SYSTEMS THINKING: Visual Tools for Increasing Student Learning
Systems Thinking and Dynamic Modeling Conference June 29, 2002
Mary Scheetz, Portland Public Schools, Portland, OR Joan Yates, Catalina Foothills School District, Tucson, AZ
Connections with Best Practice
n Classroom Instruction That Works
n Dimensions of Learning
1 INSTRUCTIONAL STRATEGIES THAT AFFECT STUDENT ACHIEVEMENT
Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Homework and practice Nonlinguistic representations Cooperative Learning Setting objectives and providing feedback Generating and testing hypotheses Questions, cues, and advance organizers
Source: Marzano, Pickering, and Pollock , Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (Alexandria: ASCD, 2001)
INSTRUCTIONAL STRATEGIES THAT AFFECT STUDENT ACHIEVEMENT NONLINGUISTIC REPRESENTATIONS
Visual Tools
Physical Models
Mental Pictures
Pictures and Pictographs
Kinesthetic Activity
Source: Marzano, Pickering, and Pollock , Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement (Alexandria: ASCD, 2001)
2 INSTRUCTIONAL STRATEGIES THAT AFFECT STUDENT ACHIEVEMENT NONLINGUISTIC REPRESENTATIONS VISUAL TOOLS
Brainstorming Webs
Task-specific Organizers
Thinking-Process Maps
Hyerle, Visual Tools for constructing knowledge, Alexandria: ASCD, 1996
INSTRUCTIONAL STRATEGIES THAT AFFECT STUDENT ACHIEVEMENT NONLINGUISTIC REPRESENTATIONS
VISUAL TOOLS
THINKING-PROCESS MAPS
Concept Mapping
Systems Thinking
Thinking Maps
Hyerle, Visual Tools for constructing knowledge, Alexandria: ASCD, 1996
3 INSTRUCTIONAL STRATEGIES THAT INCREASE STUDENT LEARNING
NONLINGUISTIC REPRESENTATIONS VISUAL TOOLS
THINKING-PROCESS MAPS SYSTEMS THINKING Stocks/Accumulations Behavior-Over-Time Graphs Causal Loops Stock/Flow Diagrams Dynamic Modeling
Dimensions of Learning
Dimension 1: Attitudes and Perceptions
4 Dimensions of Learning
Dimension 1: Attitudes and Perceptions
Dimension 2: Acquire and Integrate Knowledge
Dimensions of Learning
Dimension 1: Attitudes and Perceptions
Dimension 2: Acquire and Integrate Knowledge
Dimension 3: Extend and Refine Knowledge
5 Dimensions of Learning
Dimension 1: Attitudes and Perceptions
Dimension 2: Acquire and Integrate Knowledge
Dimension 3: Extend and Refine Knowledge Dimension 4: Use Knowledge Meaningfully
Dimensions of Learning
Dimension 1: Attitudes and Perceptions
Dimension 2: Acquire and Integrate Knowledge
Dimension 3: Extend and Refine Knowledge Dimension 4: Use Knowledge Meaningfully
Dimension 5: Productive Habits of Mind
6 Dimensions of Learning
Dimension 4: Use Knowledge Meaningfully
Decision Making
Dimensions of Learning
Dimension 4: Use Knowledge Meaningfully
Decision Making Problem Solving
7 Dimensions of Learning
Dimension 4: Use Knowledge Meaningfully
Decision Making Problem Solving Invention
Dimensions of Learning
Dimension 4: Use Knowledge Meaningfully
Decision Making Problem Solving Invention Investigation
8 Dimensions of Learning
Dimension 4: Use Knowledge Meaningfully
Decision Making Problem Solving Invention Investigation Experimental Inquiry
Dimensions of Learning
Dimension 4: Use Knowledge Meaningfully
Decision Making Problem Solving Invention Investigation Experimental Inquiry Systems Analysis
9 Systems thinking: Seeing what’s below the surface
Iceberg...Seeing What’s Below the Surface
Events What is seen What happened?
Patterns of Behavior What’s been happening? What is What are the trends? generally What changes have occurred? unseen Underlying Structures
What has influenced the patterns? (e.g. policies, laws, physical structures) What are the relationships among the parts?
Mental Models
What assumptions, beliefs, and values do people hold about the system?
Adapted by Waters Foundation, CFSD from Innovation Associates, Inc. 2/99
10 Iceberg...Seeing What’s Below the Surface
Events What is seen What happened?
Patterns of Behavior Learning What’s been happening? What is What are the trends? generally What changes have occurred Leverage unseen Underlying Structures
What has influenced the patterns? (e.g. policies, laws, physical structures) What are the relationships among the parts?
Mental Models
What assumptions, beliefs, and values do people hold about the system?
Adapted by Waters Foundation, CFSD from Innovation Associates, Inc. 2/99
Balancing Tubes Activity
11 Systems Thinking and Dynamic Modeling Concepts
n Change over time
n patterns and trends
n accumulations
n Circular Causality
n interdependencies
n reinforcing and balancing relationships
n Leverage
n structure generates behavior
n short and long term consequences
n trade-offs
n temporal and spatial boundaries
Systems Thinking/Dynamic Modeling Tools & Corresponding Concepts
n Behavior-over-time graph (BOTG)
n change over time / trends / patterns of behavior n Causal loop diagram (CLD) (incl. systems archetypes)
n circular causality / feedback relationships n Stock/flow diagram (S/F)
n interdependencies / accumulations n System dynamics computer model
n “What if...” / quantitative n ST/DM games & activities
n characteristics of complex systems
12 Accumulations/Stocks
n Nouns, in the STELLA language, are called “stocks.”
n …are represented by rectangles.
n Examples: Water, Population, Cash, Anger, Hunger, Trust, Commitment
Accumulations in the story
•What aspects/variables within the story change? •List aspects/variables.
13 Behavior-Over-Time. . . Graphs n …show the trend or pattern of change of a variable over time. n X axis is always time n Y axis is always the variable being graphed n …can be drawn on a separate graph form or within stocks.
BOTGs from the story
•What aspects/variables within the story change? •List aspects/variables.
•How does each aspect/variable change? •Draw a BOTG of how each aspect changes.
14 BOTGs from the story
Dirt on ? ? ? Mrs. Jones’ floor
time time
Use of ? ? ? electricity
time time
Circular Causality: Causal Loops
n …show causal relationships and circular feedback within a system. n A cause becomes an effect, becomes a cause, becomes an effect, and so on. n Two types: reinforcing and balancing
15 Reinforcing Causal Loop Diagram
S Exercise
R
EnergyS Time
Balancing Causal Loop Diagram
Hunger o
B Hunger
s Food consumption Time
16 Reinforcing or Balancing?
Practice Quality of Performance
Quality of Performance Time
Causal Loop Diagrams from the story
•What aspects/variables within the story change? •List aspects/variables.
•How does each aspect/variable change? •Draw a BOTG of how each aspect changes.
•How do the identified aspects/variables affect each other? •Draw a CLD representing how aspects of the story affect each other. (Refer to the BOTGs/Stocks worksheet.)
17 Fixes that Fail Archetype
Problem Symptom
Fixes that Fail Archetype s Problem Fix Symptom B o
18 Fixes that Fail Archetype s Problem Fix Symptom B s o
R
Unintended s Consequence
Fixes that Fail from Mrs. Frisby and the Rats of NIMH
S
Accumulation Vacuum Use of Dirt B
S O
R Factories & Electricity Prod. S & Soot
19 Circular Causality: Stock/Flow Diagrams
n …show interdependencies and feedback within a system by identifying major accumulations and the factors that increase and decrease over time.
n Icons, which come from dynamic modeling, may also include connectors and converters.
Vacuum Use
Accumulation of Dirt
Electricity Production
20 Vacuum Use
inc use dec use
Accumulation of Dirt
collecting removing
Electricity Production
increasing production
Vacuum Use
inc use dec use Accumulation of Dirt collecting removing
Electricity Production
increasing production
21 Vacuum Use
inc use dec use Accumulation of Dirt collecting removing electricity production per use dirt removal per use
Electricity Production
increasing production
Stock/Flow Diagrams from the story
•What aspects/variables within the story change? •List aspects/variables.
•How does each aspect/variable change? •Draw a BOTG of how each aspect changes.
•How do the identified aspects/variables affect each other? •Draw a CLD representing how aspects of the story affect each other. (Refer to the BOTGs/Stocks wksht.)
•Add to the Stock/Flow diagram representing how aspects of the story affect one another.
22 Dynamic Modeling n “A computer model of a system is a stock/flow Population diagram with supporting
mathematical equations new population which link the factors of the population decline system. As changes are ~ growth decline rate made to the factors in the rate system, the behavior of the Resources Resources system, as indicated by per population output graphs, changes.” consuming (STELLA, HPS-Inc.)
A Simple Dynamic Model from the story
Vacuum Use
~
Accum increasing decreasing use of Dirt use
removing
collecting dirt removal per use electricity production per use electricity production
increasing production
23 Student Samples
ICEBERG ANALYSIS SAMPLE - Remember the Titans Surface Thinking New coach hired 2 star players become friends Team goes to camp 1 star players is in an accident Events What is seen Interracial rooming assignments Team wins the championship What Happened?
Patterns of Behavior Dynamic Thinking · What trends have been happening L over time? Forest Thinking E A Coach’s Team Town Star Players’ R Persistence Prejudice Prejudice Friendship N time time time time I N Operational Thinking G What is generally Underlying Structures Closed-Loop Thinking Quantitative Thinking not seen · What has influenced the patterns? (e.g. policies, laws, physical structure) L Operational Thinking E · What are the relationships among the parts? Closed-LoopedClosed-Loop Thinking Thinking Quantitative Thinking V E Segregation increases Prejudice R Coach’s persistenceSegregation InterracialPreju interactiondice A decreases G E Segregation Prejudice
Lack of understanding Inability to work together SystemSystem asas CauseCause ThinkingThinking Lack of understanding Inability to work together SystemsSystem as as Cause Cause Thinking Thinking ScientificScientificScientific ThinkingThinking Thinking Mental Models · What Assassumptions,umptions, beliefs and values do people hold about the system? · Did you include these in your diagram?
SystemsSystem Thinking & Dynamic Modeling Project © 2002 Waters Foundation
24 BOTG - Elementary School Literature
BOTG from the book Run Away to Freedom (5th grade)
high
low
BOTG - Elementary School Literature
BOTG from the book Run Away to Freedom (5th grade)
High
Julily’s fear
Julily’s feeling of security
Low Study section 2 Study section 4 Study section 1 Study section 3
25 BOTG - Middle School Band “Fanfare and Fugue” “First Slide” Forte Forte
MF MF
MM MM
MP MP
Piano Piano Time Time “Folk Song Francaise” “Brazil” Forte Forte
MF MF
MM MM
MP MP
Piano Piano Time Time
BOTG - Middle School Band - Page 2 “Fanfare and Fugue” “First Slide” Forte Forte
MF MF
MM MM
MP MP
Piano Piano Time Time “Folk Song Francaise” “Brazil” Forte Forte
MF MF
MM MM
MP MP
Piano Piano Time Time
26 BOTG - Counseling Example
100
P 90 a r 80 e n 70 t ' 60 Parents’ nagging s
50 " N 40 a g 30 g i 20 n g 10 " 0 P Weeks
100
90 G r 80 a d 70 e 60 Grade percentage P e 50 r c 40 e n 30 t a g 20 e 10
0 Weeks
“friendship skills” causal loop diagram
s
friendship s skills used
your nice feelings other’s nice about feelings about others you
s s
friendships
27 CLD - Elementary School Social Studies
After playing the Friendship Game,first grade students return to their classroom to debrief their experience. This reinforcing causal loop diagram is used with students during this debrief.
S Your actions toward others
S
Your feelings Others’ feelings towards others R towards you
S
Others’ actions S toward you
CLD - Elementary School Social Studies
After creating a BOTG which showed the exponential growth of sports in the 1900s, students created a reinforcing causal loop diagram to explain their thinking.
Popularity of sports
Involvement of people (fans & athletes) R in sports
Money related to sports
28 Fixes that Fail
S
Stress B Alcohol Use O O
O R Health Productivity S
Systems Archetype (Fixes That Fail) :
S
British need for money Tax money to support soldiers in B Colonists paid to colonies the British
S O
R S
British need for S Colonists’ anger at more soldiers being taxed by the British
29 Stock/Flow Map - Elementary School Social Studies -2nd Grade Mini Society Unit
One objective of the Mini Society unit is for students to understand the concept of scarcity. This S/F map was used to examine the accumulation and drain of markers in the 2nd grade classroom.
Markers putting in throwing away
Mrs Swartz adds Leaving caps off use of markers Bring marker from home
number of students how many times used each day
Lynx and Hares Simulation- Middle/High School
Lynx births Lynx Lynx deaths
Lynx natural dr ~ Lynx birth rate Lynx starvation rate ~ lynx kill death rate
new Hares Hare deaths Hares
Hare natural death rate Hare birth rate
30 Action Research
n “The students demonstrated their n “…overall, parents seemed to have a understanding of the concept of sense of what their children are archetypes and were able to identify capable of in terms of higher level examples and analyze connections thinking and presenting to an between the past and the present. audience.” (7th grade literature) The results indicate that the use of systems tools is very beneficial to n “It is clear, however, that STELLA students’ ability to identify and make enhanced my pre-calculus students’ connections between the past and understanding of the fundamental the present and thus ’learn’ from natures of each of the types of history.” (7th grade social studies) functions.” (High school pre-calculus)
Action Research (cont.)
n “Feedback in water systems is a n “Over 90% of my students indicated that using SD modeling helped them highly abstract concept, and while or greatly helped them understand many students struggled to linear concepts.” (6th grade math) understand the multiplicity of feedback loops here, they were able to grasp the idea of at least 2 n “ …70% of the students met the successive effects from one initial criteria of performing at a 4 or better water chemistry imbalance within on the assessment rubric, the noted their case study.” (High school increase from 30% demonstrates chemistry) significant growth proving this is without a doubt a powerful way to assist students in integrating n Using STELLA modeling to assess inferences, interpretations, and environmental impact, 100 % rated conclusions into their writing.” (6th, at meets or exceeds standard - 7th, 8th grade math) change from over 50 % not meeting during pre-assessment. (High school field study)
31 Student Quotations n “Can we use BOTGs for our n “…that math is a very important next writing assignment? It part of graphs and the makes writing so easy.” simulations. It is like a language in a way. Math isn’t just numbers. It is actually saying something.” n “It helps doing the simulation because I understand the book n “Patterns are recognizable better.” everywhere and it’s easy to notice them. We can relate our lives to these patterns to help ourselves.”
STUDENT QUOTATIONS (cont.) n “You can do anything if you set n In the past three years, an your mind to it, no matter how average of 74% of the seniors young you are or how many (in CFSD) surveyed in the problems you run into.” spring answered yes to this question: Was using SD concepts/tools/simulations an n “It improves the life skills of basic problem solving and effective means for you to learn interacting with co-workers and class material? family because you are better at perceiving behaviors.”
32 WAYS TO LEARN MORE
n Web Sites
n Resource Materials
n Training and Workshops
n Site Visits
n Conferences
I take ACTIONS based on my beliefs
I develop BELIEFS about the world
I draw CONCLUSIONS The Reflexive Loop I make ASSUMPTIONS based on the (our meanings I added R beliefs affect I add what data MEANINGS we select (cultural & personal) next time)
I select “DATA” from what I perceive
Perceivable “Data” & Experiences Ladder of Inference
Adapted from The Fifth Discipline Fieldbook Last modified - 1/1999
33 THE STORY OF MRS. JONES AND HER VACUUM CLEANER Examples of causal loops and stock and flow diagrams
Amount of Amount of Vacuuming Cleanliness s s R B s o Amount of Soot Amount of Vacuuming
Causal Loop Diagrams R = reinforcing feedback B = balancing feedback
Stock and Flow Diagram Uses icons of dynamic modeling but can be drawn on paper. Reinforcing and balancing interrelationships are represented in a more explicit manner.
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