the Change
How to Cause the Change
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• 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
How to Cause the Change
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The Ambitious Target TreeTarget: Raise Reading Test ScoresOBSTACLES OBJECTIVES PLAN
1. The test is too long.
1. Make it shorter.
1. Use a pencil to divide passages into smaller parts.
2. I get stuck and can’t remember the 1st paragraph.
2. Have reminders in the margins.
2. Summarize after each section/under-line.
3. All the answers look the same.
3. Know the differences between choices.
3. Underline key differences in possible choices.
How to Cause the Change
Part of a strategic plan written by 7th grade English class of Belinda Small, USA49© TOC for Education, Inc. 2014
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 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.”
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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
How to Cause the Change
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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.”
How to Cause the Change
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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 resources needed for a wealthy civilization.
3. We have access to the resources we need to have a prosperous civilization.
3. We trade with other communities.
4. Neighboring people are not friendly.
4. We protect our security.
4. We establish an army. We build strongholds.
The Ambitious Target tool to analyze curriculum
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A set of THINKING TOOLS that enable students at all levels to:
How to Cause the Change
• 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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Productive and Responsible People
Tools that educate people to become responsible and productive now
and in the future.
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Alderman Pounder Infant and Nursery School, United KingdomExample courtesy of Linda Trapnell
Why TOC for Education?
“ TOC is simple enough to be used by kindergarteners…
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“ 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…
Why TOC for Education?
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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.
…..a case study from Kathy Suerken
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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 LIFEOBSTACLE 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 LIFEOBSTACLE 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
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Written by a Juvenile Offender at a Juvenile Detention Center in California
Why TOC for Education?
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Written by a Juvenile Offender at a Juvenile Detention Center in California
Why TOC for Education?
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TOC for Education, Inc."To make the wish come true..."
Dr. Eliyahu M. Goldratt, Founder
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.