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Chest of Secrets - TOC program for children who can't write or read

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"Chest of Secrets" - educational program for nurseries and primary schools (age 5-9) which helps to implement TOC Tools in the classroom.
Tools help children to develop thinking skills, critical thinking, logical thinking, solving problems, planning.

Published in: Education, Health & Medicine
  • I think it's gonna work! I am working for MeCuMa in the Netherlands. We are going to use this program on schools in our country.
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Chest of Secrets - TOC program for children who can't write or read

  1. 1. Presented By: Maciej Winiarek (Poland)Date: 05.06.2013
  2. 2. TOCTOOLS IN EARLYYEARS"It is one thing to show yourchild the way, and a harderthing to then stand out of it."R.Brault
  3. 3. • noisy• hyperactive• impulsive• confrontational• emotionally unstable• lacking concentration
  4. 4. • They know the rules but they have problems withobeying them.• They never think of consequences of their actions.• They cannot plan their work.• They cannot wait for their reward.• They require you to assess and praise their workimmediately.
  5. 5. DEFINITELYYES,since, if properly adapted, they meet their needs of:• having fun,• helping to organize physical world,• moving around constantly,• helping to draw conclusions (instead of beingcriticized by adults),• polysensory engagement,• agency and independence.
  6. 6. WHO, in the course of action (arranged by theteacher) should be more active?ChildrenTeacherTOCTeacherTOCChildrenThe teacher or the children?
  7. 7. Change ofTeacher’s role
  8. 8. Create environment for Creativity
  9. 9. child in a center
  10. 10. Teacher as a coach
  11. 11. Give them the tools
  12. 12. BRANCHCLOUDAMBITIOUSTARGET TREETOC Tools
  13. 13. How it works?1.What is the problem (situation like)?2. What we did (how to change)?3. What is the effect (TOC effect)?
  14. 14. Almost every child has problems with rememberingthe most important facts having listened to a shortstory.They need the teacher to ask them additionalquestions to see the coherence of the text.
  15. 15. While listening, children, withtheir eyes, look for picturesrepresenting the plotThey put pictures in a logicalorderAt first, they work on a big”framework” of a logicalbranch
  16. 16. After two months of usingthe logical branch (about 6times) children have theability to reconstruct longertexts, just after one readingor listening to them.
  17. 17. Most of children use single words or veryshort, simple sentences to communicate.
  18. 18. Children make simple sentences (theyorally label photographs / pictures)They hold in hand a note to recall thebeginning of the sentence (when / if)They move from one piece of thestory (a photograph) to another(they move as the story continues)
  19. 19. After the first monthchildren are able to creategrammatically correctcompound sentences. Farmore children feelcomfortable to makestatements in class. Somechildren talk in pairs moreeasily.
  20. 20. If they make attempts to tell a story, itis rarely coherent.
  21. 21. Children analyze thecauses and the effects.Children use job cards to make causeeffect relationships.They notice that theeffect soon becomes the cause.
  22. 22. After a few weekschildren start toconstruct storiesnaturally.
  23. 23. When you ask children about a part of thestory, they can rarely refer to it. Children, insuch a situation, tend to tell everything theyhave remembered from the plot.
  24. 24. Children than complete themissing parts of the whole story,by drawing and talkingChildren first, complete the next partof the story, drawing and telling.
  25. 25. With the help of alogical branch,children are able tolocate, in the plot, aparticular element ofthe story.They canpresent what hadhappened before andwhat happened after.
  26. 26. Some children are afraid of reading, theylearn short texts by heart or make guesses.
  27. 27. Children learn to decode (read) thestory from pictures and pictograms.
  28. 28. By introduction of wordless writing (pictograms, schematic drawings,emoticons) children obtain the ability to read single words and sentencesmore quickly.
  29. 29. Little children often accept, without deeperunderstanding, that somebody or somethingis good or bad.
  30. 30. Children identify emotions of the characters in the story.Children identify and name their own emotions.
  31. 31. Why emoticons?If I takesomebody’sthing.If the fact I tooksomebody’s thingis revealed.If somebodytakes my thing.
  32. 32. Thanks to the application of the cloud and the branch, childrenanalyze, verify their assumption about people and events (theybecome empathic).a
  33. 33. In conflict situations children tell on each other, fight, insulteach other and cry.When they turn to an adult for help, they often get a solution.Over time an adult becomes their solution!
  34. 34. Children analyze the conflict.They thinkwhat emotions occur in the first phase ofthe conflict.They present the mood withan emoticon and a dark color of thecloud.Children talk to each other.They talkabout their needs and assign a prop tothe situation (a light-colored cloud andan emoticon).
  35. 35. In conflict situations children talk to each other.They solve more than a halfof the conflicts.They use the Cloud outside the school (classroom)
  36. 36. Little children are unable to imagine further consequencesof some actions.They think afterwards about what they have done and howthey have behaved.Very often they cannot see anythingwrong in their behavior.
  37. 37. Through using Branchthey learn to think aboutconsequences of theirpotential actions beforethey actually doanything.
  38. 38. Thanks to a graphicalpresentation of the tools,children ”see” their thoughts(consequences).
  39. 39. In a conflict situation, while looking for solutions,children do not see them or see only onesolution.
  40. 40. By using the sun of happy solutions, children notice that everysituation has a few possible solutions.
  41. 41. When childrenconcentrate on the needs,analyze ”calmly”,common sense prevailsover anger and shouting.Then different solutionsand satisfaction arise.
  42. 42. When children confront a given problem that requiresconnecting facts in a logical way (like a mathematical task),most of the children do not see any logical connections.Some of the children (because of wrong education) stopinquiring why things happen.
  43. 43. Children, by doing experiments, makehypothesis and verify them, they alsoexplain them (with help of a logicalbranch both simple and complex).
  44. 44. Children are able to illustrate theexperiment in a simple mannerand share newly acquiredknowledge with adults.
  45. 45. Not many children can justify even a simple choice,they often use the words – ”just because…”
  46. 46. Children think, discuss,choose different solutions.
  47. 47. They justify their choices in a logical and clearway.
  48. 48. Little children wait for solutions proposed byadults (teacher, parents)
  49. 49. If we let children do it (and they have tools) they becomecreative and propose a lot of solutions themselves.
  50. 50. With the help of the ambitious target tree they can plan and joinup to help organizing a Christmas party, a trip to museum..
  51. 51. Children after few weeks become very creative, finding manysolutions by themselvesaa
  52. 52. When children face difficulties they often cry orback out.
  53. 53. Children learn how toforesee and namedifferent obstacles.
  54. 54. When children use the ambitious target tree they see obstacles(they have not noticed so far in real life).
  55. 55. Group work seems to be difficult for children. Some oflittle children cannot even work in pairs.
  56. 56. At first, children work in pairs, andlater on they start working inlarger groups.
  57. 57. Thanks to the use of theTOCtools, children tend to believein themselves more, they feelmore secure, because they doeverything together butrespect each other’s ideas.
  58. 58. Parents often complain that children are lazyor disobedient.
  59. 59. Children learn, step by step, how toorganize their work well.
  60. 60. Thanks to a practical application of theTOC tools childrenbecome ”tutors” for their parents, teaching them how touse the tools in adult life.They deserve, in the eyes of theirparents, a true admiration and are filled with pride.
  61. 61. TheTOC tools are very useful in education of small children. It isenough to adapt them to children’s abilities.Thanks to suggested activities, exercises and unique objects (mats,props, pictograms, emoticons, job cards) little children can, notonly, apply the tools perfectly but also transfer them to everydaylife situations and even teach their parents!
  62. 62. Publication -The Chest of Secrets -is a proposal ofhow to methodologically, step by step,introduce theTOC tools for work with5-9 year olds.
  63. 63. Package for school:•Scenarios•Resources•Mats•Game
  64. 64. Guide with 30 scenarios:•Aims for each session•Clear and precise procedure• which resources to use• proposals for games at home
  65. 65. 5 oryginal stories (not fairy tales):• Each story is analyzed by 3 tools: Cloud, Branch, AmbitiousTargetTree• 2 session for each tool – 6 sessions for each story• stories from children’s life
  66. 66. Cards to analyze the stories:•Coloroful, good quiality•Easy to connect with plots of story
  67. 67. Resources for whole package:•Almost 100 cards• Resources for teacher to run the session• Part is colorful• Part os b&W – for additional copying•Very good quality
  68. 68. Two beach mats to walk on:• Colorful• Good quality, long lasting•To use in all classes
  69. 69. One box in each school set
  70. 70. Package for a child:•Individual•Paid by parent•One for whole year of learning
  71. 71. Resurces for child/parent:• Colorful, good quality• B&w for coloring• Game for whole family
  72. 72. Interested in cooperation???maciej.winiarek@tocdlaedukacji.pl

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