TACTics Journal

A Publication for and by TOC for Education Practitioners

April 13, 2001

CONTENTS

Networking

    (1)   Learning and Teaching in the Philippines (Part 3), Kathy Suerken

Editor’s Notes

    (2)     Kay Buckner-Seal

Connections

    (3)     5th Annual TOCFE International Conference/First Annual TOCFE International Student’s Conference, Cheryl A. Edwards

 

NETWORKING

(1)            Learning and Teaching in the Philippines (Part 3)

From Kathy Suerken

 

When I read through TOC content applications from the Philippines, I am reminded of a learning experience during Danilo Sirias’s recent Detroit “TOC in Content” seminar and thereby hangs THIS tale. 

 

The connection was sparked by the use of TOC to explain the chain of events in "Grandmothers Table" published in last week’s TACTics.  When I use that story line as a TOC teaching example, everyone, no matter what their existing skill level in cause and effect, is able to plot the general sequence of events in the story.  In reading the logic aloud, however, it is necessary to add explanation to make the logic flow.  This step requires some assumptions— inferences, if explanations are only implicit in the storyline.  In so doing, the discussion and analysis of the content becomes nicely focused and, at the same time, engages and develops the logical (higher order) thinking of every participant.

 

After completing this activity with the core leadership group in the Philippines, Alice Acosta returned the next day with an application of the cause and effect methodology to explain the “properties of matter.”  She had used a short lesson from a science book to generate the connections and, in so doing, concluded, "This cause and effect explanation of the material is so much easier to follow and remember than the way it is presented in the book."

 

A few days later at a Filipino Facilitator Upgrade Workshop, I took advantage of another opportunity to use "Grandmother's Table" and this time I invited the class to write a negative branch and/or a cloud on the story. Twenty minutes later, high school principal and former home economics teacher, Jenelyn Rose Corpuz presented her example as an "Application of cloud as a motivation tool or spring board for a lesson.  It reads:

 

Subject:Home Economics

Area:       Home and Family Living

Topic:    Types of Family

                  a.              basic family unit

                  b.              extended family

 

Specific Topic:  Extended Family

Springboard:  Students read the story "Grandmother's Table" *

Recall: Filipino family values

Motivation/Guide Questions:

1.     Do you want to stay with your grandma or not?

2.     What are the advantages and disadvantages of extended family?

 

Processing the Cloud:

1.     Two groups of students: One group favors Grandma staying with the family.  The other group does not favor Grandma staying with the family.

2.     Teachers and students draw the CLOUDS

 

Sample cloud:

A:    To have harmonious extended family

B:     Maintain close family ties and utang na loob

D:    Grandma stays with family

C:     Parents not annoyed

D:   Grandma stays away/apart from family

 

Jenelyn's TOC facilitator colleagues then verbally discussed the underlying assumptions from the sample cloud.  The next day, we leveraged Jenelyn's application into even more ideas at the Philippines National TOC Conference attended by over 250 TACT graduates.  As a result, a Biology teacher excitedly presented a cloud she planned to use with her class to generate discussion on genetic engineering!  (Can you think of such a cloud?)

 

A few weeks later I found myself once more learning from a group of educators, this time in the USA, as they responded to a Social Studies example during Danilo Sirias’s seminar on “How to use TOC to improve the delivery of content.”  Jane Hudak, one of our TOCFE content pioneers, shared some of her experiences in using assumptions to generate classroom discussion.  Mary Beth Cordier, a newcomer to TOC, then observed that not only would the TOC processes “pull students so much more into the story but also they will enable the teacher to more effectively and simply teach to USA standards and benchmarks such as drawing inferences.”

 

Various members of the class extended this “critical chain” of thinking, noting that TOC provides the framework to which students can attach previous knowledge.  "Wow," concluded Mary Ellen Bourbeau, drawing a rather spectacular inference, "at last we have tools to achieve differentiation, to effectively teach content to groups of children who may be at different levels of understanding!  The cloud, for example, engages every level of ability and allows all students to work at their own level.  It doesn't force the segregation of the class.  What a time saving teaching methodology for teachers!"

 

Listening to Mary Ellen, I looked outside to a blustery snowy, wintry day in Michigan and yet I was mindful of similar and yet unique discussions on the other side of the world in tropical Manila!  Whether the group is novice, expert or mixed, the TOC learning experience is so dynamically focused that it engages not only everyone's wish to learn but their ability to do so as well.

What a fascinating “never ending” tale of life long learning!

 

* The tale, “Grandmother’s Table,” can be found in TACTics, April 6 at www.tocforeducation.com

 

 

EDITORS’ NOTES

(2)  Kay Buckner-Seal

 

The cloud is an amazing tool!  When we give students opportunities to use the cloud, it engages their minds well.  Core subjects that are often times considered ordinary or even dull come alive with intrinsic meaning and value to students.  To read Parts 1 and 2 of Kathy’s article, Learning and Teaching in the Philippines visit our website at www.tocforeducation.com and look for TACTics, March 30 and April 6.

 

Share with us!  Send your ideas 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.

 

Celebrate with us!  Make plans to attend The 5th Annual TOCFE International Conference/First Annual TOCFE International Students’ Conference in Detroit, June 25-28.  Details follow in Connections.

 

CONNECTIONS

(3)  5th Annual TOCFE International Conference/First Annual

TOCFE International Student’s Conference

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