Date: Fri, 02 Jul 1999
To: k-12sd@sysdyn.mit.edu
From: teresa@northwest.com
Subject: Need suggestions

I have just completed a workshop on "Contextual Learning" and
"Project-Based Learning". I am also doing a summer internship at the
Oregon Museum of Science and Industry. As part of my internship I will be
working with a team of educators designing a new exhibit called "Dangerous
Decibels". I am writing up a project-based action plan to implement what I
do there into my own Integrated Science classes, Grades 10-12. I would like
to have students research something about the various types of energy waves
(sound, electromagnetic, and seismic waves), how they interact with these
daily, whether they realize it or not AND to do something with their
information using ST/SD.
I would really like to connect three components, the science content,
ST/SD, and a "writing to learn" component.
I would welcome any ideas about this to help in my planning.
TERESA
-----------------------------------

Date: Mon, 5 Jul 1999
To: k-12sd@sysdyn.mit.edu (K-12sd discussion)
From: "Jay W. Forrester" <jforestr@MIT.EDU>
Subject: Second announcement of the Guided Study Program in System
Dynamics

This is the second (and last) announcement of the 1999-2000 Program.
----------------------------------------------------------------------------
The System Dynamics in Education Project at MIT is now accepting
applications for the 1999-2000 Guided Study Program in System Dynamics.
The Guided Study Program (GSP) is conducted by the System Dynamics in
Education Project (SDEP) in the System Dynamics Group of the Sloan School
at the Massachusetts Institute of Technology. The Program is suitable for
any person who wants to acquire a strong foundation in the theory of system
dynamics as well as model building skills. The GSP will begin its third
year in September 1999. Fourteen people enrolled in the first 1997-98
session, and thirty in the 1998-99 session.
The Guided Study Program is organized around the "Road Maps" series (a
series of chapters on system dynamics which can be found online at
<http://sysdyn.mit.edu>) and some of the "classics" in system dynamics
literature. Weekly (and occasionally biweekly) assignments include readings
from papers in Road Maps, exercises based on those papers, additional
questions on the topics of study, readings from the classic system dynamics
literature, and modeling exercises. Participants will receive comprehensive
general solutions to the assignments as well as detailed feedback,
corrections and suggestions on their individual answers.
Progress of participants is monitored by a team composed of MIT
undergraduates with experience working for the System Dynamics in Education
Project. Members of the team, the GSP tutors, are authors of many of the
papers in Road Maps. Professor Forrester, as the head of the program
overlooks the work of the tutors. Each week the team reports back to the
System Dynamics in Education Project group meeting with Professor Forrester
to relate progress of participants and discuss questions that arise.
Material covered will be similar to the past years, but experience gained
in prior years will serve to improve this year's Program. Participants can
reach tutors individually through e-mail and get feedback on questions and
concerns.
The next Guided Study Program in System Dynamics will begin in early
September 1999 and run through May 2000. Participants must possess a
computer and have access to the Internet, and be willing to devote at least
fifteen hours per week to the Program. To cover the costs, each participant
will be expected to pay US$5,000. in advance. Applications will be taken in
the order of submission, excepting our right to decide that the Program may
not be appropriate for some applicants. The Program will also admit a few
full-time K-12 teachers and school administrators for a much smaller fee of
US$500. The participants must also purchase books totaling about $350.
Past GSP participants have found the Program to be a rewarding and
educational experience. Anyone who is interested in participating in the
1999 Guided Study Program in System Dynamics should contact us before
August 1st at:
gsp-info@sysdyn.mit.edu.
Please include some personal background, describe your present work and why
you are interested in this program (about one page).
Additional information can also be found at
<http://sysdyn.mit.edu/DistanceLearning>. This web page contains:
- The paper about the GSP presented at the International System Dynamics
Society Conference in Quebec City, July 1998
- Quotes from participants about the GSP
- Sample assignment (assignment 7 of 30)
---------------------------------------------------------
Jay W. Forrester
Professor of Management, Emeritus
and Senior Lecturer, Sloan School
Massachusetts Institute of Technology
Room E60-389
Cambridge, MA 02139
tel: 617-253-1571
fax: 617-258-9405
Home office:
tel: 978-369-9372
fax: 978-369-9077
-----------------------------------

From: Sanders_Maureen@lacoe.edu
To: k-12sd@sysdyn.mit.edu
Subject: RE: Need suggestions
Date: Wed, 7 Jul 1999

(reply to Teresa)
Are you familiar with what is called the Backward Design Process? (Grant
Wiggins model for planning?) Perhaps the questions below might be helpful
in your designing of your work:
1. Why do this work?
2. What is the connection to your state content/performance standards?
Which ones?
3. Desired Results: What key understandings are desired?
What are the big"essential" questions? What will students understand as a
result of this unit/project? What "essential" questions will focus this
unit/project?
4. Acceptable Evidence: What evidence will show students
understand_____(your 3 elements you spoke of)?
What will be the Performance task? Projects? (Constructed Response?)
What will the quizzes, tests, academic prompts be?(Selected Response?)
What other evidence will you need/want to gather? (i.e. observations, work
samples, dialogues, etc.)? What will the student use to self assess his/her
progress along the way?(i.e. will you have a model for students? or an
"exemplar" of what your mental model looks like at the end of this
unit/project to get at "how good is good enough?" How do I as a student know
"how good is good enough?" What information are you providing for parents
and how may they assist their son/daughter in this work?
5. Learning Experiences and Instruction: Given the targeted understandings
and the assessment acceptable evidence identified, what knowledge and skill
are needed for this unit/project (for both student and teacher?)
Students will need to know.........
Teacher will need to know....
Students will need to be able to.......
Teacher will need to be able to......
What teaching and learning experiences will equip students to demonstrate
the targeted understandings?
Content.........................................................Process.....
...................Context
I hope this is helpful. Would be interested in your feedback. Maureen
Sanders, Project Director, California School Leadership Academy, Los Angeles
County; e-mail address: Sanders_Maureen@lacoe.edu
I have been using this model with teachers in designing performance tasks
and they find it very helpful. Good luck in what sounds very exciting.
-----------------------------------

Date: Thu, 08 Jul 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Need suggestions

Teresa wrote:
> I would like to have students research something about the various
> types of energy waves (sound, electromagnetic, and seismic waves), how
> they interact with these daily, whether they realize it or not AND to
> do something with their information using ST/SD.
Hi Teresa,
So as I understand it you're looking for possible projects involving
systems which transduce between these forms of vibration. I'm thinking
of a music system, which transduces between electrical, electromagnetic
and sound vibrations (and I guess if it were a shock-absorbed system it
might even take account of seismic waves!). CD's use electromagnetic,
cassettes use magnetic, and vinyl records use mechanical vibrations.
I'm unsure what precisely you mean by "writing to learn", and I'm also
unsure what level your grades 10-12 would be, so this suggestion may be
way off the mark, but I wondering about the possibility of writing the
narrative of a wave entering through the mains electricity supply, and
being transformed by the music system to produce the music and enter the
hearer's brain. On the way it would meet up with amplification and
damping circuits, and would be subject to modifying influences from the
CD or whatever. Once in the brain we're subject to different kind of
feedback loops and "vibrating" chemical reactions in the neurons. The
level of the students would determine the appropriate level of detail,
and also to what extent diagrams could be used to represent the
narrative.
Just a couple of thoughts - I hope they're of some use.
Cheers,
Niall.
--
We have only the world that we can bring forth
with others, and only love helps us bring it forth.
Dr. Niall Palfreyman mailto:Niall.Palfreyman@assyst-intl.com
assyst GmbH, Henschelring 15a
85551 Kirchheim bei Muenchen Tel: ++49-89-90505-230
Germany. Fax: ++49-89-90505-102/3
-----------------------------------

Date: Mon, 12 Jul 1999
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: How to get started

Dear list serve members,
I received an e-mail from Jake Jacobson who is with the Idaho National
Engineering and Environmental Laboratory. He is interested in and working
with system dynamics. He has been taking the guided study program this
past year. If people could answer his question at the end of his e-mail, we
hopefully could get another good discussion going. Here is an excerpt from
his e-mail:
" Recently, I was contacted by one of the administrators at our local high
school who was interested in learning more about System Dynamics.
The local School District is establishing a cross-curriculum education
program for high schoolers. The program will be separate from the other
high schools in the area. They recruited 7 teachers and accepted 120 students
into the program.
I demonstrated a variety of System Dynamics applications
and explained how I thought it could be used in their curriculum. I gave him
the web address for CLE along with other SD web pages. I believe that they
will want to use SD in their program.
I have already offered them my services to help them get started. I have
gone through a lot of the information on you web site. I believe I have a
good idea how to proceed but thought it might be a good idea to
interface with some that have already gone through this process. Idaho
is a very conservative state and we probably will only have one shot
at this. I would hate to see it fall flat.
What I am most interested in are some do's and don'ts for a new
program. What can we do to promote success and avoid failure.
If you have any ideas I would be very appreciative if you shared them.

Jake Jacobson
Advisory Scientist
Idaho National Engineering & Environmental Laboratory
phone: (208) 526-3071
e-mail: jake@inel.gov
fax: (208) 526-6802

Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@tiac.net
http://sysdyn.mit.edu/cle/

-----------------------------------

From: Larreynaga@aol.com
Date: Thu, 15 Jul 1999
Subject: Re: How to get started
To: k-12sd@sysdyn.mit.edu

Dear Jake,
I've been a school principal for twenty-four years, so I have some
understanding of introducing change into educational settings.
Let me answer your query with the following metaphor:
There was once a king who wanted his subjects to grow and eat
tomatos, for he had learned of tomatos' nutritional benefits. His subjects,
however, were conservative and suspicious of anything new.
So the king had a huge garden created just outside the
palace. It had all kinds of vegetables planted in it, including tomatos. When
the vegetables began to mature, he gathered all of his subjects together and
made the following pronouncement:
"This is the royal vegetable garden. All of my subjects are welcome
to choose vegetables to pick and to eat. But as for these," and here
the king pointed to the tomatos, "these are special, royal vegetables
called 'tomatos,' of these no one may take or eat."
And to underscore the seriousness of his intention, the king
placed guards around the tomato section of the garden.
Naturally, this piqued the curiosity of the king's subjects.
What was this new, red vegetable which the king prized and guarded?
After a week of guarding the tomatos day and night, the king
removed the guards after sundown. When the subjects learned of this, several
of them stole up in the night and picked tomatos. In time, word spread
regarding this delicious new vegetable. And the king smiled...
Innovate patiently. Create awareness, then curiosity. Desire is bound
to follow. Whatever you do, Jake, don't hand anyone a tomato and tell him or
her that they'll like it, or that it's good for them.
Good luck!
Bob Kalman
Purchase School
Purchase, NY

-----------------------------------

Date: Thu, 15 Jul 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: teresa@northwest.com
Subject: Re: How to get started

(To Jake Jacobson and others)
At the beginning focus on "systems thinking" and make sure this concept is
well understood before moving to "systems dynamics". Use examples familiar
and relevent to the students. Encourage students to think of phenomena that
they are familiar with in their own lives that work as systems. Work with
"systems tools" such as behavior over time graphs, causal loop diagrams,
stock flow diagrams, again using familiar, simple, relevant examples. Have
students predict outcomes. Sketch these predictions.
Stress "feedback" within familiar systems.
Use a variety of different examples of feedback from life science, ecology,
social issues, physical science; again moving from simple examples to more
complex.
Use newspaper and magazine articles to read and analyze the system involved.
Discuss the stake holders in the issue, their goals, interactions,
consequences of various actions, feedback, etc.
Identify criteria that make the issue or problem systemic.
Introduce "stock-flow diagrams".
Begin "systems dynamics" with very seemingly simple examples of systems
that have more internal complexity that the students will at first see,
i.e. "the bathtub model";
a simple population model. Have the students sketch predictions of behavior
over time. Lead a rich discussion that leads to questions that lead to
deeper understanding of the feedback involved in simple systems which makes
them more complex than they appear. Then introduce the systems archetypes,
again using familiar and relevant examples.
As you go along, encourage students to apply their analysis of systems to
these archetypes.
Two good resources are: Systems 1 by Draper Kaufman,
Systems Thinking Tools by Daniel Kim and The Art of Systems Thinking by
Joseph O'Connor and Ian McDermott. All of these are available through
amazon.com
In my classes, I have found Daniel Kim's article;
Levels of Understanding: "Fire Fighting at Multiple Levels" particularly
useful as a first reading to help introduce systems thinking.
TERESA
-----------------------------------

From: KCStarguy@aol.com
Date: Fri, 16 Jul 1999
Subject: get started by telling them not
To: k-12sd@sysdyn.mit.edu, Larreynaga@aol.com
 
Bob
Interesting analogy of a story. Cna you tell where you got this from? I would
like to use it in my newsletter.
You have to slowly get them interested in different ways- not telling them
they can't eat.
Unlike tomatoes, most students if given the choice will use the "tomato" to
play games, not think and will not seek to "think with the tomato."
Also many teachers are not used to trying to "new recipies." They don't want
to try the fruit (yes it is) no matter what.
If they just eat the tomato in the same way all the time, do you learn
anything new about the "tomato" and what you can do with?
Also it is one thing to think about the "tomato." But what about what can go
into the tomato. Another way to think of it is also how you "stuff the
tomato." Sometimes the stuffing (software) and what you do with it is more
important then what you do with the tomato. The stuffing may make the tomato
more edible.
comments?
\
Eric Flescher, Ed.D (KCStarguy@aol.com)
Editor/Webmaster, MacsU.N.I.T.E.-MacIntosh Users Network for Integrating
Technology into Education- to subscribe send email to-
macsunite-subscribe@egroups.com
http://members.aol.com/kcstarguy/macsunite/unite.htm
use PC for teaching, learning,education? sign up for TechU.N.I.T.E.
-Technology Users Network for Integrating Technology into Education- send
email to techunite-subscribe@egroups.com
-----------------------------------

From: Quaden@aol.com
Date: Sat, 17 Jul 1999
Subject: Re: Reply: How to get started
To: k-12sd@sysdyn.mit.edu

Jake,
I like most of Tereza'a comments, with the exception of her view on the use
of system dynamics. I feel that for some teachers and students system
dynamics is the perfect starting point. For others it may start a liitle
later, but i think that it should be part of the package fairlly early on. I
would encourage the use of simple models which do allow students to ask
better questions.
Also, I feel that support of administration is vital, so work on
organizational learning should be part of the approach.
Rob Quaden
Systems Mentor
Carlisle Public Schools
-----------------------------------

Date: Mon, 19 Jul 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: "Barbara A. Hopkins" <hopkins@harley.mv.com>
Subject: Re: get started by telling them not
I loved the tomato story too! The outcome the king wanted was for the
people to "want" to eat and grow the tomatoes. And if the desired outcome
is different, then a different plan must be put into place. How does one
orchestrate the environment and the line of questioning to encourage the
others to think? Is not some "play" vital for some of us to think beyond
the box? If the tomato can be a tool or used in some other way....how do
we plan a scenario for inquiry...that encourages creative thought? How do
we involve the others to take risks within their environment, but pursue
beneficial and quality results? How do we impart responsibility to the
others to respect opinions that differ and different solutions to the same
problem? This sounds like the creative charge we put into the hands of
teachers. No one lesson can solve it all, but one good lesson can inspire
others to try. Thanks for sharing the tomato story.
-Barbara
-----------------------------------

Date: Tue, 20 Jul
From: "RICHARD TURNOCK" <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Subject: Getting started with system dynamics
....getting started teaching system dynamics is difficult because there are
four dimensions. The first is learning theory. The instructor needs to
increase discovery learning, where participants play, discover and learn,
and decrease memorizing facts. Second is teaching theory. The instructor
needs to increase the use of teaching styles to coach, mentor and
facilitate, and decrease lectures. Third is technology. The instructor
will not have grown up with computers like their students but will have to
learn the mechanics of how the software works to show the students. The
fourth dimension is the concept of systems thinking and dynamic modeling.
The instructor will have to learn the limtations and strengths of systems
as a field of study and specific models to show their students.
These changes are in conflict with increased class sizes, increased
pressure to raise test scores, teachers uncomfortable with computers,
expectations of how long it takes to successfully cover curriculum and
other characteristics of the current education environment.
Teaching system dynamics is a continuous improvement project.
Richard Turnock
-----------------------------------

Date: Tue, 20 Jul 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Janis Dutton <jldutton@iac.net>
Subject: Re: get started by telling them not

I also liked the tomato story for getting started, and I thought that it
could be used as an example of how a king or leader can manipulate people
into doing what he or she wants. So being the curmudgeon I am, I would ask
the king some questions and risk beheading.
WHY does the king want the people to eat and grow tomatoes?
WHAT if they are allergic to them? (I am.)
WOULD he want the people to continue growing tomatoes if they threw them at
him during his State of the Kingdom addresses?
Often times making your thinking clear to others works better than
manipulation, but first you have to make it clear to yourself.
janis
-----------------------------------

Date: Wed, 21 Jul 1999
From: Marion Brady <mbrady@digital.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Getting started with system dynamics
> ....getting started teaching system dynamics is difficult ....

Richard,
Here, just about word for word, is how I start:
____________________
Yesterday we introduced ourselves and took care of the
getting-class-started stuff. Before we get into the kind of subject matter you
expected to study when you signed up for this class, I‚d like you to do some
thinking about how you learn.
"Here's what I want you to do: The second hand on the clock is
approaching
twelve. For ten seconds, while the hand is moving between the twelve and the
two, I want you to think about this room and what's in it. Nothing else.
Ready?
. . .
"Start . . . . . .Okay, time's up. Now, tell me something that was
true in
this classroom during those ten seconds. Melanie?"
"I don't think I know what you mean."
„Well, I don't mean anything complicated. Just tell me something ˜
anything ˜ that was true here during that time."
"Uh, well, somebody's stomach growled. And they giggled."
"Good. That's two things that were true . . .two 'facts.' I'll
write them
on the board.
"Okay, who else has a fact? Yes. Tony."
"You mean just ordinary stuff, right?"
"Yes."
"Well, I was sitting at this desk. Playing with my pencil. Trying to
figure out why we're doing this. Breathing. Staring at the clock."
"Good. That's five more facts. I'll write them down. Jenny?"
"I don't know whether I have the right idea or not, but if I do, I can
give
you dozens and dozens of facts like that . . .hundreds . . .maybe thousands."
"Just for this little 30-by-30 foot space and ten seconds?"
"Sure. Put down 25 for everyone's hair color, and 25 for their eyes.
Fifty
more for our heights and weights. Those were all facts. You could say
dozens of
things that were true just about the carpet, hundreds or thousands of things
about the clothes we were wearing˜sizes, textures, fits, styles, materials
and so
on. Then there's all the furniture in the room˜what it was, where it was, what
it was made of. In fact, just describing the clock or the pencil sharpener˜how
they're put together and how they work . . . I have no idea how many facts
there'd be in those
descriptions, but I know it would be a lot."
"I agree. So, how many factual statements might it be possible to make
about that little slice of space and time?"
„You could fill every blackboard in the school."
„Well, if that's true, how many facts might there be if I left the time at
10 seconds but expanded the space to include not just this room but, say,
everything to the horizon?"
„It boggles the mind. It‚s incomprehensible.‰
„Right! It‚s incomprehensible. Reality presents us with an infinite
number
of facts. And from those facts we select a tiny fraction and build a mental
scenarios.
"Okay. We‚re not going to keep this up forever, but let‚s at least extend
our list a little more.‰
____________________
"Okay. We've established that there's no end to the amount of raw factual
material we‚re constantly experiencing. So, how do we decide which facts
to pay
attention to, and how to organize those facts?"
(Silence)
„Well, let's cut the problem down to a more reasonable size. Think
back to
this room, those ten seconds, and the list of 50 items we have on the
board. How
would you decide which of those facts to use to write just about that single
experience?"
(Long silence.)
"Okay. Big step here˜this trying to decide from a near-infinite number of
facts which ones are important. Take your time. Talk. Think out loud if it
helps."
(Long silence again)
"Angelo?"
"How about this? One of the facts on board is that the room
temperature in
here was about 73 degrees. Isn't that important? It would sure be
different if
the temperature was 40 or 100."
"What would be different?"
"Well, for one thing, I'd be outta here."
"So, what makes the room temperature important? Can you put the idea
in the form of a general statement?
"Hmmm. Well, uh, I think maybe we decide which facts are important by
deciding which ones, if they were different, would cause other facts to be
different."
"I'm impressed! We think something is important because of its systemic
relationship to something else important. So, now, instead of millions of
facts, could we start with 'room temperature' and actually choose from the list on the
board the facts about this room and those 10 seconds that we can agree are
important?"
___________________
[There's a great deal more of this (about a year more, in fact-- categorizing,
relating it to the subject matter, model building, refining, application, etc.)
but this will give a general idea of my own admittedly idiosyncratic approach.]

Marion
--
SUPRADISCIPLINARY, SEAMLESS CURRICULA
http://digital.net/~mbrady/

-----------------------------------

From: Larreynaga@aol.com
Date: Wed, 28 Jul 1999
Subject: Re: get started by telling them not
To: k-12sd@sysdyn.mit.edu

<< The word "manipulation" carries with it a negative connotation. I guess I'd
like to consider this as "benevolent manipulation"!
Ed Gallaher >>
Thanks for supporting my contribution of the tomato story.
With regard to "manipulation":
Manipulation can literally mean "the artful use of the hands."
When I "manipulate" you so that you learn and grow, we call it teaching,
When I "manipulate" you to assist your personal change, we call it therapy,
When I "manipulate" you to further my own ends at your expense, we call it
manipulation.
Manipulation is contextual. And, sometimes, a tomato story is simply that, a
story.
Bob Kalman

-----------------------------------

End of July 1999