26 - Theory of Constraints for Education

Business & Finance, Industries & Professions, Quality Control
Cover of the book 26 - Theory of Constraints for Education by Kathy Suerken, McGraw-Hill Companies,Inc.
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Author: Kathy Suerken ISBN: 9780071717755
Publisher: McGraw-Hill Companies,Inc. Publication: April 9, 2010
Imprint: McGraw-Hill Professional Language: English
Author: Kathy Suerken
ISBN: 9780071717755
Publisher: McGraw-Hill Companies,Inc.
Publication: April 9, 2010
Imprint: McGraw-Hill Professional
Language: English
The purpose of this chapter is to convey how the TOC thinking and communication tools are being used to enable students of all ages and cultures to take responsibility for what they learn and how they behave. These logic based tools provide the questions and methodology for learners to systematically derive and take ownership of answers to problems whether they are in a text book, on the playground or in a stalled improvement plan. Compelling case studies, testimonials and academic research will demonstrate how and why these simple, graphic, and practical tools: Enable students to analyze rather than memorize Address issues of bullying and impulsive behaviors Make learning relevant to everyday life Differentiate instruction for students with disparate levels of knowledge, skills and interest Enable students to learn curriculum and life skills at the same time Are simple enough to be used by kindergartners but profound enough to be used by CEO's
View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart
The purpose of this chapter is to convey how the TOC thinking and communication tools are being used to enable students of all ages and cultures to take responsibility for what they learn and how they behave. These logic based tools provide the questions and methodology for learners to systematically derive and take ownership of answers to problems whether they are in a text book, on the playground or in a stalled improvement plan. Compelling case studies, testimonials and academic research will demonstrate how and why these simple, graphic, and practical tools: Enable students to analyze rather than memorize Address issues of bullying and impulsive behaviors Make learning relevant to everyday life Differentiate instruction for students with disparate levels of knowledge, skills and interest Enable students to learn curriculum and life skills at the same time Are simple enough to be used by kindergartners but profound enough to be used by CEO's

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