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| Jay Forrester |
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| System Dynamics: the Foundation Under Systems Thinking (D-4902) |
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Author(s):
Jay W. Forrester |
Subject:
System Dynamics |
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This paper discusses system dynamics as a solid systems core in K-12 schools. It originally appeared in Reflection, Journal of the Society for Organizational Learning, Vol.1, No. 3, Spring 2000, published by the MIT Press, as a response to Peter M. Senge's article in the same issue entitled "Systems Change in Education". Revised 12/2010. |
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| Teaching Characteristics of Complex Systems in K-12 Education: Lessons Learned |
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Author(s):
Jennifer Andersen, Anne LaVigne, & Lees Stuntz |
Subject:
Research |
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This paper describes lessons learned while completing a pilot project initiated by Professor Jay Forrester through the Creative Learning Exchange. The goal of the Characteristics of Complex Systems Project (CCSP) is to create online curriculum materials for K-12 students and interested adults that will illustrate the characteristics of complex systems first enunciated by Forrester (1969) and appearing repeatedly in the systems thinking/system dynamics literature since then. The pilot project was designed to address the characteristic “The cause of the problem is within the system” through the creation of a family of models that share the generic 2nd order negative feedback loop that generates oscillation. Students can encounter these models in various formats and subject areas. Through repeated exposure to models and materials that incorporate instructional scaffolding principles , students learn to recognize the perceived problematic behavior exhibited is a consequence of the internal system structure. The lessons learned during the pilot project are being used to inform further development of curriculum materials that illustrate Forrester’s characteristics for K-12 students. |
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| The Beginning of System Dynamics (D-4165-1) |
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Author(s):
Jay W. Forrester |
Subject:
System Dynamics |
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Banquet Talk at the international meeting of the System Dynamics Society, Stuttgart, Germany, July 13, l989. Not a technical talk but a very personal recollection of how Jay Forrester came to develop the field of system dynamics. There are two threads that run through the history. First, everything he has ever done has converged to become system dynamics. Second, at many critical moments, when opportunity knocked, he was willing to walk through the open door to what was on the other side. He discusses this combination of past experience and the turning points that led from one stage to the next. |
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| What It's Like to Be a Pioneer: Interedisciplinary, Naturally. |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered-learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette |
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| What It's Like to Be a Pioneer: Working with an Expert. |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered-learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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| What It's Like to Be a Pioneer: Let The Students Surprise You |
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Author(s):
Deb Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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| What It's Like to Be a Pioneer: One Student's Positive Feedback |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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| What It's Like to Be a Pioneer: Politics and the - Lazy Teacher |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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| What It's Like to Be a Pioneer: What Does It Take to Succeed? |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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| What It's Like to Be a Pioneer: What's the Rush? |
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Author(s):
Debra Lyneis |
Subject:
Implementation |
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Prepared with the support of the Gordon Stanley Brown Fund. Jay Forrester has suggested that we could speed the spread of learner-centered-learning and system dynamics in K-12 education by sharing tales of "what it’s like to be a pioneer." It might help others who are starting out, or just curious, to know about other teachers’ experiences, positive student outcomes, pitfalls, political issues, responses of administrators and fellow teachers, student and parent feedback, triumphs and tribulations. This paper presents one such vignette. |
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