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that can only be met through unrealistic and ineffective amounts of multitasking. They reason that they are being unjustly tasked to fix a myriad of problems that seem be rooted in situations over which they seem to have no control—especially the breakdown of the family and declining social values and morals. Moreover, these factors compound other problems teachers must address with students who arrive to their classrooms with disparate prior learning experiences and skills. Educators contend they do not have sufficient resources—especially time—to do more than teach an already overloaded academic curriculum upon which they are measured and for which they and their school systems are held accountable through standardized testing. Yet many stakeholders—especially those who hope to employ graduating students—also hold educators accountable for preparing students to communicate well, act responsibly, and work well with other people. How do standardized tests measure these attributes?

In other words, if the goal is to educate well, all students need to be prepared for life—to become productive and responsible citizens. In order to achieve that idealistic and worthy objective, educators must try to meet the needs of all stakeholders, especially the learning and behavior needs of all of their students.

On the other hand, educators must also be practical and realistic. Therefore, in order to educate well, they must work effectively within the limitations of existing resources. To do so requires educators to prioritize or set criteria for meeting needs with some likely being sacrificed. Figure 26-1 presents a succinct definition of this core conflict that defines it without finger pointing.

Why is it so difficult to fix this problem in a way that does not compromise either existing resources or ensuring that all students become responsible and productive adults?

Is it because we assume there is no way to teach life skills without sacrificing academic skills or vice versa?

Is it because we assume actions to differentiate instruction to meet the learning needs of all students compromise resources beyond the breaking point?

Is it because we assume students are unwilling or unable to take responsibility for their own learning and behaviors?

Is it possible to challenge and invalidate any of these assumptions? If so, what should be a solution and what should be the outcomes and other criteria to evaluate the solution’s effectiveness?

What to Change to?

In the foundation of learning, a building block leads to a quality workforce and the future of a civilized society. That building block is the ability to think and communicate clearly. What if there were a set of concrete thinking and communication tools that could be used to teach prescribed curriculum in such a way that students:

FIGURE 26-1 Core conflict. (Source: Kathy Suerken.)

Develop their analytical thinking and communication skills at the same time,

Apply the methods to problem solving and responsible decision making,

Logically connect, interpret, and question information,

Attain desired academic standards and benchmarks upon which they are measured,

Perceive learning to be relevant, valuable, and transferable between subjects and real life, and

Have the motivation and skills needed to feasibly achieve individual and collaborative goals?

Would these desirable effects not only prepare students to be productive and responsible but also enhance educators’ existing resources, leaving them with more time for that which they consider most important and rewarding?

Of course, in order to achieve these outcomes and ensure they alleviate pressure on existing resources, the methodology of the tools must be simple, meet diverse student learning needs, and enable the learner to take ownership of solutions—whether they are in a textbook, playground, or a boardroom. If such tools and methodology to teach them actually existed, would educators use them? Let’s consider the results of some of those who have.

How to Cause the Change?

TOCfE teaches