April 2000


Date: Mon, 03 Apr 2000
Subject: Re: Suggestion for A Spring Reflection
From: "Tom Oden" <toden@aisj.jhb.school.za>
To: "k-12sd" k-12sd@sysdyn.mit.edu


Thanks for the re-direct.
As a high school principal, I have found that raising awareness about
dialogue skills and conversational modalities is an extremely powerful tool.
Specifically, p.263 of The Fifth Discipline Fieldbook has a set of "Opening
Lines" that I carry around on a clipboard. Since most of my day is spent in
various forms of conversations, I refer to it quite often.
As a former English teacher, I wish I would have had the "lines" to use in
the facilitation of classrooms discussions -- actually, as a means to move
from the paradigm of discussion to a different sort of group inquiry.
Tom Oden
--
High School Principal
American International School of Johannesburg
27-11-464-1505, x207
27-11-464-1327 (FAX)
toden@aisj.jhb.school.za
----------
>From: k-12sd <k-12sd@sysdyn.mit.edu>
>To: k-12sd@sysdyn.mit.edu
>Subject: Suggestion for A Spring Reflection
>Date: Thu, Mar 30, 2000, 9:20 PM
>
> Date: Thu, 30 Mar 2000 13:53:44 -0500
> To: k-12sd@sysdyn.mit.edu
> From: "Timothy Joy" <tjoy@pps.k12.or.us>
> Subject: Re: Suggestion for A Spring Reflection
>
> A pleasant and hopeful spring to all:
>
> At the behest of some colleagues, we approach you with a question.
>
> What we ask here is not for pedagogical musings, but for the keen,
> sharp-edged voice of experience: what have you actually heard and what have
> you actually said. We have among us teachers at many levels working in the
> daily trough--our stock of experience grows daily. What has this taught us?
>
> An April question:
>
> The last month or so we have heard about students and society disconnecting
> from schools. We believe, do we not, that system dynamics transforms
> curricula and puts a powerful tool in students' minds.
>
> Hence, this question: what is your most effective example of a system
> dynamics tool that has rejuvenated or refocused students' attention and
> effort?
>
> Please be specific about the lesson and how students responded.
>
> -----
>
> Nan Lux, Deb Lyneis and Tim Joy
>


Xxxxxxxxx


From: niall.palfreyman@assyst-intl.com
To: k-12sd <k-12sd@sysdyn.mit.edu>
Date: Fri, 31 Mar 2000
Subject: Re: Dicey!


Excuse me? Mammoth Extinction Game? Sounds interesting, but I can't find any
mention of it among the CLE materials.


Niall.


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Date: Mon, 3 Apr 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Eileen Riley <rileye1@massed.net>
Subject: Re: Suggestion for A Spring Reflection


Thanks to Tom Oden for a very specific systems "tool." I just pulled out
the Fieldbook and copied page 263 for our administrative team meeting
tomorrow. As a School Business Manager, who tries to integrate STITO as
much as possible, who is in the middle of budget season, this was just
great! Thank you.


Eileen Riley
Carlisle Public Schools


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Date: Tue, 04 Apr 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Marion Turner <mturner@sd70.bc.ca>
Subject: Re: Suggestion for A Spring Reflection


Another tool we have found very useful in our administrator meeting
discussions is the Skilful Discussion material on p 385 of the Fieldbook.
It really increases the power of the discussions and leads to better
decisions.


Marion


Marion Turner
District Principal, Curriculum and Instruction
SD# 70, Alberni
4690 Roger St., Port Alberni, B.C. Canada V9Y 3Z4
Ph: 250.720.2779 Fx: 250.723.2567


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Date: Tue, 04 Apr 2000 22:06:51 -0400
From: Alma Watson <almaw@bellsouth.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Re: Why are kids disconnecting from schools?


I couldn't agree more. Why does the system continue with the dumb
practices. We have know for a long time that success begets success and
that it rewards itself. I knew it as a regular classroom teacher and
now as a special educator. There is nothing that can take the place of
that "I did it" smile. However small the success. How can we be more
effective in turning the tide?


regards, Alma


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Date: Tue, 04 Apr 2000
From: "Allan Collins" <collina@irn.pdx.edu>
To: <k-12sd@sysdyn.mit.edu>
Subject: Discussion Topic


It is great to be part of this wonderful discussion on systems dynamics.
My masters thesis involves looking at a system dynamic curriculum at the
middle school level. I am interested in how using SD as a tool can help in
the transfer of the SD skills to other academic domains.
Some questions:
How have teachers (i.e., teachers using SD in the classroom) combated the
literature on situated cognition (Greeno, 1997)?
Are students exposed to SD across the school curriculum (i.e., history,
English, science, math classess)?
It seems that SD is a "transfer" tool, if students are truly learning to
think in such a way.
I would like to hear from anyone, especially teachers using SD in the
classroom. Does the entire school weave SD into the curriculum or is it a
tool that individual teachers choose to use?


cheers,
Allan Collins
Reference
Greeno J., (1998) The situativity of knowing, learning, and research.
American Psychologist, Jan., 5-25.


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From: sthompson@foundation.panasonic.com
To: k-12sd@sysdyn.mit.edu
Date: Wed, 5 Apr 2000
Subject: theory of change


Hello, all -- I was wondering if any of you know of a good article that
introduces the concept of Theories of Change or Theories of Action. I'm
looking for a piece that uses language that is accessible and practical.
If the subject is discussed in the context of K-12 educational change that
would be ideal.
The reason I'm searching for an article along these lines
is that my organization, the Panasonic Foundation, has launched a
Leadership Associates Program for seven of the school districts that we've
formed long-term partnerships with. The four domains of the program's
curriculum are 1) systems thinking and strategic thinking, 2) leading and
managing change, 3) organizational context and culture, and 4)
communications with and engagement of internal and external stakeholders.
Over the course of the school year we hold three three-day institutes for
school system leadership teams and assign readings in preparation for each
of the institutes. (We also do on-site work with the teams between
institutes.) The final institute for this first year will be held in late
June, and we need to introduce the concept of Theories of Change in the
assigned readings prior to that institute. Participants responses to our
readings thus far have been generally positive, except when they have been
too academic and theoretical; hence my emphasis on language that is
accessible and applicable.
Thanks in advance for any suggestions you might provide!


Scott Thompson
Assistant Director
Panasonic Foundation
One Panasonic Way, 1F-5
Secaucus, NJ 07094
201-271-3367
fax: 201-392-4126


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From: "Gordon Kubanek and Carmen Hust" <gordkuba@enoreo.on.ca>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: use of SD in schools for allan collins
Date: Thu, 6 Apr 2000


Hi Allan,
I am a Science teacher [chemistry] in Canada who is using SD and systems
thinking in a big way to set the processes for my classroom; very much
building towards a "learning organization" - a la Senge.
NO, there are no other teachers doing it in a big way.
I am trying to slowly spread the virus - when I show other teachers they
are impressed and say they want to do it.. but being "busy" they do very
little.
As they say in Portland, rightly, you have to get the KIDS to sell it - let
them talk - and the other teachers will hear . This does does take a year or
two though... there is no fast way - unless you are the BOSS and have a big
workshop - and even then I doubt it would be a
"sustainable" inititiative .
Just be positive, just DO IT, get the kids happy and excitied, and the rest
will follow.
AS Jay Forrester there is only 1 magic:
PERSISTANCE.


yours,
Gordon


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From: teresa@northwest.com
Date: Thu, 06 Apr 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject: Discussion Topic


In response to some of your questions, I think that for most teachers, they
begin using Systems Dynamics as individual teachers until the exposure,
interest, time allocation allows it to spread throughout a school across
the curriculum. I think I could speak for most of us using Systems
Thinking and Systems Dynamics that that is our dream. Yet, it is usually a
long and hard task to get to that point. Fortunately there are some
schools and school districts that have wholeheartedly embraced this as a
valuable learning tool
which has made it easier to promote cross-curricular experiences for students.
Some examples are Catalina Foothills in Arizona, Harvard, and Georgia.
Also, fortunately, these people in these schools have become tremendous
leaders in helping and supporting others to get started. Without them,
teachers new to using ST/SD individually could easily become discouraged.


Xxxxxxxxx


From: "Jim Lunsford" <jiml@cabarrus.k12.nc.us>
To: "k-12sd" <k-12sd@sysdyn.mit.edu>
Subject: theory of change
Date: Thu, 6 Apr 2000
 
Scott,
Several articles (and one book) you may wish to check out are:
"Why Change is a Conscious Choice?" by Bob Anderson, Eric Klein And Jim
Stuart- Jan./Feb., 2000 issue of The Journal for Quality and Participation
"New Direction in Management: The Art of Using Small Changes for Large
Effects" by Gareth Morgan- Journal of Innovative Management, Fall 1998
"New Rules for the New Economy" by Kevin Kelly- Wired Magazine, September
1997
See work on school change by Dr. David H. Kiel, DPH
Management Consultant
Kiel, Thomas, and Woodward
Chapel Hill, NC
See also "Inventing Better Schools" (book) by Phillip Schlechty- Jossey Bass
Publishers, 1997.
I have found these useful. Hope you do.


Jim Lunsford, Assistant Superintendent
Cabarrus County Schools
660 Concord Parkway
Concord, NC 28027
jiml@cabarrus.k12.nc.us


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Date: Thu, 6 Apr 2000
To: k-12sd@sysdyn.mit.edu
From: Lees Stuntz <stuntzln@tiac.net>
Subject: DynamiQueST


Registrations now due for the DynamiQueST exposition.
For more information (details, rubrics, etc.), e-mail Lees Stuntz <stuntzln@tiac.net> or visit <www.trinityvt.edu/waters/dynamiquest.html> or <sysdyn.mit.edu/cle/>.
DynamiQueST
An exposition of student and teacher work
in System Dynamics and Systems Thinking, Grades 5-12
Join us for an exciting, first time ever, fun-filled event.
May 19-20, 2000
Trinity College, Burlington, Vermont
 
This exposition will be a forum for students to
o Showcase their work
o Share their experiences
o Educate others about their work in Systems Thinking/System Dynamics
The exposition is open to any 5-12 grade student. Students may enter any ST/SD related materials-utilizing any or all of the tools-for evaluation with the appropriate rubrics. Each student who achieves a standard of work in any of the five areas (Behavior over Time Graphs, Causal Loops, Stock-Flow maps, Computer Simulation models and Overall Understanding) will be recognized for meeting the standard. Judges will be working from rubrics that will be available to all teachers and students in the packet of information available in November.
There will also be the opportunity for teachers to share their current work utilizing System Dynamics and Systems Thinking to further understanding.
DynamiQueST will kick off with an evening of getting to know each other and participating in interesting, challenging group activities. Saturday morning, May 20th, there will be a showcase of student and teacher work, followed by optional trips and activities in the Burlington area. Meals and lodging will be provided for nominal cost at Trinity College.
This is a unique learning opportunity for students, parents and teachers. For more information (details, rubrics, etc.), e-mail Lees Stuntz <stuntzln@tiac.net> or visit <www.trinityvt.edu/waters/dynamiquest.html> or <sysdyn.mit.edu/cle/> 15, 1999.


DynamiQueST Committee:
Dan Barcan and Sue Jamback, Chelmsford Public Charter School
Alan Ticotsky and Rob Quaden, Carlisle Public Schools
Larry Weathers and Dick Maki, Harvard Public Schools
Will Costello, Waters Grant Project and Chittenden South School District
Steven Roderick, Lincoln-Sudbury Regional School District
Lees Stuntz and Deb Lyneis, Creative Learning Exchange
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@clexchange.org
http://sysdyn.mit.edu/cle/


Xxxxxxxxx


From: Larreynaga@aol.com
Date: Thu, 6 Apr 2000
Subject: theory of change
To: k-12sd@sysdyn.mit.edu


In a message dated 04/06/2000 1:13:49 PM Eastern Daylight Time,
k-12sd@sysdyn.mit.edu writes:
<< I was wondering if any of you know of a good article that
introduces the concept of Theories of Change or Theories of Action. I'm
looking for a piece that uses language that is accessible and practical. >>


For articles, you might check out Gene Bellinger's web site:
http://www.outsights.com While its not exactly what you're asking about, it
may give you insight.
For book length work, I recommend Visionary Leadership by Robert Dilts.


Bob Kalman


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Date: Thu, 06 Apr 2000
From: "Nickols, Fred" <FNickols@ets.org>
Subject: theory of change
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
 
In response to Scott Thompson's request for articles introducing the concept
of Theories of Change or Theories of Action, I can point to one article that
might "answer the mail" so to speak. It's titled "Change Management 101: A
Primer," and it regularly draws compliments from those who read.
You can find it at this URL: http://home.att.net/~nickols/articles.htm
Once there, scroll toward the bottom and look for the article under the Work
and Management heading.


Xxxxxxxx


Date: Thu, 6 Apr 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Eileen Riley rileye1@massed.net

Subject: Suggestion for A Spring Reflection


Thanks - this too looks like an excellent STITO tool. We have "Systems
Roundtables" which purposefully surface concerns around particular issues;
or act as "training sessions" for BOTG's for staff. This would be a good
thing to review when we get to as they say "protocols for reaching a
decision-mindfully (and graciously).


Regards,
Eileen Riley


Xxxxxxxxx


From: PatZito@aol.com
Date: Sat, 8 Apr 2000 11:21:26 EDT
Subject: theory of change
To: k-12sd@sysdyn.mit.edu


Scott,
One of the models that I use for working with teachers on change is the CBAM
(Concerns-Based Adoption Model) theory from the Southwestern Educ. Dev. Lab.
at the Univ. of Texas at Austin. This theory has been in existence and
researched since the early '70's and is to my mind the very best for K-12
educators. Go to their website at www.sedl.org or call them at 512-476-6861.
You will have to call them to order, so go on-line first to see what you
want, and then call and order. They're good people and prompt with sending
materials.
You will want to order: "Taking Charge of Change" by Hord, Rutherford,
Huling-Austin, & Hall. If you also want to be able to document the change
process, get their catalog which is loaded with great publications.
I've been using the CBAM materials in my work with teachers in Pennsylvania
for the past 5 yrs. It is excellent because it is teacher-centered, focuses
on their concerns, and promotes lasting change, not quick fixes. CBAM is
also compatible with systems thinking. Good luck with your work.


Regards,
Pat


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Date: Tue, 11 Apr 2000
To: k-12sd <k-12sd@sysdyn.mit.edu>
From: Lees Stuntz <stuntzln@clexchange.org>
Subject: Re: Mammouth Ext. Game?


That is a reference to:
CC1999-04MammothExtinction The Mammoth Extinction Game. Gene Stamell, A Ticotsky, R Quaden
Prepared with the support of the Gordon Stanley Brown Fund. In this interdisciplinary science, math, and social studies lesson, third graders examine how the wooly mammoth became extinct about 11,000 years ago. With a game and a hands-on model they learn about graphing, probability anda exponential decay in math, and they are intorduced to system dynamics modeling as a useful tool for looking at problems. [Cross Curricular, Math, Science, Social Studies, Dynamic Modeling, Elementary School, Middle School] ($1.00 paper only; $6.00 paper + model on disk)
 
Available on the Web site sysdyn.mit.edu/cle/
 
Lees N. Stuntz
Creative Learning Exchange Phone- 978-287-0070
1 Keefe Road Fax- 978-287-0080
Acton, MA 01720 e-mail- stuntzln@clexchange.org
http://sysdyn.mit.edu/cle/


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Date: Wed, 12 Apr 2000
To: k-12sd@sysdyn.mit.edu
From: Debra Lyneis <LyneisD@clexchange.org>
Subject:


Dear K-12 SD folks,
We'd like to give teachers a chance to share ideas, questions and problems
as they use the tools of system dynamics in their curriculum. Tim brought
up this issue:
"The reason I don't use causal loops to instruct is that their grammar-their
inherent structure>is slippery; there's not enough discipline in how they
work so that I can't reason my way through. I'm usually lost. Not a mental
model, but rather a mental muddle. Stocks and flows, on the other hand,
force me to think with some discipline. And, so, I can understand."
Have other teachers encountered this problem? How have you handled it with
your students?"


Thanks,
Tim Joy and Deb Lyneis


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Date: Thu, 13 Apr 2000
From: "Kim Clary" <kclary@roseburg.k12.or.us>
To: <k-12sd@sysdyn.mit.edu>
Subject: anecdotal evidence of SD effect


This anecdote is in the spirit of the spring question, I believe. A recent
issue of our high school newspaper had a 2-page spread dealing with
elections. Among the tidbits on the pages were student responses to the
question, "What is the most important issue?" One of the students enrolled
in our SD class answered that he felt minimum wage was the most important
issue. He was quoted as saying, "If it is increased again, inflation will
rise, increasing the amounts goods cost, which would defeat the purpose of
the wage increase in the first place."


Joe Beatty
Kim Clary
Roseburg High School, Oregon


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From: Andy Ford <forda@mail.wsu.edu>
To: "'k-12sd'" <k-12sd@sysdyn.mit.edu>
Subject: Start with the Stocks & Flows
Date: Thu, 13 Apr 2000


This is Andy Ford responding to Tim Joy's observation that it's
easier to start modeling discussions with stocks and flows rather than
causal loop diagrams. He feels the stock and flow diagram enforces some
"discipline" on the discussion. Starting with word and arrow diagrams, on
the other hand, may lead to a "mental muddle rather than a mental model."
My teachers encouraged me to begin with word and arrow diagrams,
and I have followed their advice over many years, both in consulting and in
the classroom. But I have come to agree with Tim's observation. The word
and arrow diagrams are often vague and slippery, so the initial discussions
are confusing. I've noticed that it's easier for almost everyone (me,
students, clients, etc.) to first visualize the stocks and flows. Once we
have a reasonable stock and flow diagram, it's much easier to draw the
causal loop diagram to learn if our first cut at a model has the mix of
positive and negative feedback loops that are needed to give the system its
dynamic behavior.
So I "handle this situation" by doing the stocks and flows first.
But what if we are part of a team that has opted to construct causal loop
diagrams to get discussions underway? One simple aid to add some
"discipline" to the creation of these diagrams is to insist that we include
units of measurement for each variable in the diagram. If we can't think
of the units, the variable shouldn't be in the diagram.


Andy Ford
Program in Environmental Science and Regional Planning
Washington State University
Pullman, WA 99164-4430
USA
Phone: 509 335 7846
Email: FordA@mail.wsu.edu
Website: http://www.wsu.edu/~forda


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Date: Thu, 13 Apr 2000
From: Marion Brady <mbrady@digital.net>
To: k-12sd <k-12sd@sysdyn.mit.edu>
Subject:


End of April 2000