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| Debra Lyneis |
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| Shape of Change (Lesson 8): The Rainforest Game, including Stocks and Flows |
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Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
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From "The Shape of Change." In this simulation game, students act out the lives of trees, following different planting and harvesting policies. Students may be surprised to learn that, while the game seems very active, the stock/flow map of the game is quite basic.
Complex Systems Connection: Short and Long Term Conflicts, Separate Cause and Effect.
People sometimes decide to use natural resources to meet present goals (satisfy customers, increase profits) and ignore long-term consequences. Delays in a system involving renewable resources can make it difficult to understand how present decisions to use the resource will affect long-term sustainability. |
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| Shape of Change (Lesson 9): The Connection Game, including Stocks and Flows |
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Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
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From "The Shape of Change." Students play a game in which their movements around the room depend on the movements of other players.
Complex Systems Connection: Ineffective Action, Incorrect High-Leverage Policies. This lesson can be used to gain an intuitive understanding of what it means to say a policy has "low leverage." This lesson can be used to gain an intuitive understanding of what it means to say a policy has "high leverage." |
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| System Dynamics in K-12 Education: Lessons Learned |
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Author(s):
Debra Lyneis, & Lees N. Stuntz |
Subject:
Implementation |
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This is a follow-up report from the 2001 SD in K-12 planning meeting held at Essex, MA. Key players in the K-12 SD field reflect on their work, lessons they have learned, and future plans. |
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| The Challenges of Infusing System Dynamics into a K-8 Curriculum |
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Author(s):
Debra Lyneis, & Davida Fox-Melanson |
Subject:
Implementation |
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Presented to the 2001 International System Dynamics Society Conference in Atlanta, Georgia. This paper describes the process of developing and implementing system dynamics lessons in the Carlisle, MA Public Schools. Using one lesson as an example, it will illustrate what the children do and what they learn. It also presents the problems of imbedding the lesson and the systems approach into the curriculum. |
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| The Future of System Dynamics and Learner-Centered Learning in K-12 Education-Essex Report |
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Author(s):
Debra Lyneis, & Lees Stuntz, et. al. |
Subject:
Implementation |
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A report from the planning meeting held in Essex, MA, June 23 - July -1, 2001, presented at the International System Dynamics Society Conference in Palermo, Italy, July 2002. The participants at the Essex meeting developed a strategy to realize a vision of what an education based on the principles of system dynamics could provide to students and their communities, and developed a 25-year plan to implement that strategy. |
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| The Shape of Change |
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Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
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Eleven hands-on lessons/activities that promote critical thinking, teamwork and dialogue.
Complex Systems Connection: Some lessons in the Shape of Change series can be used to illustrate specific characteristics of complex systems. Please see individual lessons for more information. |
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Link to the file: http://www.clexchange.org/cleproducts/shapeofchange.asp
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| The Shape of Change: Stocks and Flows |
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Author(s):
Rob Quaden, Alan Ticotsky, & Debra Lyneis |
Subject:
Cross-Curricular |
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This book builds on lessons developed in "The Shape of Change," Students learn why things change, using stock/flow diagrams as a tool to give them a way to visually represent and examine the causes of change.
Complex Systems Connection: Some lessons in the Shape of Change series can be used to illustrate specific characteristics of complex systems. Please see individual lessons for more information. |
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Link to the file: http://www.clexchange.org/shapeofchange/
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| Two Loops, Three Loops, or Four Loops: Pedagogic Issues in Explaining Epidemic Dynamics |
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Author(s):
James M. Lyneis, & Debra Lyneis |
Subject:
System Dynamics |
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How many feedback loops, and of
what type, control the behavior of an epidemic?
A search of the literature discovered two-, three-,
and four-loop versions of the basic epidemic
model in introductory system dynamics materials.
How can the same behavior be explained with
such different feedback structures? Can they
all be right? This paper analyzes the three
basic model structures and discusses
implications for system dynamics pedagogy.
We conclude that either the two- or four-loop
versions of the basic epidemic model are
acceptable representations, with the two-loop
version recommended for beginners; the
three-loop version of the system is never correct.
In addition, we suggest that the development of
incorrect representations such as the three-loop
epidemic model can be avoided if standard
system dynamics modeling practice is followed –
formulating a dynamic hypothesis to explain the
observed behavior. |
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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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