An Overview of TOC for Education Kathy Suerken, President TOC for Education Why TOC for Education ? TOC TOC Thinking for a CHANGE

An Overview of TOC for Education

Kathy Suerken, President TOC for Education

Why TOC for Education? TOCTOC

Thinking for a CHANGE

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Teacher

Parent

Grandparent

Citizen

© TOC for Education, Inc. 2014 2

Why TOC for Education?

Is there a common denominator?

What does education have to do with people….of all ages and backgrounds?


Is there a pot of gold that all education stakeholders desire?

A pot of GOALGOAL such as…..

3© TOC for Education, Inc. 2014

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


.

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.



• 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 ….



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


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



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.



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



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


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


Why has TOC for Education continued to succeed…

more and more?



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?



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…..


• 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?


• 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


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?


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


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?


How to Cause the Change: TOC Thinking TOOLS


• 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


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


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

29

OBJECTIVE

NEED WANT

NEED WANT


© TOC for Education, Inc. 2014

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

Authority/power

Safety

Haze other students

Don’t haze other students

30

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.



31

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.



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




• 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.


Example courtesy of Khaw Choon Ean



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?


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



Analysis of history lesson by 8th grade student in Maryland, USA

39


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


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



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.


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.”



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


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




• 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



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.


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 !


“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.”


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



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.”



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


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


Productive and Responsible People

Tools that educate people to become responsible and productive now

and in the future.


Alderman Pounder Infant and Nursery School, United KingdomExample courtesy of Linda Trapnell


“ TOC is simple enough to be used by kindergarteners…


“ 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…



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


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


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.



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.


© TOC for Education, Inc. 2009 All rights reserved


.

Written by a Juvenile Offender at a Juvenile Detention Center in California



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Written by a Juvenile Offender at a Juvenile Detention Center in California



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.

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Documents

An Overview of TOC for Education Kathy Suerken, President TOC for Education Why TOC for Education ? TOC TOC Thinking for a CHANGE