Study Project

Transcription

Study Project

8th Annual TOCICO International Conference
Planet Hollywood Resort & Casino
Las Vegas, Nevada, USA
June 19-22, 2010
TOCICO 2010 Conference
Study Project: HARMONY
How The Theory Of Constraints
Enhances Learning Through
Singing of Pop Songs In the
Classroom
Presented By: Khaw Choon Ean
Date: 22 June 2010
© 2009 TOCICO. All rights reserved.
1
MANAGING PEOPLE AND CHANGE
THEME: THE WIN-WIN-WIN AVAILABLE ONLY USING TOC.
Summary
Children in school learn in many ways. It is up to their teachers to ensure that they
learn well and yet have fun. The best way to learn is to engage the young person
through his or her senses and use thinking skills.
What better harmony than to learn through the youthful media of pop songs
integrated with The Theory Of Constraints? Imagine this form of accelerated
learning taking place in the classroom. It gives the children a reason to enjoy
school.
Theory of Constraints with music, lyrics and singing! Incredible? A school in
Malaysia takes this method into the classroom.
2
Study Project: HARMONY
How The Theory Of Constraints Enhances Learning Through
Singing of Pop Songs In the Classroom
Presentation Objective:
To show how TOC can be taken beyond business
applications and share the exciting story and development
of the application of the Theory of Constraints in education
especially in Malaysia.
Material Covered:
At the end of the session, the attendee will learn about the following:
1.The theory of constraints as used in the field of education
2.The applications of TOC in education to enhance teaching and
learning as well as thinking skills through pop songs.
3.How the teachers carried this out in the Sri Bestari Secondary School
in Malaysia..
3
MRS. KHAW CHOON EAN
MALAYSIA
12 years as a High School Teacher
1.
2.
3.
4.
Kedah Science Secondary School
Seri Puteri Residential School
Taman SEA Secondary School
Subang Jaya Secondary School
•English Language
•Geography
•Health Education
•Physical Education
•Malay Language Practice for Remedial Class
•Art and Craft
14 years Curriculum Development Centre
1. Recreation Section, Physical Education Unit
2. Head, Educational Technology Unit
3. Head, Special Projects Unit
4
TOCFE in
Malaysia
Textbooks
Training
Funding
TOCFE included in National
Civics Curriculum Years 1-11
Jan
2005
Pilot Project for Secondary Schools Oct 2002
-2004
through Social Science subjects
Ongoing Year One Transition Programme Jan 2001
-now
Nationwide Training for Year One Teachers Oct-Dec 2000
TOC as a module in Year One Transition Programme
3-7 July 2000
2 Persons trained as TOCFE Faclitators
9-12 Aug 2000
A T.A.C.T Course for MOE Malaysia
26-30 Jun 2000
A TOC Day With Kathy Suerken at MOE Malaysia
Dr.Shameem informs Malaysia about TOCFE
5
21 Feb 2000
Jan 2000
A Vision and A Mission
Innovation in Primary School:
The Malaysian Transition Programme
(Introducing TOC into Year One Classrooms)
Almost 8 000 primary schools
35 000 Year One teachers
Over 500,000 children
in Year One
6
Clouds in Malaysian Classrooms
7
S.K Putra Primary, Kangar, Perlis
Clouds in Malaysian Classrooms
8
9
THE
CLOUD
10
Classroom Cloud
Storyboard
B
D
C
D1
11
STORY-TELLING SESSION USING THE CLOUD
AT RAJA MUDA PRIMARY SCHOOL, KUALATOCICO
LUMPUR
2010 Conference
Story-telling session on “The Tortoise And The Hare” using the
Cloud. Physical movement gives a concrete grasp of the idea
of conflict and at the same time moral values could be injected.
Children show total involvement in the learning process
12
A Class Lesson on Islamic values with Year
One students using The Cloud Technique
Ustazah Sarojah binti Sahnu S.K Section 20, Shah
Alam, Selangor
13
My Malaysian Mountain School Story
(9000 ft above sea level)
Mt. Kinabalu, Highest Mountain in South East Asia
14
My Mountain School Story
9000 ft
above sea
level
Using the Cloud to solve
a kid’s problem in the
mountain school
15
TOC in National Curriculum Materials
And Other Things Besides
16
…
17
Launching the newspaper column through the press
18
Educational Supplement for Secondary School in National Newspaper
신문의 주간 교육 부록 (중학교 용 )
19
20
This book introduces thinking as
a lifelong skill which can be
applied to the daily relevance of
everyone’s lives.
Reading this book is a journey of
discovery to understand the
concepts and skills of the Theory
of Constraints for Education.
You are taught how to think
smart and not just what to think,
in a logical systematic way.
21
600 Students waiting to hear about TOCFE
TEENZ
WORKSHOP
Branches and
Clouds
TOCFE Parenting
Workshop
Parents Busy With Target Trees
22
TEENS
WORKSHOP
NIE UNIT
NEWS STRAITS TIMES
23
Game
24
100 Kids 100 Clouds 100 Days !
25
A project with …
KUALA LUMPUR, MALAYSIA
USING TOC TOOLS
IN SCHOOL
LESSONS
26
25 October, 2009
IF KIDS IN SCHOOL LOOK BORED,
BLAME THE METHOD OF TEACHING
School is where a child goes to learn. But in
Malaysia, the classroom is typically dull as
teachers go through the motions that often leave
their pupils in a state of inertia, writes KOH LAY
CHIN.
BRING back the fun in classrooms.
27
30 August 2009
PRACTICAL WAYS TO BETTER ENGLISH
By Koh Lay Chin
“Fully aware that improving the proficiency of
English among students will take more than
increasing scheduled lessons, the ministry is
thinking up doable, practical and fun ways to
make it a complete culture of sorts in schools.”
Ministry of Education, Malaysia
28
WHAT TO CHANGE?
WHAT TO CHANGE TO?
29
Ancient Chinese Proverb
“I hear and I forget
I see and I remember
I do and I understand
If I discover I will use”
30
WHAT GOES INTO THE LESSON?
31
“The Multi-Tasked Lesson”
32
2009/08/30
33
Grammar
Vocabulary
Listening and Speaking
Comprehension
Thinking Skills
Reading and Writing
SONGS
Selected pop songs are
used to teach grammar
or encourage
comprehension through
questions and answers
or illustration.
Song lyrics are
presented as cloze
passages to be filled as
they listen. The list of
words can be given
before the songs are
played.
SONGS FOR LEARNING
SONG EXAMPLES
1.
2.
3.
4.
5.
6.
7.
I’m Jake the Peg
Blowing In the Wind
Puff the Magic Dragon
Don’t Cry Joni
Green, Green Grass of Home
Tell Laura I Love her
Heal the World
34
Don't Cry Joni
Sung by Conway Twitty
NO
1
LESSON
SECTIONS
Objective of
module:
DESCRIPTION
Listening:
Reading:
Speaking:
Writing:
Rhyming Words
Read a Message
Verbalise message
Write a simple message
Write a friendly letter
(ADVANCED)
Thinking Skills:
a. Discuss the external conflicts and internal
conflicts of the characters
b. (Additional) Discuss the consequences of a
large age difference in a marriage
35
Don't Cry Joni
2
3
4
Induction to
module
Put list of words for answers on the board in
random order ( for weaker students)
Put list of words on board that may need
explanation of meaning
Introduction 1. Play the song first for filling in the blanks.
to Song
2. Give answers 1-15 and students mark friend’s
paper and give score
3. Play the song again to sing along together
Body of
Give a brief background to how song was originally
Lesson
written.
4a Ask comprehension questions (oral or written)
4b Ask questions and draw conflict clouds on the
board. Discuss
4c (Additional) Draw consequence branches to see
what happens if Jimmy decides on:
a. Marrying Joni
b. Going away36
Don't Cry Joni
5
Debriefing by
teacher
Draw attention to message written by Joni
Discuss what goes into message and the tenses
to use (Receiver’s name/Message/Signed by..)
(Additional) Format of a friendly letter
Tenses to use for message.
6
Conclusion
Every student writes a message for someone in
the class. Teacher can assign who writes to
whom. Student reads out messages in pairs and
puts up message on Message Board.
37
Don't Cry Joni
Woman - Jimmy please say you'll wait for me, I'll
grow up someday you'll see
Saving all my kisses just for you, Signed with love
forever true
Man - Joni was the girl who lived next (1)…………….
I've known her I guess 10 years or
(2)………………….
Joni wrote me a note one day, and this is what she
had to say
Woman -Jimmy please say you'll wait for me
I'll grow up someday you'll see
Saving all my kisses just for you
Signed with love forever true
Man - Slowly I read her note once (3)……………..
Then I went over to the house next (4)………………
Her tear drops fell like rain that day
When I told Joni what I had to say
Man - Joni, Joni please don't cry
You'll forget me by and by
You're just (5) ……………………., I am (6)
……………………..
And Joni I just can’t wait for you
Man - Soon I left our little home (7) ………………….
Got me a job and tried to settle (8) ……………………..
But these words kept haunting my memory
The words that Joni said to me
Woman - Jimmy please say you'll wait for me
I'll grow up some day you'll see
Saving all my kisses just for you
Signed with love forever true
Man - I packed my clothes, and I caught a
(9)……………………..
I had to see Joni, I had to (10)………………………..
How my heart was filled with her memory
And ask my Joni if she'd marry me
I ran all the way, to the house next (11) ………………..
But things weren't like they were (12)…………………….
My tear drops fell like rain that (13)……………………..
When I heard what Joni had to (14) ……………………
Woman - Jimmy, Jimmy please don't cry
You'll forget me by and by
It's been five years since you've been gone
Jimmy I married your best (15) ……………………….. ,John
38
3 Thinking Tools For Education
39
A concrete and graphic way of looking at
conflicts or situations that are unclear and
need to be made clear so that solutions or
decisions can be given.
40
TOC CLOUD
Teacher uses a TOC Cloud pattern to write out the
answers provided by students.
1.Who are the two persons involved?
2.What does one side want?
3.What does the other person want?
4.Why does this side want this?
5.Why does the other side want this?
6.What will they both have if they do B
not have this problem?
Assumptions
D
Reason:
WANT
A
NEED
Common
Objective
Side 1
Side 2
Reason:
NEED
C
41
Opposite
WANT
Assumptions
D1
CLOUD 1
Teacher uses a TOC Cloud pattern to write out the
answers provided by students.
1.Who are the two persons involved?
3.What does the other person want?
6.What will they both have if they do
not have this problem?
A
B
Assumptions
D
Wants Jimmy
to wait for her
to grow up.
To be
together with
Jimmy
JONI
JIMMY
HAVE A
HAPPY LIFE
Free to go
away to find a
job
C
42
Does not want
to wait for Joni
to grow up
Assumptions
D1
Don't Cry Joni
Reading the Cloud to understand the Conflict in the story
(Reading and Speaking)
Structure
In order to … (A)…. , Joni needs ….(B)……………. In order to ...(B)……… ,
Joni wants …..(D)….. On the other hand, in order to …..(A)……., Jimmy must
…..(C)……... In order to do that, he does not want …..(D1)………………
Answer
In order to have a happy life, Joni needs to be together with Jimmy.
In order to be together with Jimmy , Joni wants Jimmy to wait for her to
grow up.
On the other hand, in order to have a happy life, Jimmy must be free to go
away to find a job. In order to do that, he does not want to wait for Joni to
grow up
43
Don't Cry Joni
THINKING SKILLS (LISTENING AND SPEAKING)
Assumptions between their Needs and Wants can be discussed with better
students.
Structure
In order …(B)….. , Joni wants ….(D)…………. because…...
In order ….(C)……, he does not want ….(D1)………. because …..
Answer
In order to be together with Jimmy , Joni wants Jimmy to wait for her to grow
up because…...
Assumptions: ……She is too young to get married.
……Jimmy is going far away and may forget her
In order for Jimmy to be free to go away to find a job, he does not want to
wait for Joni to grow up because …..he thinks she is too young
…..it will be too long to wait for her to grow up
..…he may fall in love with another woman
44
Don't Cry Joni
CLOUD 2
Jimmy could not have peace when he was away. He had a dilemma.
Lets draw a Cloud to show what was on Jimmy’s mind when he was
away:
1.What does he want on one side?
2.What does Jimmy want on the other side?
3.Why does he want this side?
4.Why does he want the other side?
5.What will Jimmy get if he doesn’t have this dilemma?
45
Don't Cry Joni
CLOUD 2
Jimmy could not have peace when he was away. He had a dilemma.
Lets draw a Cloud to show what was on Jimmy’s mind when he was
away:
Work in a far
away place
Have a good
career
JIMMY
HAPPY
.
JIMMY
Be married to
Joni
46
Stay back
with Joni
A concrete and graphic way of
looking at cause and effect
connections in a systematic and
logical way.
47
Don't Cry Joni
THINKING OF CONSEQUENCES: USE A LOGIC BRANCH
1. Start with the first action.
2. See the effect from each action or step.
3. Additional explanations makes the next
effect clearer.
4. This is a multiple branch.
5. You can also do a single branch
48
Don't Cry Joni
Jimmy will be so sad
Joni cannot be his
girlfriend anymore
He will see Joni
again
She becomes John’s wife
NOTE: Teach children to use
“If…then” to tell a story.
Beware of “LONG ARROWS”.
Additional information
usually corrects “LONG
ARROWS”
She will accept his
proposal
John asks her to marry him
She soon forgets about Jimmy
She likes one of
them a lot (John)
He takes a plane back
to his home town
He wants to see her again
He cannot forget about
her
But he has
memories of her
She will have fun in their company
And John also likes her a lot
She has a special friendship
with some of them
She looks for other friends near where she stays
Jimmy cannot get
to see Joni
Joni is left on her own
JIMMY GOES FAR AWAY TO WORK
49
DISCUSSION
What could Jimmy
have done so he does
not lose Joni?
Trimming a branch through cause and effect, changing
the branch at the injection of an alternative action
NEGATIVE
NOW POSITIVE
IT IS NOW AN
IMPROVED
SITUATION
WHERE DO YOU
TRIM THE
BRANCH?
INJECTION OF AN
ALTERNATIVE ACTION
Beginning
idea
50
Don't Cry Joni
Jimmy will be so sad
DISCUSSION
Joni cannot be his
girlfriend anymore
What could
Jimmy have
done so he does
not lose Joni?
He will see Joni
again
She becomes John’s wife
WHERE DO YOU
TRIM THE
BRANCH?
She will accept his
proposal
John asks her to marry him
She soon forgets about Jimmy
She likes one of
them a lot (John)
He takes a plane back
to his home town
He wants to see her again
He cannot forget about
her
But he has
memories of her
She will have fun in their company
And John also likes her a lot
She has a special friendship
with some of them
She looks for other friends near where she stays
Jimmy cannot get
to see Joni
Joni is left on her own
JIMMY GOES FAR AWAY TO WORK
51
Don't Cry Joni
WRITING FOCUS: WRITING MESSAGES (Preliminary to teaching Letter Formats)
1.Why would you want to write a message to someone?
2.Should a message be long or short?
3.What should be in a message?
(The name of the one who receives, the sender’s name and what you want to tell)
Write out Joni’s
message to
Jimmy:
Jimmy,
Please say you'll wait for me, I'll grow up someday you'll
see, saving all my kisses just for you,.
With love forever true,
Joni
Teacher’s Note: (Grammar, Vocabulary and Writing)
•Teacher can teach grammar and vocabulary after discussing the message above.
•Polite forms
•Choice of tense depends on message
•Vocabulary: Choosing words to say a lot of things in a brief manner.
•Content of message: information, instructions, reminder…
•Message format: Receiver, greetings, message, closure, signed by …(as preliminary
to letter writing)
Future Task:
Future Lesson:
MESSAGE CENTRE
Writing a Friendly Letter
52
Practice
Let us try singing another
song and learn together
using the tools from
Theory of Constraints
53
JAKE THE PEG
sung by Rolf Harris
54
JAKE THE PEG
sung by Rolf Harris
1
Objective
of
module:
Listening:
Numbers and parts of body
Numbers from 1-100
Reading:
Read the names of parts of the body
Read numbers from 1-100
Speaking:
To pronounce the names of each part of the
body.
To pronounce the numbers from one to one
hundred
Writing:
To identify the words for different parts of
the body. Mind map the use of each part
Thinking Skills:
Brainstorm: What could you do with an extra
leg?
Cloud Conflict: To keep the extra leg or to
operate to remove it
Branch : the negative consequences of
having and extra leg or other
consequences.
55
Whiteboard
Pen
Word List:
VOCAB
Peg
Wicket
Cricket
Dreadful
Three-legged race
Popular
March
Waltz
Answers for blanks
JAKE THE PEG
sung by Rolf Harris
2
3
4
Induction to
module
Put list of words for answers on the board in random
order ( for weak er students)
Put list of words on board that may need explanation of
meaning
Introduction to 1. Play the song first for filling in the blanks.
Song
2. Give answers 1-15 and students mark friend’s paper
and give score
3. Play the song again to sing along together
Body of
Lesson
4a
4b
4c
5
6
7
Teacher
Debriefs:
Self-Accessed
Learning
Conclusion
Give a brief background to how song was originally
written.
Ask comprehension questions (oral or written)
Teach the names of parts of the body.
Teach or review the numbers 1-100 in English
Thinking Skills:
Brainstorm about an extra leg
Do you want to remove the extra leg? (Cloud)
What are the consequences from an extra leg?
Making introductions: formal introductions, informal
introductions, greetings.
Label the parts of the body
Spell out the numbers in words
Types of greetings
Each student think of his or her own specialty and inform
class e.g “I’m Ali the extra brainy”56, “I’m Luke the Joker”,
“I’m Lily the pretty one.” etc
Song sheets for each
student
Player and wires or
batteries /CD or USB with
song recording
Refer to APPENDIX
Module Notes
Module Notes
Module Notes
Module notes
Listening and Speaking
JAKE THE PEG
sung by Rolf Harris
[Chorus:]
I'm Jake the Peg, diddle-iddle-iddle-um
With my extra (1) …………………., diddle-iddleiddle-um
Wherever I go through rain and snow
The people always let me know
There's Jake the peg, diddle-iddle-iddle-um
With the extra leg, diddle-iddle-iddle-um
The day that I born (oh boy) my father nearly
died
He couldn't get my nappies on,
no matter how he tried
'Cos I was born with an extra leg,
and since that day begun
I had to learn to stand on my own three
(2)………………….
Believe me that's not fun.
[Chorus]
[Chorus]
I was a dreadful scholar, I found all the
lessons hard
The only thing I knew for sure, was (4)
…………………..feet make a yard.
To count to (5)………………………… I used
my (6) ……………..….., if I needed more, by
getting my shoes and socks off , I could count
to (7) …………………………………
I'm Jake the [stops to count] ...
to (8) ………………………………….
I'm Jake the peg, diddle-iddle-iddle-um
With my extra leg, diddle-iddle-iddle-um
Whatever I did they said was false, They said
"quick march"
I did the quick waltz
Then they shouted at me "put your best (9)
……………………. forward" - but which foot?
I said "it's very fine for you, you only got a
choice of (10) …………………….."
But me, I'm Jake the Peg, diddle-liddle-liddleum
With the extra leg, diddle-liddle-liddle-um.
I had a dreadful childhood really, well, I suppose
I shouldn't moan
Each time they had a (3) ………………………….legged race, I won it on my own
And also I got popular, when came the time for
cricket, they used to roll my
trousers up
57
And use me for the wickets
JAKE THE PEG
sung by Rolf Harris
CLOUD : Jake’s Cloud
.
Jake
Jake
1.Who are the two sides involved?
3.What does the other side want?
6.What will be the situation if there is no
conflict of wants?
58
JAKE THE PEG
sung by Rolf Harris
CLOUD : Jake’s Cloud
Keep the
extra leg
.
Feel
special
Have a
happy life
Jake
Jake
Be the
same as
everyone
Remove the
extra leg
In order to have a happy life, Jake needs to feel special. In order to
feel special, he keeps his extra leg.
On the other hand, in order to have a happy life, Jake needs to be the
same like everyone. In order to be the same as everyone, he must
remove his extra leg.
59
8 year olds working on Jake’s Cloud
60
JAKE THE PEG
sung by Rolf Harris
Thinking Solutions:
Jake cannot have both sides. So lets see what he can do if he makes a
decision on one side.
If he keeps the extra
leg, he will feel
special but in what
ways can he be
normal like everyone
Keep the
extra leg
.
Feel
special
Have a
happy
life
Jake
Jake
Be the
same as
everyone
61
JAKE THE PEG
sung by Rolf Harris
Feel
special
If he removes the
extra leg, he will be
the same as
everyone but in
what ways can he
feel special?
Have a
happy
life
Jake
Jake
Be the
same as
everyone
62
Remove the
extra leg
JAKE THE PEG
sung by Rolf Harris
BRANCH:
Start a cause and
effect branch from
the first situation
“I have an extra
leg”
If I have an
extra leg
63
BRAINSTORM:
What could you do with an extra leg? (mind map). Example ; (Please add to it…)
3-legged
race
Waltz
without a
partner
Cricket
SOCIAL
DANCE
SPORTS
Do funky
dances
What could you
do with an extra
leg?
PERFORMANCES
One man
band
64
Do special
show
A TOC tool to analyze and sequence the
steps needed to achieve a goal.
AMBITIOUS TARGET
OBJECTIVE
OBSTACLE
OBJECTIVE
OBSTACLE
OBJECTIVE
OBSTACLE
OBJECTIVE
OBSTACLE
Construct a strategic plan to achieve the Target.
65
Strategic Planning Skills
1. Setting an Ambitious Target
2. Looking at Obstacles
3. Changing obstacles into Stepping Stones
4. Making a Target Tree
5. Making An Action Plan
66
Puff The Magic Dragon
Puff, the magic dragon lived by the sea
And frolicked in the autumn mist in a land called
Hannah Lee
A dragon lives forever but not so little boys
Painted wings and giant’s rings make way for other
toys.
Little Jackie Paper lovedthat rascal Puff,
and brought him strings and sealing wax and other
fancy stuff.
Oh Puff, the magic dragon lived by the sea
Hannah Lee
Hannah Lee
One grey night, it happened Jackie Paper came no
more
And Puff that mighty dragon, he ceased his fearless
roar.
His head was bent in sorrow, green scales fell like
rain,
Puff no longer went to play along the cherry lane.
Together they would travel on a boat with billowed sail
Jackie kept a lookout perched on Puff's gigantic tail,
Noble kings and princes would bow whenever they
came,
Pirate ships would lower their flags when Puff roared
out his name.
Hannah Lee
and frolicked in the autumn mist in a land
called Hannah Lee
Without his life-long friend, Puff could not be brave,
So Puff that mighty dragon, sadly slipped into his
cave.
Hannah Lee
Hannah Lee
67
AN AMBITIOUS TARGET
Puff the magic dragon lives forever. But his little
playmates grow up and do not come to play with him
anymore when they grow up.
What are the obstacles Puff will be facing if he wants
to play with children all the time?
What can he do to help himself? He can think of the
obstacles to finding friends all the time.
Can he overcome these obstacles by thinking of
steps he can take to achieve his ambitious target?
68
(A sample answer).
AMBITIOUS TARGET:
Puff Wants To Have Children Play With Him All The Time
OBSTACLES:
1.The dragon cannot die
2.The children grow up
3.They stop visiting him
when they grow up
STEPS TO OVERCOME OBSTACLES
1.He must make a plan every five years
2.Invite their children to play with him
3.Have parties to invite more young
people to visit him
4. He has a fierce roar
4.Use a soft roar to attract children
Use fierce roar only in times of danger
5. Move to a place where he can be
visited more easily
5.He lives in a cave
69
Q&A
Any Questions
70
[email protected]
71
About Khaw Choon Ean
26 years as a teacher, curriculum planner and project manager
in the Ministry of Education of Malaysia
Trained as a trainer of trainers in Plymouth, England, and as a
TOCFE facilitator by TOCFE, Inc. in Monterrey, Mexico.
Currently the Honorary Chairperson, TOCICO TOC In
Education (TOCE) TP Education Exam Committee and
Program Director in Malaysia for TOC4ICD
Presented on TOCFE in USA, UK, Mexico, Thailand, Singapore,
Philippines and Korea as well as throughout Malaysia as
TOCFE Director for Asia.
Has had a distinguished career in education, training and
sports and was awarded the International Olympic
Committee’s (IOC) Women Of Achievement Diploma Award in
2004.
Author of the book Thinking Smart : Applying The Theory Of
Constraints In Developing Thinking Skills, novels, Nine Lives
(2007) Magic Eyes (2010) and has many short-stories
published since1980 at home and abroad.
72

Study Project

Transcription

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Sorry, guys: The pop world belongs to Lady GaGa and Róisín Murphy.