TACTics Journal

A Publication for and by TOC for Education Practitioners

January 28, 2000

 

"To accomplish great things, we must not only act, but also dream; not only plan, but also believe."

 

Imagine a luxurious hotel in the midst of exciting downtown Monterrey (a mere $10 cab ride from the airport). So much is in walking distance that your family will be pleasantly entertained if they have come with you while you are TOCing.  Or maybe they will just relax at the hotel where accomodations are beautiful and amenities are plentiful (TOCFE group rates start at a reasonable $90/night).  You look excitedly over your schedule at the many special cultural events Alejandrina and Marina have planned to celebrate YOU coming to Mexico! 

 

Entering the hotel ballroom for the first day's events, you are thinking you can't wait to see them and all of your TOCFE friends. WOW!  You feel like you are at the United Nations--there are so many different cultures represented here!   It is hard to separate old friends from new ones--there are so many faces!   Is that why the ballroom is so large?  800 people are expected to attend the first day!   The plan to achieve that ambitious target is so good that the room may not be big enough (surely that's a positive, not a negative branch).  You correctly assume that any plan which is that effective must have used the TOC tools and a lot of TOCFE collaboration.

 

You wonder what was the starting point. First the dream?  You are so glad that you acted on your own dream. That's why you are here at the

 

4th ANNUAL TOCFE INTERNATIONAL CONFERENCE

SHERATON AMBASSADOR HOTEL

MONTERREY, MEXICO

AUG 9-AUG 12 2000

 

ELEMENTARY/SECONDARY TACTICS

>From Gila Glatter, Director, Israel

 

Gila Glatter, Director, Israel shares this Transition Tree that she uses with students, to help them with the process of writing a research paper.

 

Starting Idea:           

I have a general subject for a research paper.

Problem:       

The subject is still too wide and I don’t know where to start.

Need:            

To define the subject and to give it a clear direction.

Action:          

Think of a certain direction for the subject, and define it.  Write the defined subject at the top of the page, in a prominent frame.

Reason:         

A defined subject with a direction enables me to clear the smoke and to be more focused in my thinking about the subject.

Result:          

I have a defined subject, indicating a clear direction.

 

 

Problem:       

I still have insufficient ideas and knowledge about the subject.

Need:            

Basic information and preliminary ideas about the subject.

Action:          

Ask 3 questions: (1) What do I know about the subject?  (2) What do I want to know about the subject? (3) How does the subject relate to me and to my surroundings?

Reason:         

Asking the questions connects me consciously to my personal internal knowledge before I start looking for external sources.

Result:          

I have basic information and preliminary ideas about the subject.

 

 

Problem:       

I still have insufficient information about  the subject.

Need:            

To expand my knowledge of the subject.

Action:          

Surveying additional (information) sources about the defined subject.

Reason:         

Surveying the information will expand my knowledge, deepen my understanding , and enable me to decide which research question to choose.

Result:          

I have an interesting, challenging and worthwhile research question.

 

 

Problem:       

I still have no component map of the subject.

Need:            

I have to decide about the components which develop the subject.

Action:          

Raise questions and sub-topics related to the defined subject.

Reason:         

Raising the questions and sub-topics arranges a map of components which will help and direct me in developing and expanding each component.

Result:          

I have section headings that constitute the paper’s framework.

 

 

Problem:       

I have not yet studied the relevant information sources in depth.

Need:            

Collecting specific material for the sub-topics from a variety    of sources.

Action:          

Studying the (information) sources while organizing the materials according to the sub-topics. 

                     

Merge the information.

                     

Create an accurate list of sources.

Reason:         

Looking at the sources while organizing the material according to the sub-topics, merging them and listing them    will save me a lot of time during the editing stage.  Now I am inside the subject, and I will not have to get into it in depth again.

Result:          

I have the extended and deep answers to the research question.

 

 

Problem:       

Not everything is properly edited and is not yet worthy of submission.

Need:            

A properly edited paper, worthy of submission.

Action:          

Edit and write the information while checking and adapting it   to the research question and the section headings.  Add an introduction, a conclusion and a bibliography.

Reason:         

Only content appropriate to the research question with a logical sequence which seems reasonable to an external reader will receive appreciation.

Result:          

I have a sufficient answer to the research question, which has a chance of receiving appreciation.

 

 

A FLYING PIG

A Not-So-Curious Coincidence

>From Francois Moll, Director, Republic of South Africa, fmoll@netactive.co.za

 

I was sitting in our School Executive Committee meeting when the topic of the “Matric Farewell” arose.  This is a big deal (like Prom night) and involves fundraising etc.  It is not an event that staff members usually like being in charge of.  Nevertheless the comment was made that the 4 ladies who are running it this year (for the first time and not senior members of staff as is usually the case) are brilliant; they are organized, positive and have already introduced several innovative ideas.  I could not contain my excitement at this and instead of being inscrutably mysterious, I pointed out that 3 of these ladies had just completed the TACT and were merely using the TOC tools!

 

Wishing everyone much joy and peace for 2000!

Francois Moll

 

NETWORKING

A Call for Curriculum Examples!

By Cheryl Edwards

 

Have a lesson that worked especially well, or a training idea that really got your idea across?  Won’t you please share your lesson plans or training ideas with other TOC for Education folks?  Everyone is asking for these examples.

 

Other ways to contribute:

POOGI Pool—Ideas to keep us on a process of ongoing improvement.

Flying Pigs—Hard to believe but true stories.

Elementary/Secondary Tactics—Lesson plans, strategies, and student artifacts related to using or teaching the Thinking Tools.

Networking—Information to clarify our knowledge of the tools and to support each other-encouraging words, clouds to practice, tips on implementation.

Connections—News to keep us current with training, sessions, and conferences.

Quotes—Words worth repeating from the famous and not so famous.

Wizdom— Important thought provoking contributions.

 

As always, your contributions are what make this TACTics Journal.  Please continue to share so that we all may maintain our POOGI.  Thanks!

 

Send HYPERLINK to:

            bucknek@resa.net

            cherylaedwards@aol.com

           

Send mail to:

            Cheryl A. Edwards

            2253 S. Hill Island Road

            Cedarville, MI 49719 USA