CONNECTIONS
(1) Still Having the Sweet Taste of the Conference!, Zzippi Margalit, Israel
NETWORKING
(2) Scientific
Thinking Study Using TOC Tools, Part 2, Dr. Rami Kallir / Maya
Kallir, Israel
EDITORS’ NOTES
(3) Kay
Buckner-Seal, Cheryl A. Edwards
(1) Still Having the
Sweet Taste of the Conference!
From ZZippi Margalit, Tel Aviv, Israel
Hello
Friends,
After a
joyful and happy journey, Arale and I are finally back home, and I'm still
having the sweet taste of the conference!
I think that you will agree with me that, thanks to Kathy, it was a
really inspiring and overwhelming experience.
As I wrote to her, it influenced both my heart and my mind. Thanks to you all, I felt and still feel a
continuos sense of family, partnership and brotherhood.
And to
business:
(a) I attach here the address of the International Virtual Conference
for Teacher Educators, which will take place during February 2001. I'm sure that many of us can contribute to
the conference, so please hurry and send your proposals to the section:
"Integrating Theories of Management in Business, Industry and Politics
Into Education,” http://vcisrael.macam98.ac.il/
Let's put
TOC on the map!
(b) In referring to Gila's and Carlos' letters on using the Internet,
I think you will be interested in my ideas about using the net for team working
on TOC tools. One of these ideas, that
I'm very proud of, I presented in the conference: using the forum application
as a platform for identifying the obstacles and the intermediate goals in
teamwork and knowledge pooling without the need of appointments. This tool can be used of course not only in
education, but for business too. If you
wish to hear more about it, I would be happy to send more details.
Thanks,
Zzippi
NETWORKING
By
Dr. Rami Kallir / Maya Kallir, Israel
Summary Part
1— The field of scientific studies, which emphasizes the direct personal
experiences of students, is faced with a number of problems. One of them is the need to find an effective
way to explain to children the complex phenomenon, which happen right in front
of their eyes, in simple language. The
various TOC tools enable a lot of knowledge to be worded in condensed forms and
simultaneously make it possible for children to describe the experiences they
conduct in a very clear way. During the
last two years Dr. Rami Kallir and Maya Kallir have developed a program integrating
practical scientific activity and scientific thinking with the TOC thinking
tools. In last week’s TACTics, we
pubished Part 1 of this article which featured the structure of the lessons
using the tools. To read Part 1 of
Scientific Thinking Study Using TOC Tools, visit our website at http://www.tocforeducation.com/
and click on What’s New!
Part 2— Development of
an Understandable Logic Language: Samples of Contents Studied in this Manner
Lesson subject: THE CENTRIPETAL FORCE
Product: Preparing a “Flying Tray”
Background
story: A veteran
waiter in a small restaurant is getting old and his hands begin to shake. Consequently, he spills the liquid from the
dishes he serves and customers keep complaining. The owner is debating whether to fire him or not.
Injections suggested by the children:
IDEA |
NEGATIVE IMPLICATIONS |
Glue glasses to the tray |
How will he serve glass to customer? Does not prevent trembling & spilling. |
Cover glasses with a lid |
Existing glasses have no lids. Buying new ones
require financial expense. |
Freeze the drink and warm again at the
customer’s table |
No suitable equipment. Customers may not
appreciate this service. |
Put an absorbing pad under the glass and squeeze
liquids back into glass |
Not esthetic. May drive customers away. |
Make the waiter the manager/ give him another
job in the restaurant. |
Waiter is experienced and may be a flop in
another job. |
Install a small train with glasses to travel
between the tables |
Change the restaurant character. The waiter will
be fired anyway. |
Add another waiter for serving drinks. The
trembling waiter will only serve solids. |
Adding another waiter means extra wages. |
The three first ideas
relate to the way where the drinks can be “retained” in the glasses whilst the water
moves around. The solution suggested by the teacher also enables movement
without spilling the liquids.
Explanation- Why the water does not spill:
Lesson
Subject: HARD AND
SOFT WATER.
Product: Preparing Tub Salt.
Background
story: My sister
insists on maintaining a natural life style.
She eats natural food, when she is sick she prefers natural medicines,
and her hand laundry she does with a natural washing soap.
During a certain period of her life she lived in an area where the
water was hard (containing a high percentage of heavy metals). When she washed her laundry with a natural
soap, not only the simple stains remained on the clothes but also they were
coming out with a thin layer of dirt.
The explanation Father, the chemist, supplied was that the fatty acids
in the natural soap were getting tied to the heavy metals in the water and
created a precipitate. Detergent (a
non-natural soap) is not getting tied to these metals and so, if she will wash
her clothes that way the problem will be avoided.
Injections suggested by the children:
IDEA |
NEGATIVE IMPLICATIONS |
Take the heavy metal out of the water (use
purified water). |
My sister does not have the resources to buy or
make purified water. |
Add natural soap to the water, create
precipitate and clean the water. Then use soap again. |
Using a lot of soap. |
The solution suggested
by the teacher, using sodium bicarbonate, parallel in it’s logic to the kids
suggestions: to neutralize the heavy metals in the water.
Presenting
the solution in a logic branch:
EDITORS’ NOTES
(3) Kay Buckner-Seal, Cheryl
A. Edwards
Thank
you Dr. Rami Kallir and Dr. Maya Kallir for your contributions to TACTics.
Perhaps
it is a special quote, a pertinent announcement, or message you would like to
share… send your contributions by mail to:
Cheryl A. Edwards,
2253 S. Hill Island Rd., Cedarville, MI 49719, USA. Or send hyperlink to
<redwards@sault.com> or <bucknek@resa.net.