Date: Mon, 11 Jan 1999
From: RICHARD TURNOCK <Richard_Turnock@pgn.com>
To: k-12sd@sysdyn.mit.edu
Subject: Pair a' Dimes

System dynamics does not fit in the current K12 public education paradigm.
System dynamics education is a radical new paradigm. The role of the
teacher, the student, content and technology are changing. These four key
parameters are in transition in schools and will shift the focus of
education.
1. Teaching system dynamics in K12 shifts the role of the teacher from
provider of facts, information and rules to the role of learning coach, a
guide and facilitator, and a research librarian or co-learner.
2. Learning system dynamics in K12 shifts the role of the student from a
passive receiver of information, memorizing facts, and taking tests, to the
role of active and interactive researcher, problem-solver and strategist
dealing with defining and resolving real-world-like problems.
3. System dynamics shifts K12 content (curriculum) from isolated
disciplines divided into small, sequenced, instructional blocks to content
that is multi discipline, and capable of dealing with complexity,
interrelationships and real-world systems. The focus is on insight,
understanding and mental model development instead of memorization of facts.
4. System dynamics shifts the use of technology from an extension of the
teacher, to using computer and telecommunications technology to make the
convergence of the new models of teaching, learning and content feasible to
implement. Teachers usually receive training on the mechanics of operating
new machines. System dynamics requires integrating technology into the
curriculum.
Reference: Ph.D. dissertation report by Larry Sears, "Possible Futures:
The Role of Technology in Education." Nova Southeastern University, 1997.

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To: k-12sd <k-12sd@sysdyn.mit.edu>From: Linda Booth
Sweeney<Linda_Booth_Sweeney@harvard.edu>
Subject: One more on Transferability
Date: Wed, 13 Jan 1999

I hope it's not to late to squeeze on more e-mail in on "transference"...
I've enjoyed the list's conversation about transferability - thanks to the
question posers! I've recently read an excellent paper by David Perkins
and Gavriel Salomon which may be of interst. The title: "Rocky Roads to
Transfer: Rethinking Mechanisms of a Neglected Phenomenon" (Educational
Psychologist, 24(2), 113-142, 1989) In the article, Salomon and Perkins
separate the "how" of transfer - the mechanisms that lead to it - from the
"what" of transfer - the kind of knowledge and skill that might get
transferred. They argue that transfer occurs in two ways: "Low-road"
transfer which depends on extensive, varied practice and occurs by the
automatic triggering of well-learned behavior in new context. And
"high-road" transfer, which occurs by intentional mindful abstraction of
something from one context and application in a new context.
I would like to review the e-mails that have been exchanged via the k-12SD
list -- my assumption is that for the most part, we are talking about forms
of "high-road" transfer.
My best,
Linda

>Date: Sat, 19 Dec 1998 18:18:47 -0800
>From: Richard Turnock <Richard_Turnock@pgn.com>
>To: k-12sd@sysdyn.mit.edu
>Subject: Transferability
>
>"Transferability of structure and behavior should create a bridge between
>science and the humanities. Feedback-loop structures are common to both.
>An understanding of systems creates a common language. Science, economics,
>and human behavior rest on the same kinds of dynamic structures."
>from Keynote Address by Jay W. Forrester for Systems Thinking and Dynamic
>Modeling Conference for K-12 Education, June 27-29, 1994.
Linda Booth Sweeney
e-mail: Linda_Booth_Sweeney@harvard.edu

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Date: Wed, 13 Jan 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Cc: niall@assyst1.assyst-intl.com
Subject: Re: Pair a' Dimes

Richard Turnock wrote (approximately):
> System dynamics does not fit in the current K12 public education
> paradigm. System dynamics education is a radical new paradigm.
>
> 1. Teaching system dynamics in K12 shifts the role of the teacher from
> provider of facts, information and rules to the role of learning
> coach.
>
> 2. Learning system dynamics in K12 shifts the role of the student
> from a passive receiver of information to an active researcher of
> real-world-like problems.
>
> 3. System dynamics shifts K12 content from isolated disciplines
> to interrelationships and real-world systems.
>
> 4. System dynamics shifts the use of technology from an extension of
> the teacher to an integrated part of the curriculum.
I love this characterisation of the effect of system dynamics on
education, and I'm definitely going to keep it for future reference.
However it does bring up one question for me which may seem a little
strange to all of you: What *is* K12? I thought I understood, but
clearly I don't yet.
Sorry, I'm just a newby from Germany ;-) .
Best wishes,
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

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From: KCStarguy@aol.com
Date: Thu, 14 Jan 1999
To: k-12sd@sysdyn.mit.edu, Niall.Palfreyman@assyst-intl.com
Subject: well said

Well said.
K12 is another way of saying Kindergarten to grade 12 (education).
These definitions also deal with constructivistic theories and education. I am
able to to do more of this through my computer camps where I don't have to
give grades but work on performance.
Eric Flescher, Ed.D (KCStarguy@aol.com)
Coordinator, Project S.I.M. (Simulations, Interdisciplinary internet and
Metacognitive activities)Simulation Station website - http:
//members.aol.com/kcstarguy/sim/
Editor/Webmaster, MacsU.N.I.T.E.-MacIntosh Users Network for Integrating
Technology into Education- subscribe via macsunite-subscribe@egroups.com
or at -http://members.aol.com/kcstarguy/macsunite/unite.htm
Webmaster- Eric's Black Sun Eclipse Website
http://members.aol.com/kcstarguy/blacksun/eclipse.htm
***
In a message dated 1/14/99 7:48:50 PM, k-12sd@sysdyn.mit.edu writes:
<< Date: Wed, 13 Jan 1999 08:55:06 +0100
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Cc: niall@assyst1.assyst-intl.com
Subject: Re: Pair a' Dimes
Richard Turnock wrote (approximately):
> System dynamics does not fit in the current K12 public education
> paradigm. System dynamics education is a radical new paradigm.
>
> 1. Teaching system dynamics in K12 shifts the role of the teacher from
> provider of facts, information and rules to the role of learning
> coach.
>
> 2. Learning system dynamics in K12 shifts the role of the student
> from a passive receiver of information to an active researcher of
> real-world-like problems.
>
> 3. System dynamics shifts K12 content from isolated disciplines
> to interrelationships and real-world systems.
>
> 4. System dynamics shifts the use of technology from an extension of
> the teacher to an integrated part of the curriculum.
I love this characterisation of the effect of system dynamics on
education, and I'm definitely going to keep it for future reference.
However it does bring up one question for me which may seem a little
strange to all of you: What *is* K12? I thought I understood, but
clearly I don't yet.
Sorry, I'm just a newby from Germany ;-) .
Best wishes,
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

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Date: Thu, 14 Jan 1999
From: Peter Reynolds <preyn@wcvt.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Pair a' Dimes
Richard Turnock's observations are accurate as to what SD can bring to
kindergarten through 12th grade (K-12, Niall) students. It is a key part of
what has kept my interest in its growth over the past 6 or 7 years. There are,
however, other practices currently in schools which help teachers reach these
same goals. SD is PART of the system that is changing how we help develop
learners in effective schools today.
Peter Reynolds, Principal, Fayston (Vermont) Elementary School

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From: NEANY@aol.com
Date: Fri, 15 Jan 1999
To: k-12sd@sysdyn.mit.edu
SubjectPair a' Dimes

K-12 refers to the education system here in the U.S.
K= kindergarten (5 or 6 yrs old) through Grade 12 (seniors in High School the
last grade before entering University system)
Hope that helps
Joe DiVincenzo
NEANY@aol.com

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From: "John Gunkler" <jgunkler@sprintmail.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: What is K12?
Date: Fri, 15 Jan 1999 11:15:42 -0600
Niall,
K12 is either:
1. An exotic new weapons program that foreshadows the end of the world (in
the Y2K), or
2. A previously little discussed vitamin, or
3. [the most likely answer for people on this list] An abbreviation for
U.S. public schooling; it stands for Kindergarten-through-12th grade.

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From: "John Gunkler" <jgunkler@sprintmail.com>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: RE: Transferability
Date: Fri, 15 Jan 1999

Linda, I certainly haven't only been "talking about forms of "high-road"
transfer." Many of my specific suggestions were explicitly aimed at
"low-road transfer" -- namely, providing students varied and numerous ways
of learning and applying new knowledge and skills so as to increase the
likelihood that they will be able to use them in whatever context they
should find themselves in later on. Since it is difficult to predict when
and under what circumstances one will need to transfer previous learning [in
fact, my whole career has been one shock after another of discovery of the
usefulness of talents I never believed I would be called upon to use!], I
think it is incumbent on teachers to provide as broad experience with
application as possible.
I also object to the connotation of "high road" vs. "low road." That seems
to imply some kind of value discrepancy to me; does it to others? And I
don't think there is anything necessarily more valuable about high-road
transfer than low-road. In fact, the argument in the first paragraph above
might even say the opposite -- that, in general, low-road transfer may be
the more valuable because it can lead to the "spontaneous," perhaps even
what we would call "creative," use of abilities in novel situations.
High-road transfer, unless I'm misreading what is meant by that, seems to me
to be most useful in contexts where one would have a reason for thinking
about the need to transfer particular abilities. But how often do we find
ourselves in situations where we know just what abilities (especially, what
specific previously learned knowledge) we need to solve a problem or make
something new happen?
David Ausubel, a brilliant educational psychologist who, I believe, was able
to think intuitively far in advance of his times, created the concept of
"advance organizers" by which he referred to previously learned ideas that
are similar enough to those needed to be learned that the mind can make
connections among them. His concepts, which I have rather disrespectfully
called "the theory of mental Velcro," lead me to imagine that low-road
transfer creates the Velcro walls within the mind to which new thoughts may
be attached -- and it does so without having to predict what new thoughts
will be needed in the future.

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Date: Mon, 18 Jan 1999
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: January question

Dear Listserve Members,
During the fall Tim Joy ably constructed questions for us and then
summarized the resulting conversation. We would like to go on to a few
more questions in this school year. During the discussions of
transferability, there was a side strand going on test scores which
bordered on the question of assessment. We would like to pick up on that
discussion and carry it further with the following questions:
 
What strategies are you using now to assess systems learning and which do
you think are the most effective?
How can we be sure students are learning systems concepts in a way that
will be effective in the long run?
In your ideal world, which includes (centers on) systems education, what is
its inherent, logical, reasonable and reportable assessment system?
We are looking forward to a lively discussion. I will try to
summarize it in mid-February before we go on to another question. As
usual, please don't limit the listserve discussions to just these
questions. Other questions and topics are always of interest.
 
 
Take care,
Lees
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/

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Date: Tue, 19 Jan 1999
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
From: Charis Dube <charis@ns1.pacsci.org>
Subject: Re: Pair a' Dimes

I think that Richard Turnock's observations are a beautifully concise way
to phrase the shift in thinking that must occur in order to bring systems
thinking into the classroom. I also see threads of the constructivist
approach, as well as the learning by inquiry method that is the keystone of
science education reform.
What is missing is attention to teachers. We tend to teach the way we were
taught. The vast majority of teachers in public schools today were taught
by methods in direct contrast to systems dynamics. I believe that it is
necessary that we not only train teachers in systems dynamics, but practice
it at the administration level of our schools and districts. How can we
expect teachers to develop systemic, cooperative, collaborative classrooms
and teaching practices if they do not interact with each other in systemic,
cooperative, collaborative ways? What kind of example are we setting if
children see systems within the classroom and separation once they leave
the classroom?
If we are promoting the idea of systems theory in the classroom it seems we
ought to be paying attention to the whole system. Collegiality, peer
observation and curriculum collaboration are some examples of what I am
talking about. You don't really learn something until you live it.
I know there are many schools out there which are living it. I'd like to
hear their stories.
-Charis
Charis Dube
Teacher Education Supervisor
Pacific Science Center
(206)443-2385
charis_dube@pacsic.org

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Date: Wed, 20 Jan 1999
From: Niall Palfreyman <Niall.Palfreyman@assyst-intl.com>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Transferability

John Gunkler wrote:
> Linda, I certainly haven't only been "talking about forms of
> "high-road" transfer." Many of my specific suggestions were
> explicitly aimed at "low-road transfer" -- namely, providing students
> varied and numerous ways of learning and applying new knowledge
> ...
> I also object to the connotation of "high road" vs. "low road." That
> seems to imply some kind of value discrepancy to me; does it to
> others?
No, it doesn't to me, but I think I can see what you mean, John. I work
in cognitive psychology and software design, and for years we've had to
live with expressions like "high-level description" and "low-level
description" which have similar problems. The problem is that "high" and
"low" are very accurate descriptions from one point of view, but totally
INaccurate from another. It's also like the ideas of "dominant and
nondominant hemisphere", and "conscious and unconscious processing": in
each case one element of a dichotomy is chosen as the reference point
and the other suffers in its nomenclature as a result.
I see such things as analogous to the Fourier transform in mathematics.
I can describe a wave in terms of position, or I can describe it in
terms of frequency. If I adopt the position standpoint then I can talk
in great detail about WHERE something is, but have only a very hazy idea
of its energy, while adopting the frequency standpoint yields
wonderfully accurate information about energy, but at the expense of all
knowledge concerning its whereabouts.
To me this is only a problem if I add to it a value judgement concerning
which information is more important. And of course "high" and "low" are
heavily value-laden terms in our culture. Thus for instance if I regard
jumping through academic hoops as of prime importance, then my pupils
can usefully be divided into "high ability" and "low ability". If
however I instead regard passing exams and loving support for friends as
two of several equally important aspects of human nature, then the ideas
of "high" and "low" disappear and dissolve into a spectrum of varying
strengths shared by my pupils.
My understanding of Linda's point was that we can usefully distinguish
between approaches to transferability from the detailed, quantitative
point of view and from the large-brush, qualitative point of view. I've
had to expend incredible effort in formulating that last sentence in a
way which will (hopefully) be construed by no-one as denigrating either
approach, and I take Linda's use of "high" and "low" simply as an
attempt to relieve herself of some of that effort - never easy in a
language which all too easily forces value judgements on us.
> David Ausubel, a brilliant educational psychologist who, I believe,
> was able to think intuitively far in advance of his times, created the
> concept of "advance organizers" by which he referred to previously
> learned ideas that are similar enough to those needed to be learned
> that the mind can make connections among them.
I agree - I think Ausuebel is GREAT. I wrote study of his work when I
was at education college, and I've loved his ideas ever since.
Best wishes,
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

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From: "Burke, Daniel D" <dburke@nsf.gov>
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
Subject: RE: Pair a' Dimes
Date: Wed, 20 Jan 1999

I agree with Peter's observations. SD can be extremely valuable, but we
must do a better job at identifying and understanding what unique ideas,
skills, conceptions it brings. There are many other student-centered
instructional techniques that are being brought to schools.
Dan Burke
> -----Original Message-----
> From: k-12sd [SMTP:k-12sd@sysdyn.mit.edu]
> Sent: Tuesday, January 19, 1999 2:17 PM
> To: k-12sd@sysdyn.mit.edu
> Subject: Re: Pair a' Dimes
>
> Date: Thu, 14 Jan 1999 23:25:33 -0500
> From: Peter Reynolds <preyn@wcvt.com>
> To: k-12sd <k-12sd@sysdyn.mit.edu>
> Subject: Re: Pair a' Dimes
>
> Richard Turnock's observations are accurate as to what SD can bring to
> kindergarten through 12th grade (K-12, Niall) students. It is a key part
> of
> what has kept my interest in its growth over the past 6 or 7 years. There
> are,
> however, other practices currently in schools which help teachers reach
> these
> same goals. SD is PART of the system that is changing how we help develop
> learners in effective schools today.
>
> Peter Reynolds, Principal, Fayston (Vermont) Elementary School

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Date: Tue, 26 Jan 1999
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: CLExchange

Dear Listserve members,
The latest CLExchange (CLExchange 8.1, Winter, 1999) is now
available. The URL for the CLE page is
http://sysdyn.mit.edu/cle/.
Just click on the Latest Newsletter link. Please tell me if there
are any problems downloading it from the Web.
Best wishes,
Lees Stuntz
 
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/

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Date: Tue, 26 Jan 1999
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: Journals or newsletters

I just received this question:
Also, are there other( than the CLExchange) systems dynamics newsletters or
journals that would
be good for a k-12 physics teacher ?
Anyone have any suggestions?
Lees
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/

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Date: Wed, 27 Jan 1999 14:49:19 -0500 (EST)
From: Mary Ellen Verona <mverona@mvhs1.mbhs.edu>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Journals or newsletters?

A k12 physics teacher should take a look at
http://isaac.williamsport.wa.k12.md.us/~ctrout/sciproj/STELLA/
by Charlotte Trout, Williamsport High School.
Mary Ellen Verona
mverona@mvhs1.mbhs.edu
***** new address ******
Maryland Virtual High School
Montgomery Blair High School
51 East University Boulevard
Silver Spring, MD 20901
301-649-2880

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End of January 1999