TACTics Journal
/bigger>/bigger>/bigger>/bigger>/bigger>A Publication for and by TOC
for Education Practitioners
May 7, 2004
/fontfamily>
/fontfamily>In this week’s issue:
/smaller>/fontfamily>/flushboth>Elementary/Secondary
TACTics
/fontfamily>(1) A Quest for TOCFE, /fontfamily>Mike
Round
/fontfamily>/fontfamily>Networking
/fontfamily>/flushboth>/fontfamily>(2)
TOCFE Presentations, /fontfamily>Cal Haliburton
/fontfamily>Reader’s Feedback
/fontfamily>/fontfamily>(3)
/fontfamily>Linda Lily
/fontfamily>Editors’ Notes
/fontfamily>(4) /fontfamily>Kay
Buckner-Seal, Cheryl A. Edwards
/fontfamily>
/bigger>/fontfamily>/flushboth>ELEMENTARY/SECONDARY
TACTICS
/bigger>/fontfamily>(1) A Quest for TOCFE
/fontfamily>From Mike Round,
TOCFE Director, USA
/fontfamily>
/fontfamily>The Thinking Process of The
Theory of Constraints provides students the ability to learn well, to learn
rapidly, and to learn with joy. One crucial element that is not measured at all
in the educational “metric” system is communication in the learning process. As
students, we may take a speech class, and we may participate in an after-school
debate/forensics activity, and that's the extent of us sharing information with
the class. K-12 typically means facing the teacher and listening to the teacher.
Period.
/smaller>/smaller>From this “one-way” system, “experts”
now classify children: learning personalities, introverts/extroverts, multiple
intelligences, etc. These may all legitimately describe children, but as TOC
absolutely breaks free of this entire “face-the-teacher” paradigm, we really do
not know what the possibilities of children are?
/smaller>/smaller>The simple “if-then” branches afford
the “shy” child the ability to do quality research, construct a tree, validate
and improve the tree, and go to the front of the class and present with
confidence—and little practice—their work! They can simply read the tree, the
classroom checking and questioning the validity of the statements, and from
this comes a quality dialogue with all learning well. A
speech class? I think not! Speech and communication incorporated into
all aspects of the curriculum? I think so!
/smaller>/smaller>In our quest to get some documented
classroom success stories about the massive and rapid improvement possible via
TOCTP, to all teachers out there: Take a subject... take just the if-then
branch material, and have your students construct a tree or multiple trees.
Check the work. Get them in front of the class. Does any class in this country
teach like this? No way!
/smaller>/smaller>Here are four examples for students
that afford an easy transition to the "if-then" terminology:
/smaller>/smaller>• WWII
•
• Lightning and Thunder (cause, speed at which we sense them, etc.)
• Angles (acute, obtuse, right) and the relationship to triangles (scalene,
equilateral, etc.)
/smaller>/smaller>Please let me know if you teachers
can, in any way, participate in this, and, if so, if there is anything you need
from the TOCFE network.
/fontfamily>/flushboth>
NETWORKING
/bigger>/fontfamily>(2) TOCFE Presentations
/fontfamily>From Cal Haliburton,
/fontfamily>/fontfamily>Mike
Round and Sears Taylor gave presentations at a mathematics conference this
weekend in
/smaller>/smaller>Also, I've had a presentation
accepted for the "Idea Frontier" in
/smaller>/smaller>Invent. Innovate. Create. Choose.
What direction, what color, what word, what material, inside or outside, up or
down, back or forth, constraint or no constraint, who to work, when to work,
where to work, how to work, why work. The choices flood our senses, fill our
mind, and steep for a lifetime in our soul. Tools of choice provide questions
and surface assumptions to challenge, guide, and inform choices. Tools of
choice present a graphical logic format easily learned by children and adults.
Based on the Theory of Constraints, the tools of choice are being taught to
millions of students by more than thirty-thousand teachers worldwide. Learn
about and practice using the tools of choice.
/fontfamily>/flushboth>Reader’s
Feedback
/bigger>/fontfamily>(3) /fontfamily>Linda
Lilly
/fontfamily>/fontfamily>I
found your email on the TOCFE website and was interested in receiving the TACTics newsletter. I'm not clear as to whether there is a
charge for this newsletter, or is it mailed or e-mailed? I would certainly
appreciate receiving the newsletter.
/smaller>/smaller>I was trained in the tools several
years ago during the "Odyssey Program” and my sister, Judy Yetter, is a TOC consultant. I am planning to teach the
tools to a group of homeschoolers that I am involved
with. We have several outreach projects that we are beginning, and I know that
these tools will be a huge benefit!
/smaller>/smaller>Thank you for your time.
EDITORS’ NOTES
/bigger>/fontfamily>(4)/fontfamily>
Kay Buckner-Seal, Cheryl A. Edwards
/fontfamily>Thanks to all for sharing with
us this week. And, to our new TACTics reader, Dr. Eli
Goldratt donates the knowledge of TOC to students and
educators worldwide. The TACTics Journal serves as a
communication vehicle for everyone interested in disseminating this knowledge
to the education world. Like the knowledge Dr. Goldratt
donates—TACTics is also free.
/smaller>/smaller>With that said, we certainly would
love to hear from you. Mike Round in particular has requested your feedback.
Send your responses, applications of the thinking processes, lessons,
announcements, and etc. by mail to: Cheryl A. Edwards,
/smaller>/smaller>Please note that the pdf version of TACTics is
attached. You must have Acrobat Reader to open the file. It is freely available
for download from: http://www.adobe.com/products/acrobat/readstep.html.
If you have the Reader installed but still can't open the file, drag it from
this e-mail to your desktop, launch the Reader, and open from the FILE menu.
/smaller>/smaller>You may also view TACTics
in its intended formatting, by visiting our web site at www.tocforeducation.com/color>.
Click on “What’s New.”