TACTics Journal

A Publication for and by TOC for Education Practitioners

February 16, 2001

CONTENTS

Networking

    (1)    Alternative Assessment, Gila Glatter

    (2)     The Netherlands’s 2nd TACT Workshop, Eleanor May-Brenneker

POOGI

    (3)      From Mahyar Rahbarrad

Editors’ Notes

   (4)     Kay Buckner-Seal, Cheryl A. Edwards

Connections

    (5)     5th Annual TOCFE International Conference/First Annual TOCFE International Student’s Conference, Cheryl A. Edwards

NETWORKING

(1)  Alternative Assessment

Gila Glatter, Israel

 

Shalom, My TOC Friends,

I would like to share with you some of my significant work experiences at the teachers' college, where I teach several courses dealing with solutions for improving the teaching, learning and assessment process.  All my courses are based on the 3 change questions according to the TOC process.  The first part of our learning process is aimed at identifying the problem that the course deals with, and finding a solution.

 

We identify the core problem of the subject that the course deals with by using the 3-cloud approach and identifying the direction of the solution, which enables the learners to examine the quality of these solutions.  The solutions are those that are presented by various researchers found in the recent articles regarding the improvement of the teaching, learning and assessment process.  I would like to share one example of a course process on the subject of Alternative Assessment.

The dilemmas/conflicts  presented were:

        1.          Multiple choice questions or open-ended questions.

       2.         Grading or verbal assessment.

       3.         Giving a class exam or giving a take-home exam.

       4.         Presenting the assessment criteria to the students or not presenting.

       5.         Giving a test based on a small number of questions or giving the test based on numerous questions.

       6.         Making up the same test for all or catering to the needs of the students according to their styles and abilities.

       7.         Limiting the time of the exam or not limiting the time of the exam.

       8.         Assigning a group task and giving grades according to the product or giving individual grades.

       9.         Assess the product or assess the process.

 

After presenting the various dilemmas/conflicts, the teachers were asked to work in small groups.  They were asked to try to identify the reasons/needs for each one of the wants in the conflict.  They were also asked to formulate a common objective for B and C.  As a result, we received several specific “clouds.”  We presented 5 specific clouds and through a short process found the generic cloud that reflects the specific individual clouds:

A:    Quality Assessment.

B:     Objective Assessment of achivements which enable comparison and generalization.

C:            Assessment which allows for feedback on processes and achievements for the individual.  Assessment that encourages self motivation, self-competency, leads for growth and improvement.

D:        Traditional Assessment.

D':        Alternative Assessment.

 

After identifying the two needs B & C, it was easy to “invent” the Alternative Assessment, which emphasizes the evaluation key.  For example:

·         A Research project with the grading key (rubric), created with the help of the students themselves, that reflects all the components and skills which have to be integrated and used while doing the research.

·         Or another alternative: Performing a clearly formulated "Authentic Task", which enables students to plan, to think and make responsible decisions for performing the task.

 

The teachers showed great enthusiasm and involvement because, everyone clearly understood what two needs the task must fulfill.  The teachers formulated authentic and clear tasks that arouse interest and curiosity, and require taking responsibility both for the learning process, itself and for the framework (like teamwork and keeping to schedule).

 

The reflections of the students at the end of each stage of learning, clearly showed the need for answering both needs in quality assessment: graded objective assessment and assessment that allows for individual student motivation and growth.

 

I'm very proud guiding the  thinking process with teachers, with my “silver bullet…”  Next time:  Curriculum planning with the PrT.

 

Best,

Gila Glatter

(2)  The Netherlands’s 2nd TACT Workshop

From Eleanor May-Brenneker, England

 

Part 1

During our Ambitious Target session at the end of the first TACT workshop that I taught in The Netherlands, exactly a year ago, we set as our goal to launch a second workshop in January 2001 with the 5 course books translated into Dutch.  Everything worked out to plan till a week before Christmas.  Three of my sisters received terrible medical news within two days of each others viz. two had been diagnosed with terminal cancer, one very seriously, and the third suffered a nervous breakdown.  I did not feel like teaching a five-day TACT and How to Teach course, starting on Jan. 8 (my birthday!) as planned.  My flight to Amsterdam was booked and couldn’t be changed.

 

Because most course members couldn’t be contacted at this late stage (two days before Christmas) I presented my team of excellent assistants (cucumbers) with a cloud:

A:    Spend the week from 8-12 Jan. 01 with satisfaction

B:     Honour professional engagements

D:    Teach TOC for 5 days

C:     Spend maximum time with my sick relatives in distress

D’:    Not teach TOC for 5 days

 

Assumptions B-D:

     Course members have been re-scheduled at their schools/work for 5 days.

     Course members have re-arranged appointments and or loose income these 5 days.

     Assistants have worked hard to recruit course members.

     I’ve been told expectations and motivations for this course are high.

     I hate to disappoint people.

     I carry out my duties, I’m reliable, I’m professional.

 

Assumptions C-D:

     Family comes before duty, career, promise.

     My sisters mean a lot to me and vice versa.

     If I don’t see them now it might be too late.

     Later I don’t ever want to say: “I wish I had…”

 

Injection: B-D:

I teach for 3 days, sessions 1-2-4, to return at a later date for sessions 3-5.  Therefore, I have just about enough time to visit sick relatives, living or hospitalized in different parts of the country.

 

I received tremendous support from my cucumbers.  Geerte, the course organizer, added to the injection, viz. the assistants, who are on the HTT course use days 4 and 5 to practice with the new course members what has been taught and learned in days 1-2-3.  Thus, gaining insight and work experience towards their TOC trainer qualification.  Together we made a virtue of necessity, the mother of invention.  This plan turned out to become a roaring success, in fact, the new members welcomed the practice days and really felt they were ready to take TOC into the big wide world of education.  The cucumbers experienced a taster of How to Teach the Tools” during the well-organized and structured practice days.

 

At the beginning of the course, the members were invited to verbalize their expectations.  At the end of the course, they filled in an evaluation form.  All the information learned this way will enable us to POOGI our efforts to a level of higher effectiveness (producing better results) and efficiency (productivity with minimum waste of effort).  The immediate conclusion is that, in future, the pattern will be: 3 full days for Part A, sessions 1-2-4, followed by practice days.  A month or so later, Part B for sessions 3-5 followed by practice time.  This course is very intensive and has very high standards.

 

NEXT WEEK:  Part 2— An account of the experiences of newcomers to TOC, old-handers, and a trainer’s view point.

POOGI

(3)     From Mahyar Rahbarrad, Seattle Washington, USA

 

Hello,

I enjoy receiving/reading the Journal.  I often find myself wanting to go to the TOC for Education website after reading the Journal.  Here's the POOGI suggestion:  Would it be possible/helpful to add the link to the TOC for Education website at the bottom of the Journal?

Thanks for your consideration,

Mahyar

EDITORS’ NOTES

(4)           Kay Buckner-Seal, Cheryl A. Edwards

 

Gila, Eleanor, and Mahyar thanks for your contributions.  It was quite interesting to read about a TOC connection to one of the hottest topics in education today: Standardized Testing.  And, Mahayar thanks for the POOGI!  Take a look at the bottom of the page of this week’s newsletter.

To the rest of our TOCFE, send us your courageous utilizations, successful applications, humorous connections, favorite quotes, worthy news, flying pigs, and POOGIs.  Send them by mail to Cheryl A. Edwards, 2253 S. Hill Island Rd., Cedarville, MI 49719, USA.  Or, send hyperlink to <redwards@sault.com> or <bucknek@earthlink.net.

CONNECTIONS

(5)        5th Annual TOCFE International Conference/First Annual TOCFE International Student’s Conference

From Cheryl A. Edwards

 

The best way to predict the future is to create it through TOC."

TOC for Education, Inc. presents the 5th Annual TOCFE International Conference and the First Annual TOCFE International Student’s Conference!

Date:                                June 25-28, 2001

Location:                                Detroit, Michigan USA

Hotel:                                Northfield Hilton

                        5500 Crooks Road

                        Troy, Michigan 48098

                        248. 879. 2100

The Northfield Hilton is adjacent to Interstate 75 at Crooks Road, Exit 72

Reservations:                                1. 800. HILTONS

                        Ask for TOC for Education’s special room rates.

                Single or Double Occupancy

Per night $139.00 U.S. + Tax (6% Michigan Sales Tax and 7% Occupancy Tax).  This rate includes breakfast for two.

Transportation:                                Detroit Metropolitan Airport (DTW)

 

To view TACTics in its intended formatting and to read previous issues,

visit the TOC website at: www.tocforeducation.com