1. Why TOC for Education? Thinking for a CHANGE
Kathy Suerken, President TOC for Education
An Overview of TOC for Education

2. Is there a common denominator?
Why TOC for Education?
What does education have to do with people….of all ages and backgrounds?
Is there a common denominator? ? ?
Is there a pot of gold that all education stakeholders desire?
A pot of GOAL such as…..
© TOC for Education, Inc. 2017

3. People educated to be productive, responsible and harmonious….
Now and in the future
© TOC for Education, Inc. 2017

4. Why TOC for Education? TOC for Education.
Theory of Constraints (TOC) is a methodology to logically identify and overcome key limitations that prevent a person, organization or system from achieving its goal.
TOC for Education
Not for profit organization. (USA 501c3)
Founded by Dr. Eli Goldratt ( ),
creator of TOC
To spread the logic-based thinking and communication tools and common sense methodologies of TOC to all who educate in order to leave behind a better world.
© TOC for Education, Inc. 2017

5. Since our founding in 1995, what is our bottom line?
Why TOC for Education?
Since our founding in 1995, what is our bottom line?
Over 250,000 education stakeholders trained through TOCfE seminars and workshops impacting….
all with whom they interact in the workplace, home and especially
more than 8 million children
in ….
© TOC for Education, Inc. 2017 5

6. 22 Countries on 6 continents
Colombia
United Kingdom
Philippines
Mexico
Ecuador
Israel
Malaysia
Netherlands
Singapore
South Africa
Taiwan
Trinidad & Tobago
United States
Brazil
South Korea
Peru
Poland
Indonesia
Australia
Chile
Japan
Lithuania
© TOC for Education, Inc. 2017 6

7. Some TOCfE highlights from around the world
United Kingdom
Articles published:
Child Education – a monthly publication for primary school educators
Times Educational Supplement -- a weekly newspaper supplement for all educators
Teaching Expertise ~ Primary Leadership Paper - the quarterly magazine of the National Association, Head Teachers
Teaching Primary-- a learning resource publication
Israel
A media based program for thinking development launched for young children to think clearly and consider themselves as scientists who explore the ‘cause-effect’ relationships in daily situations.
© TOC for Education, Inc. 2017

8. Some TOCfE highlights from around the world
Peru
Over 600 Peruvian Teachers attend 12th TOCfE International Conference in Lima
2013 initiative, “TOCfE Changes My School Practice, “ to train 238 teachers in the cities of Lima, Ica and Huancayo, and high school students of 3rd, 4th and 5th grade in Lima receives Goldratt Foundation Grant
Philippines
In Quezon City (population 2.6 million) :
Elementary Level Administrators: 95% are TOCFE-TRAINED (92 out of 97 principals)
Secondary Level Administrators: 94% are TOCFE-TRAINED (44 out of 47 principals)
Elementary and Secondary Teachers: in each of 143) schools trained as TOCfE facilitator-mentors
A school-based TOCfE initiative awarded 4th Place in the Division Level 2012 Search for Effective and Efficient Program to Reduce Dropout Rate and Increase Performance Rate
© TOC for Education, Inc. 2017

9. Some TOCfE highlights from around the world
Mexico
Ikao International School: School-wide implementation of TOCfE in curriculum delivery, student conduct and school governance.
2013 project in partnership with city of Leon, Mexico and La Salle school of dentistry to teach oral prevention strategies using TOCfE tools to children in each of at least ten schools. Research based results published 2015.
Singapore
TOCfE Prison Project
“I would like to quote some of their feedback, “This is the best thing that happened to me in prison.” “If I had attended this course during my first sentence, I would not have come back to prison again.”
Mr. Zainul Abidin Rasheed,
Senior Minister of State, Ministry of Foreign Affairs
© TOC for Education, Inc. 2017

10. The How and Why of Thinking in Schools
Some TOCfE highlights from around the world
United States
“Learning the Theory of Constraints can provide the TOOLS to bridge the gap between having ‘good’ ideas and effectively making the improvements we envision.”
Dr. Suzanne Klein, Superintendent of Schools, Grosse Pointe, Michigan
“We did not experience any more harassment of new students by our high school senior students in the two school years since this 30 minute intervention took place using the TOC CLOUD.”
Doug Roby, Counselor, South High School, Michigan
Books Published:
TOC Learning Connection
The How and Why of Thinking in Schools
…Never Ending Story (workbook)
Stop and Think! With the Evaporating Cloud
Stop and Think! Making Decisions
The Skinny Book of TOC
Success: An Adventure
© TOC for Education, Inc. 2017

11. Some TOCfE highlights from around the world
Japan
Training Workshop Tokyo August 2012
I found that my kids think more logically than I realized
I will use the tools and materials to train all the company staff
So useful! It’s a culture shock!
Kyoto University Professor – Vice chairman of MBA program committee decided to incorporate this body of knowledge as basis of their MBA course
5 companies ordered “TOC Learning Connection” textbooks to train company staff
Local communities in more than 10 cities conduct monthly study sessions
© TOC for Education, Inc. 2017

12. TOCfE Applications Curriculum delivery Counseling/ bullying
School governance
Dyslexia
Parent groups
Sports teams
Juvenile Justice
Peer Mediation
Learning disabilities
Citizen Groups
Dental School
Alcohol and drug counseling
Children who have been abused
Young children who have not yet learned to read and write
© TOC for Education, Inc. 2017

13. TOCfE Research
PhD Dissertations
Israel (2)
Philippines (2)
Poland (3)
United States (2)
Master’s Theses
Philippines (3)_
United Kingdom
Mexico
Many more underway. To view a selection of TOCfE research presentations:
© TOC for Education, Inc. 2017

14. Why has TOC for Education continued to succeed… more and more?
Why TOC for Education?
Why has TOC for Education continued to succeed… more and more?
© TOC for Education, Inc. 2017

15. Why TOC for Education?
The TOC methods to bring desired improvements are developed to answer three questions:
What to Change?
What to Change to?
How to Cause the Change?
© TOC for Education, Inc. 2017

16. People educated to be productive, responsible and harmonious….
The improvement toward which we strive…..
People educated to be productive,
responsible and harmonious….
Now and in the future
© TOC for Education, Inc. 2017

17. What’s getting in the way of our goal?
What to Change?
What’s getting in the way of our goal?
Do you agree these are some common problems in education?
There are negative influences and declining family and social values
Bullying and truancy is on the rise
Many students do not know how to effectively solve problems (especially conflicts)
Many students do not take responsibility for their actions
Many students memorize instead of analyze
Many students do not know how to interpret, question and evaluate information
© TOC for Education, Inc. 2017 17

18. What to Change…more problems
Learning is not seen as relevant to real life and many students are not able to apply what they learn
Competition and testing sometimes creates disharmony within classrooms and school systems
There are insufficient resources (especially time) available to educators to meet the learning and behavior needs of all their students
Fixing these problems requires a lot of intervention in and out of the classroom…and is very stressful
© TOC for Education, Inc. 2017 18

19. These problems exist worldwide!
What to Change?
What do you think?
Does the existence of these problems prevent many children from being productive and responsible now and in the future?
Do you think these same problems exist in other countries?
These problems exist worldwide!
© TOC for Education, Inc. 2017

20. Why can’t we fix these problems?
What to Change?
Why can’t we fix these problems?
Why is it that, in spite of dedicated educators and many best practices, we still have these problems?
Is it because students are unable to prevent or fix these problems for themselves?
Is it because educators lack the resources to do it for them? OR
Is it because current best practices are not sufficiently robust?
© TOC for Education, Inc. 2017

21. What to Change to?
What if there were simple THINKING TOOLS that enable students at all levels to:
Analyze, rather than just memorize, information
Apply the same process of analysis and clear, critical thinking to real life-everyday-- problems
See what they learn and do as relevant to their everyday
lives, thereby enhancing their motivation
Think through consequences of actions and ideas
Make reasoned judgments and decisions
Establish and create logical plans to achieve worthy goals
© TOC for Education, Inc. 2017 21

22. If such tools actually existed, should we teach them to students?
What to Change to?
And what if…..
These tools could be used to teach existing curriculum and responsible, ethical decision making at the same time?
Would such tools enhance educators existing resources, leaving them with more time for that which they consider most important and rewarding?
If such tools actually existed, should we teach them to students?
© TOC for Education, Inc. 2017 22

23. CLOUD BRANCH AMBITIOUS TARGET TREE
How to Cause the Change:
TOC Thinking TOOLS
CLOUD
BRANCH
AMBITIOUS
TARGET TREE
© TOC for Education, Inc. 2017 23

24. Criteria of the TOC methodology
Simple….breaks seemingly complex problems down into simple, clear and focused analysis. Does the method focus on what’s most important and help to eliminate complicated and confusing information?
Graphically structured … provides visual framework to enhance understanding and memory
Practical….enables the underlying theory to yield practical outcomes
Activates prior knowledge…enables learner to scaffold prior knowledge and experience to new knowledge
Socratic…provides questions that enables the learner to discover and take ownership of answers
Non exclusive….works with all ages, abilities and cultures .
© TOC for Education, Inc. 2017

25. to CAUSE THE CHANGE The TOC Thinking Tools CLOUD
© TOC for Education, Inc. 2017

26. How to Cause the Change The CLOUD
The Cloud is a TOC thinking tool that analyzes the details of a conflict, meaningful action or decision in a concise and non provocative way.
OBJECTIVE
NEED
WANT
Side 1
Side 2
© TOC for Education, Inc. 2017

27. Written by Joel and Alex when 9 yrs old
How to Cause the Change
The CLOUD
Written by Joel and Alex when 9 yrs old
from Singapore, courtesy of Wong Siew Shan
NEED
WANT
Play
happily
together
To be
respected
Have fun
Joel calls
Alex names
Alex doesn’t want
to be called names.
Side 1
Side 2
OBJECTIVE
NEED
WANT
© TOC for Education, Inc. 2017

28. How to Cause the Change
An Alternative to Hazing Doug Roby, South High School, Grosse Pointe, Michigan, USA
I’m a student assistance coordinator at a large high school where we were experiencing problems with seniors who were hazing freshmen or other new students. By hazing I mean they were trying to make them do ridiculous, humiliating or even painful things.
This cloud came from a group intervention I did with about 20 senior girls on hazing. I explained the concept of the cloud to the students, had them raise assumptions on only one side of the cloud and then identify solutions. Here is one example. It took about 30 minutes to get to solutions.
Haze other students
Authority/
power
Prepared for my future
Don’t haze other students
Safety
© TOC for Education, Inc. 2017

29. How to Cause the Change Results?
The students made assumptions between their wants and needs such as: It makes me look important; it happened to me; we are seniors and need to show our authority; it is a tradition.
As they went through this process, they came up with alternative ways to meet needs: “As seniors, we already have seniority. We could introduce ourselves to the freshmen and help them find there way around the campus. We should be the people they look up to admire, not run away from.
The result of this intervention? We did not experience any more hazing on our campus in the two school years since this intervention took place using the cloud. What a powerful tool to get students to really understand why they are doing something, what effect their actions have on others and to find alternative ways to meet their needs.
© TOC for Education, Inc. 2017

30. How to Cause the Change
The TOC tools work at all developmental levels of students, even those who do not yet have well developed literacy skills as noted in this pictorial application of the cloud by a kindergartner in Israel.
© TOC for Education, Inc. 2017

31. The Cloud thinking tool can be used to analyze existing curriculum.
How to Cause the Change
The Cloud thinking tool can be used to analyze existing curriculum.
Any meaningful action, decision or conflict in content can be analyzed using the cloud in a way that promotes the perception of relevance to the students’ daily life.
An example from Oliver Twist written with six year olds at Alderman Pounder Nursery School, England courtesy of Linda Trapnell
Survive
Get money
Clear conscience;
not do
something wrong
Don’t be
a pickpocket
Side 1
Side 2 Be
© TOC for Education, Inc. 2017

32. Solving Oliver’s Dilemma
The CLOUD as a way to question, interpret and evaluate content under study
Solving Oliver’s Dilemma
The students were asked: In order to get money, why must Oliver be a pickpocket?
They answered: Oliver must think the only way to get money is to steal!
The students came up with other solutions: “I can do something else to earn money: clean windows, wash clothes, look after horses, or work in a shop!”
Get money Be
a pickpocket
© TOC for Education, Inc. 2017

33. How to Cause the Change Transfer of Learning to real life problems
After learning the cloud in a curriculum lesson in class, this year- one Malaysian student went home and, on his own initiative, applied the tool to a conflict he was having with a sibling.
Example courtesy of Khaw Choon Ean
© TOC for Education, Inc. 2017

34. The TOC Thinking Tools
BRANCH
© TOC for Education, Inc. 2017

35. Consider each fact separately and independent of the others
How to Cause the Change?
The Logic Branch provides a framework for analysis
Let’s consider two types of frameworks
Consider each fact separately and independent of the others
Use cause and effect logic to find relationships between the facts so that you can remember them more easily
© TOC for Education, Inc. 2017 35

36. The Logic Branch to analyze a science lesson
How to Cause the Change
The Logic Branch to analyze a science lesson
Written by 5th
grade class in
Israel
Example courtesy of
David Vezler
The quality of human life is damaged
The water pollutes the environment
The water causes diseases and death
The filthy water spreads bad smell
People become sick and their health is damaged
The filthy water harms the animals and the plants
People drink the under
ground water
Some of the filthy water trickles in the ground
Filthy water contains harmful components, microbes and pollution
Filthy water flows on the ground surface
© TOC for Education, Inc. 2017

37. Analysis of history lesson by 8th grade student in Maryland, USA , courtesy of Manfred Smith
© TOC for Education, Inc. 2017

38. The TOC learning processes differentiate instruction:
In World Studies, the TOC process has helped the students put an immense amount of facts and information into a logical and systematic order.  From this, they are able to extract and apply information to writing prompts, group discussions, and expand their answers beyond basic recall.
This is phenomenal because many of the students being served in this class were once self-contained special needs students who are reading at or near a third or fourth grade reading level.
 The TOC process has given them the ability to clearly understand how facts and information relate to other areas in history and it is has pushed them to another area of higher-order thinking.   Jennifer G. Harris th grade Inclusion Teacher for World Studies Takoma Park Middle School
© TOC for Education, Inc. 2017

39. How to Cause the Change
Logic Branch, using pictures, written by Polish pre-K students working with Dorota Kaminska, Mazovian In-Service Teacher Training Centre, to logically retell story of Little Red Riding Hood
© TOC for Education, Inc. 2017

40. Application of the LOGIC BRANCH to behavior
Rather than tell me what to do and what not to do,
lead me to discover the consequences of my actions/ideas.
The branch is used to understand cause-effect links between actions and consequences, make predictions, and create new and better solutions.
© TOC for Education, Inc. 2017

41. Belinda Small, teacher, Florida, USA
How to Cause the Change
Belinda Small, teacher, Florida, USA
“A 7th grade student had been making noises in another teacher’s class. She asked me to help. I used the TOC process to enable this student to think for himself the cause/effect results of his actions.
Although I did the initial writing of his words, at one point I had to leave and attend to my own class (obvious in the graphic). Nevertheless, this normally very disruptive student picked up the pencil — and responsibility — and continued in his own words/graphics.”
© TOC for Education, Inc. 2017

42. Another student gets mad
RESULTS
Furious
Fail class
Although he had been sent to the principal’s office 40 times in the previous 6 weeks by this teacher, after this experience with TOC, he completed the year (next 6 months) without a repeat offense with this teacher.
I get an F
Don’t do assignment
Teacher gets mad
Don’t listen
Another student gets mad
I get mad
I make noises in class
© TOC for Education, Inc. 2017

43. Marcia Hutchinson with students at
A Logic
Branch
on the
positive
outcomes
of doing
Homework
Work of
Marcia Hutchinson with students at
Stevenson
Middle School
Los Angeles
California
© TOC for Education, Inc. 2017 43

44. How to Cause the Change Logic Branch as hopscotch game on playground
Primary School, Perak, Malaysia
LIKES TO
CLIMB TABLE
TABLE’S
LEGS BREAK
FALL
DOWN
TO HOSPITAL
EAT
MEDICINE
Example courtesy of Khaw Choon Ean

45. How to Cause the Change The TOC Thinking Tools AMBITIOUS TARGET TREE
© TOC for Education, Inc. 2017

46. How to Cause the Change AMBITIOUS TARGET TREE
Used by teachers and students to achieve mutual goals
Used by students to analyze curriculum
Used by students to achieve personal goals
Used by educational staff to achieve management goals
AMBITIOUS TARGET
OBSTACLES
OBJECTIVES
PLAN
© TOC for Education, Inc. 2017

47. The Ambitious Target Tree
How to Cause the Change
The Ambitious Target Tree
Target: Raise Reading Test Scores
OBSTACLES
OBJECTIVES
PLAN 1.
The test is too long.
Make it shorter.
Use a pencil to divide passages into smaller parts. 2.
I get stuck and can’t remember the 1st paragraph.
Have reminders in the margins.
Summarize after each section/under-line. 3.
All the answers look the same.
Know the differences between choices.
Underline key differences in possible choices.
Part of a strategic plan written by 7th grade English class of Belinda Small, USA
© TOC for Education, Inc. 2017

48. According to the teacher, Belinda Small, Florida, USA:
How is this different?
According to the teacher, Belinda Small, Florida, USA:
The STUDENTS think of the solutions.
The STUDENTS create the language.
The STUDENTS use THEIR logic.
The STUDENTS form the connections between the State Academic Standards.
The STUDENTS make the connections between the State Academic Standards and the State Standardized test questions.
Best of all: THEY USED IT !
© TOC for Education, Inc. 2017

49. Case study: Maria E Villarreal Primary School, Escobedo, Mexico
“At our school we used TOC tools with very
problematic groups of students to change their
attitudes. In one case, we worked with a group on
the Ambitious Target of being the best students.
When the students wrote their obstacles, they
blamed others, but when they thought of ways to
overcome their obstacles they took the
responsibility for the solution.”
© TOC for Education, Inc. 2017

50. How to Cause the Change Be the best students OBSTACLES OBJECTIVES
Grumpy teachers
We listen to teachers
Lazy students
We are prepared for class
We don’t study
We study continually
Missed classes
We attend school regularly
We talk in class
We listen to our teachers
We bother classmates
We respect each other in class
We get to class late
We are on time for class
We do not participate
We gladly participate
© TOC for Education, Inc. 2017

51. Results? How to Cause the Change
The teacher reports that the group has changed.
“The students are learning to value themselves.
The group was very much in conflict, but now I can see they are growing up because they are using the TOC tools to think through their problems.”
© TOC for Education, Inc. 2017

52. The Ambitious Target tool to analyze curriculum
Target: A prosperous civilization in the
land between the rivers.
OBSTACLES
OBJECTIVES
PLAN
1. The river floods and there is no way to know when.
1. We are protected against unexpected floods.
1. We irrigate the fields by building network of canals and dikes.
2. There can be summer droughts.
2. We have enough water and food.
2. We get water from the river. We keep extra supply of food.
3. We don’t have all the resources needed for a wealthy civilization.
3. We have access to the resources we need to have a prosperous civilization.
3. We trade with other communities.
4. Neighboring people are not friendly.
4. We protect our security.
4. We establish an army. We build strongholds.
© TOC for Education, Inc. 2017

53. A set of THINKING TOOLS that enable students at all levels to:
How to Cause the Change
A set of THINKING TOOLS that enable students at all levels to:
Effectively analyze, rather than memorize, information
Apply the same process of analysis and clear thinking to real life problems
See what they learn and do as relevant to their everyday
lives, thereby enhancing their motivation
Think through consequences of actions and ideas
Make reasoned judgments and decisions
Set and create logical plans to achieve goals
© TOC for Education, Inc. 2017 53

54. Tools that educate people to become responsible and productive now
and in the future.
Productive and Responsible People
© TOC for Education, Inc. 2017

55. Do the TOC thinking/learning processes work with everyone?
Why TOC for Education?
Do the TOC thinking/learning processes work with everyone?
“ TOC is simple enough to be used by kindergarteners…
Alderman Pounder Infant and Nursery School, United Kingdom
Example courtesy of Linda Trapnell
© TOC for Education, Inc. 2017

56. And… even those with a tougher set of obstacles…
Why TOC for Education?
“ TOC is simple enough to be used by kindergarteners and profound enough to be used with CEO’s” Denise Meyer, former Assistant Principal,
Los Angeles Unified School District
And… even those with a tougher set of obstacles…
© TOC for Education, Inc. 2017

57. Taking responsibility for achieving Ambitious Targets
…..a case study from Kathy Suerken
When listening to a group of year old juvenile offenders explain how they ended up in jail, I noted that their explanations were written in the language of blame. Because nobody likes to feel they are a bad person, it is common practice for us to justify our actions by deflecting the blame elsewhere. Therefore, we allow ourselves to think we are just responding to someone else’s mistake/ bad behavior. But what about taking responsibility for changing our reality to include our ‘mode of operation’? I worked with three groups that day using the Ambitious Target tool— never more than 60 minutes per group. The following example was typical for each group as the TOC tool enabled THEM to hold themselves accountable… WITH DIGNITY.
© TOC for Education, Inc. 2017

58. Taking responsibility for achieving Ambitious Targets
GOOD LIFE
OBSTACLE
INTERMEDIATE OBJECTIVE
1. Jealous people
2. Prejudiced people.
3. Criticism.
4. My past.
5. Ignorance.
6. MYSELF
7. Lack of self esteem.
8. Lack of confidence.
Class of Juvenile Offenders, Juvenile Detention Camp, California, USA
© TOC for Education, Inc. 2017

59. Taking responsibility for achieving Ambitious Targets
GOOD LIFE
OBSTACLE
INTERMEDIATE OBJECTIVE
1. Jealous people
2. Prejudiced people.
3. Criticism.
4. My past.
5. Ignorance.
6. MYSELF
6. I have to change myself.
7. Lack of self esteem.
8. Lack of confidence.
Class of Juvenile Offenders, Juvenile Detention Camp, California, USA
© TOC for Education, Inc. 2017

60. Taking responsibility for achieving Ambitious Targets
GOOD LIFE
OBSTACLE
INTERMEDIATE OBJECTIVE
1. Jealous people
1a. Ignore them.
1b. Focus on your goal.
2. Prejudiced people.
2. Same as #1.
3. Criticism.
3. Same as #1.
4. My past.
4. Don’t make the same mistakes.
5. Ignorance.
5. Stop hanging around with gangs
6. MYSELF
6. I have to change myself.
7. Lack of self esteem.
7. Have faith in yourself.
8. Lack of confidence.
8. Courage.
Class of Juvenile Offenders, Juvenile Detention Camp, California, USA
© TOC for Education, Inc. 2017
© TOC for Education, Inc. 2009
All rights reserved

61. Why TOC for Education? .
Written by a Juvenile Offender at a Juvenile Detention Center in California
© TOC for Education, Inc. 2017

62. Why TOC for Education? .
Written by a Juvenile Offender at a Juvenile Detention Center in California
© TOC for Education, Inc. 2017