RELATED SYSTEMS THINKING & BEST PRACTICE

Click on one of the three titles below to view information related to systems thinking and best practice.  If you prefer you may scroll down the page. Thinking Skills Instructional Strategies Visual Tools Thinking Skills “When we no longer know what to do we have come to our real work and when we no longer know which way to go we have begun our real journey. The mind that is not baffled is not employed. The impeded stream is the one that sings.” - Wendell Berry Systems thinking lessons include systems thinking concepts, habits and tools related to a variety of critical thinking skills. One example of related focus are the “habits of mind” identified by Arthur L. Costa and Bena Kallick. Following is a description of connections between systems thinking and these “habits of mind.” Quotes from:Discovering and Exploring Habits of Mind, Arthur L. Costa and Bena Kallick (Alexandria, VA: Association of Supervision and Curriculum Development, 2000) “Persistence: persevering when the solution to a problem is not readily apparent” Systems thinking classroom applications should be designed to facilitate scientific inquiry, to encourage trial and error. The message of systems thinking is that complex systems are not easy to understand and that a variety of approaches may be necessary to obtain a thorough understanding of how a complex system works. “Managing impulsivity: effective problem solving requires a sense of deliberativeness and thinking before acting.” The concepts and tools of systems thinking require that users approach a problem or situation with certain questions in mind, understandings to obtain. Whatoutcomes are a result of this system?  What is the purpose of this system? What patterns of behavior have been occurring over time? What structures exist in the system? How are the patterns of behavior and/or structures interrelated? What mental models exist about this system?  “Listening to others with understanding and empathy: learning to do this requires holding in abeyance values, judgments, opinions, and prejudices in order to listen to and entertain another person’s thoughts” Systems thinking involves an awareness and understanding of mental models and the importance of surfacing and clarifying our own mental models and the mental models of others in order to effectively communicate. “Flexibility in thinking: capacity to change one’s mind as additional data is received” Using the concepts, habits and tools of systems thinking often leads to a new and/or more in depth understanding of a system. “Metacognition: awareness of our own thinking” An increased awareness of our own mental models is crucial to systems thinking. Our mental models affect what we see happening in a system as well as our opinions about the value of the system, our ability to change the system and perceptions of cause and effect. “Checking for accuracy and precision” The tools of system thinking (Behavior-over-time graphs, causal loops, stock/flow diagrams, etc.) can represent thinking in an explicit way.  It assists students in exploring questions and checking for accuracy, especially when carried to the point of computer modeling. “Questioning and problem posing: effective problem solvers know how to ask questions to fill in the gaps between what they know and what they don’t know” A system thinking approach includes asking reflective questions of oneself and others about the problem/situation of concern. “Drawing on past knowledge and applying it to new and novel situations” The transferability of systems thinking facilitates looking for trends, structures, and dynamics that have been studied previously and applying the understanding of those characteristics to new situations. “Precision of language and thought” One motivation for the creation of the field of systems thinking by Dr. Jay Forrester at MIT was the desire to provide students with tools for communicating. The vocabulary, concepts, habits and tools of system thinking, can increase clarity of communication. “Using all the senses” Understanding complex, dynamic systems is often enhanced through the use of sensory pathways along with the more visual and/or mathematical systems thinking pathways. “Ingenuity, originality, insightfulness: creativity” Creative approaches to problem solving can be facilitated with the use of systems thinking concepts, habits and tools. “Wonderment, inquisitiveness, curiosity, and the enjoyment of problem solving” Reports about the use of systems thinking tools, including computer modeling, have consistently included evidence of learner enthusiasm and the development of initial questions leading to new questions. “Responsible risk taking” Systems thinking lessons should include opportunities for learners to recommend leverage interventions. With the computer model, interventions can be tried and results studied without risk to the actual situation. Although the process does not guarantee success, options can be explored, discussed, and revised in a fairly realistic and timely manner. “Displaying a sense of humor: people who engage in the mystery of humor have the ability to perceive situations from an original and often interesting vantage point.” Although humor is not an explicit aspect of systems thinking, the vantage point described above is an important aspect of a systems approach. “Thinking interdependently” Understanding and evaluating levels of interdependence is a core concept of systems thinking. “The humility of continuous learning” Using systems thinking creates an awareness that there is always something more to be learned.  Back to top Instructional Strategies Educators planning for the successful integration of systems thinking must combine effective instructional strategies with the concepts, habits and tools of system thinking. Two studies of best practice are cited below: Study #1  Best Practice – New Standards for Teaching and Learning in America’s Schools, Steven Zemelman, Harvey Daniels, Arthur Hyde (Portsmouth, NH: Heinemann, 1998) “Schooling should be student-centered, taking its cues from young people’s interests, concerns, and questions.” Dynamic systems are everywhere and many dynamic systems are of interest or concern to young people. “As often as possible, schools should stress learning that is experiential.”Systems thinking lessons should incorporate a combination of instructional strategies which may include experiments, use of manipulatives, role playing, games, field trips, real-world projects, etc. “Learning in all subjects needs to be holistic.” Systems thinking involves understanding how parts of the system affect each other and the system as a whole. Deciding how much of the system is important in a particular situation is an essential problem-solving skill. “Learning activities need to be authentic.” Systems thinking involves the study of actual systems, systems that students encounter and that affect them on a daily basis. Understanding and recognizing the patterns of dynamic systems is a skill that can be transferred to all areas of school and life. “Students need to learn and practice many forms of expression to deeply engage ideas.” The tools of systems thinking (behavior-over-time graphs, causal loops, stock and flow diagrams, computer simulations) are most powerful when accompanied by meaningful dialogue, opportunities to explain, demonstrate, and present evidence. “Effective learning is balanced with opportunities for reflection.” Reflecting on what was learned from previous study of dynamic systems, how that learning applies to the current system of concern, and reflecting on the generalization, transfer, application, and usefulness of systems concepts is essential to the effective use of systems thinking. “Teachers should tap into the primal power of social relations to promote learning.” The dynamics of social systems are among the most important and challenging to study, analyze, and understand. Systems thinking concepts, habits and tools are useful in this process. “Some of the most efficient social learning activities are collaborative.”Systems thinking learning can and should integrate cooperative and collaborative activities. The sharing of perspectives on how dynamic systems work, why they work that way, how generic patterns of behavior and structure apply, as well as collaborative research, discussion, and consensus building are also important. “Classrooms can become more effective and productive when procedures are democratic.” Respect and appreciation for one another’s differences and views through sharing and negotiating differences of opinion and conflicts are essential to effective use of systems thinking. In addition systems thinking concepts, habits and tools can be helpful in gaining an understanding of why differences exist, how those differences contribute to various dynamics, and why differences are essential to creating and/or maintaining some dynamics. “Powerful learning comes from cognitive experiences.” Central to the use of systems thinking is the role that mental models play in our view of the world. Systems thinking also involves looking at our thinking as a system. The use of the concepts, habits and tools of systems thinking can lead to increasingly complex applications and deeper understanding of dynamic, complex systems. Language, thinking, and conceptual understanding can be intertwined as graphic and mathematical representations of dynamic systems are utilized, discussed, and presented orally and in writing. “Children’s’ learning must be approached as developmental.” For the past ten years, teachers have been applying the tools and concepts of systems thinking at all levels of elementary, middle, and high school. Accounts of those applications have been positive and have consistently included the discovery that the systems thinking approach seems very natural for students. In fact, change from linear thinking to systems thinking appears to be more difficult for adults than for children. “Children’s learning always involves constructing ideas and systems.”Developing behavior-over-time graphs, causal loops, stock and flow diagrams, and computer simulations involves a constructivist approach–needing to learn more in order to understand interrelationships, structures creating behavior, etc. As the representations of the system are developed, tested, and altered, hypotheses about the system can emerge, “what if” scenarios can be checked, alternative interventions can be tried. Study # 2 Educating Everybody’s Children, Diverse Teaching Strategies for Diverse Learners, What Research and Practice Say About Improving Achievement ASCD Improving Student Achievement Research Panel, Robert W. Cole, Editor (Alexandria, VA: Association for Supervision and Curriculum Development, 1995) Chapter 3: A Baker’s Dozen: Effective Instructional Strategies, Lloyd W. Kline “Provide opportunities to work together.” Systems thinking lessons should include opportunities to share perspectives, to analyze, research, discuss and reach consensus in small cooperative groups and/or in large group activities. “Use reality-based learning approaches.” Systems thinking lessons should use “real-world” scenarios as the basis for problem solving. “Encourage interdisciplinary teaching.”The vocabulary, concepts, and tools of systems thinking create natural connections among disciplines. “Involve students actively.” Systems thinking lessons should involve students in discussions, use of manipulatives, role playing, and the building of physical models, in addition to the formation of graphs, causal loops, stock and flow diagrams, computer simulations. “Analyze students’ learning/reading styles.”Using systems thinking allows opportunities for a variety of perceptual and analytical strengths. “Actively model behaviors.” It is very important that adults in a school situation model systems thinking for students and attempt to represent best practices that contribute to a healthy/productive system for individuals and for the school as a whole. “Explore the fullest dimensions of thought.” Applying the tools and concepts of systems thinking cause learners to utilize higher order thinking and to build their capacity to recognize, understand, and deal with complex, dynamic systems–the types of systems that are most likely to be encountered in the world. “Use a multicultural teaching approach.” Systems thinking can help learners to understand the dynamics produced by cultural diversity and to maximize the potential benefits of that diversity. An understanding of the ways in which mental models are developed and maintained can help us identify leverage for adopting mental models that celebrate diversity and recognize and appreciate the multicultural nature of our society. “Use alternative assessments.” The tools of systems thinking, behavior-over-time graphs, causal loops, stock/flow maps, computer models can be used as assessment tools. Concepts and patterns of dynamic systems can be the focus of evaluation and can be represented in a variety of ways that include performance assessment. “Promote home/school partnerships.” The school is not a closed system. Interactions and interrelationships between the school, the home, the community, etc. affect the results that a school can produce. In addition, parents and community members typically support the type of critical thinking, problem solving, mathematical reasoning, etc. that are involved in using systems thinking. “Use accelerated learning techniques.” “The more you use your brain,” he maintains, “and the more facts and experience you store, the more associations and connections you make. Therefore, the easier it is to remember and learn yet more new materials.” (Colin Rose, 1985) This is a reinforcing relationship-new learning reinforces old learning and old learning reinforces new learning. Understanding of dynamic systems can be transferred to new situations and can foster even more learning. “Foster strategies in questioning.”One of the major goals of systems thinking is that students will use results of investigation and independently generate “what if” questions and pose new questions to explore. Back to top Visual Tools Teachers consistently report that use of systems thinking result in improved student learning. Positive results are attributed to the connection between the Systems thinking tools (visual representations of change over time and interrelationships in a system) and the research on the use of other graphic organizing tools for learning. Visual Tools for constructing knowledge, David Hyerle (Alexandria, VA: Association for Supervision and Curriculum Development, 1996) “As Hyerle points out, the brain works by making patterns; and we can visualize this process through a medium called “visual tools.” (Frances Faircloth Jones, ASCD President, 96-97) “Metacognition: To the best of our knowledge, human beings are the only form of life that can reflect on their own thinking processes. Basically, metacognition means that, when confronted with a dilemma or some obstacle, humans draw on their mental resources to plan a course of action, monitor that strategy while executing it, then reflect on the strategy while executing it, then reflect on the strategy to evaluate its productiveness in terms of the outcomes it was intended to achieve.” The tools of systems thinking provide a way to graphically display thinking processes and make thinking explicit. The concepts of systems thinking and the thinking involved in the use of the tools provide a way to move through the process of metacognition, including the simulation of a scenario that provides the compression of time and space. “Constructing Abstractions: Humans have the unique capacity to synopsize massive amounts of information and to shape raw data into workable patterns. To live productively in the future, we have found that the capacity to construct abstractions has become prerequisite to survival and will need to be grown.” The tools and concepts of systems thinking require the construction of abstractions–representing patterns of behavior. Systems thinking involves learning to understand, recognize, and deal with the patterns of dynamic systems. “Storing Information Outside The Body: Human beings are the only form of life that can store, organize, and retrieve data in locations other than our bodies.” Systems thinking is a way of providing tools to generate, store, and communicate information in a manner that can be recalled and interpreted at a later time through computer models, simulations, graphs, and tables. “Systems Thinking: Humans have the unique capacity to see the parts in relation to the whole and thus to see patterns, congruencies, and inconsistencies. Human preferences for perceiving parts or wholes as separate cognitive inclinations, as some cognitive-style theorists would have us believe, is inadequate for productive participation in a quantum world. In dynamic systems, tiny inputs can reverberate throughout the system, producing dramatically large consequences.” Systems thinking fulfills a human capacity to understand the boundaries within a part of the total system and, at the same time, to understand the interactions with its interconnecting parts. Hyerle suggests the use of visual tools to guide thinking when we need to simultaneously pay attention to the whole and analyze whether the parts are, indeed, interdependent and interconnected. “Problem Finding: To the best of our knowledge, humans are the only form of life that actually enjoys the search for problems to solve. Being dissatisfied with existing levels of certainty, humans have an insatiable passion for doubting the status quo, sensing ambiguities, and detecting anomalies. Once having intuited such inconsistencies, humans have developed the profound capacity to engage in experimental inquiry, to set up procedures to test and evaluate alternative ideas, and to strive for certitude. The process of modern scientific thought thrives on this human tendency.” The most effective applications of systems thinking incorporate practice in the process described above.  Learning & Memory, The Brain in Action, Marilee Sprenger (Alexandria, VA: ASCD, 1999)  “Graphic organizers are one of the most powerful ways to build semantic memories”. Behavior-over-time graphs, causal loops, stock/flow diagrams, and computer models can be used as graphic organizers which, in addition to representing connections, also represent the dynamics of a system. http://www.watersfoundation.org/index.cfm?fuseaction=stdm.relatedbestPractice

WHAT - WHY - HOW of Systems Thinking

What is systems thinking?

"What do we mean when we say "systems thinking"? We can use the phrase to refer to a set of tools - such as causal loop diagrams, stock and flow diagrams and simulation models - that help us map and explore dynamic complexity. We can also use it to mean a unique perspective on reality - a perspective that sharpens our awareness of whole and of how the parts within those wholes interrelate. Finally, systems thinking can refer to a special vocabulary with which we express our understanding of dynamic complexity. For example, systems thinkers often describe the world in terms of reinforcing and balancing processes, limits, delays, patterns of behavior over time, and so forth." - Barry Richmond, High Performance Systems

What is a systems thinker?

A systems thinker is one who has internalized the habits of systems thinking.   The Habits of a Systems Thinker are supported by a set of: 
           A. concepts           
           B. vocabulary           
           C. visual tools

These visual tools are used to increase understanding and communication about situations in both the short term AND long term, looking at the details AND the big picture. It is a language of relationships, which is used to help students understand the forest AND the trees, and how and why the forest and the trees are continuously changing over time.

What is a Systems Citizen?

Systems citizens strive to understand the complexities of today's world and have the capability to face into problems with an informed capacity to make a positive difference.

What are the habits of a  systems thinker?

Click here to order Habits of a Systems Thinker cards and posters.

What are the systems thinking tools?

Behavior-over-time graphs:                        

Used to visualize how variables change over time. 

Causal Loop Diagrams:

Used to visualize causal relationships and circular feedback. 

 

Stock/Flow Diagrams:

Used to concretely visualize how and why variables change in a system, and as a first step in making dynamic computer models.

 

Dynamic computer models:             

Used to allow students to visualize and to test their thinking via computer simulation

What are key systems thinking concepts?

Mental Models

Our beliefs, assumptions, and ideas about how things work. Mental models are often hidden, even from ourselves.
    

Dynamic System

Systems, which change over time, are dynamic.  Growth, decay, and oscillations are the fundamental patterns of systems.

Change Over Time            

There are patterns in the world that we can understand, with a little effort. These patterns are usually generated by interconnectedness.

Feedback            

The real world often operates in circular causality, not just cause and effect.

Leverage

How can I generate viable options and solve real problems in a complex and interconnected world?

What is dynamic modeling?

"Model building is central to our understanding of real world phenomena. We all create mental models of the world around us, dissecting our observations into cause and effect. Such mental models enable us, for example, to successfully cross a busy street. Engineers, biologists, and social scientists simply mimic their observations in a formal way. With the advent of personal computers and graphical programming, we can all create more complex models of the phenomena in the world around. As Heinz Pagels (1988) has noted, the computer model process is to the mind what the telescope and the microscope are to the eye. We can model the macroscopic results of microphenomena, and vice versa. We can lay out the various possible futures of the dynamic process. We can begin to explain and perhaps even to predict." -Bruce Hannon and Ruth Matthias, Dynamic Modeling

What We Know so Far Based on five years of Waters Foundation teachers' action research studies,  there is evidence to support the following compelling trends:

Making Thinking Visible

Students use systems thinking tools to clarify and visually represent their understanding of complex systems.  This visual approach allows the students and others to interact with and explore thoughts, perceptions, and mental models with precision and clarity. Students use behavior-over-time graphs (BOTGs) to depict their understanding of patterns and trends.  BOTGs are visual tools that help students describe orally and in writing what and how they are thinking. Connection circles and causal loop diagrams help students describe their understanding of the connections and interdependencies of complex systems including  historical systems, scientific systems, economic systems, cultural systems, political systems, and literary systems, both fiction and nonfiction. Students for whom English is a second language have demonstrated marked improvements communicating their thinking both orally and in writing as a result of using behavior-over-time graphs, causal loop diagrams, and the other systems tools. When students make their thinking visible through the use of systems tools, teachers can immediately identify misconceptions that students may have about curricular content.

Making Connections

Systems thinking tools help students make connections between curricular areas and relevant life experiences. When students use systems thinking concepts and tools, teachers have noted an increased number of incidences of transfer from classroom lessons to students’ real-life experiences. An understanding of system structures enables students to see the similarities between seemingly different systems.  For example, the understanding of how a contagious disease infects a population helps students understand how a rumor spreads or a fashion trend grows.

Solving Problems

Students of all ages learn and independently use systems thinking problem-solving strategies. Students experienced in recognizing and using systems thinking concepts and tools seek out new and varied perspectives when solving problems. Students use systems thinking vocabulary and concepts to question and challenge seemingly obvious solutions to complex problems.  For instance, students use systems thinking archetypes like Fixes that Fail and Shifting the Burden to identify and analyze both short and long-term effects of actions. Systems thinking concepts and tools help students understand their own beliefs/mental models and behaviors.  Students use BOTGs for self-assessing how behaviors and emotions change over time; ladder of inference for understanding the development of inferences; and causal loop archetypes for retelling the dynamics of particular situations.

Developing Readers and Writers

Systems thinking concepts and tools help students develop as readers and writers.  When students use the concepts and tools of systems thinking, they are better able to retell and summarize a piece of writing; analyze character, plot, setting and theme and the relationships between these literary components; identify point of view and the author's/characters' mental models; describe cause and effect relationships; express themselves descriptively.

Increasing Engagement

When using systems thinking concepts and tools, many students show increased motivation, engagement, and self-esteem. When using systems thinking tools as a prewriting strategy, students who had been producing below-average writing wrote more (quantity) and developed more thoughtful, insightful content (quality) than they had previously. When asked to "tell the story of a line" (BOTGs), "tell the story of a loop" (causal loop diagrams), or "describe a stock-flow map," many usually reluctant students were more willing to participate in front of others, using visual diagrams as they described ideas or theories.  Students in special education classes voiced satisfaction at being able to understand challenging concepts typically presented to their non-special educations peers but not to them.

Tool-Specific Findings

Behavior-over-time graphs (BOTG)

Behavior-over-time graphs (BOTGs) helped students increase their skills with the mechanics of coordinate graphing. In math, when students were given a story describing linear growth or decay, BOTGs helped them graph accurately, interpret the graph as a function, and interpret the relationship between rate and slope. BOTGs helped students accurately compare and contrast two different linear functions and to compare a linear function with an exponential function. BOTGs helped students visually describe change over time that was occurring in a system (a story, an historical period of time, a math word problem) that also helped them effectively write about their interpretation of the patterns and trends within a given system.

Causal Loop Diagrams

Causal loop diagrams helped students identify cause and effect connections and feedback relationships within systems.  For example, in music appreciation, students were able to draw connections between changes in society and the evolution of rock and roll in the United States. Causal loop diagrams and causal loop archetypes helped students apply their understanding of generic system structures and real-world situations.   Causal loop diagrams helped to increase student awareness of various factors that contribute to cause and effect relationships (e.g. the environmental and social causes and effects that characterized the Dust Bowl).

Stock-Flow Mapping

Stock-flow mapping helped students express their ideas both orally and in writing.   For example, in language arts students drew stock-flow maps to identify important accumulations (stocks) and other influencing structures when reading and analyzing literature.  In social studies students demonstrated understanding of the developmental process of an invention.   In social studies, stock-flow mapping, as a pre-writing exercise, helped students enhance the quality of their written explanation of underlying reasons for events occurring in various historical periods.

Dynamic Computer Modeling

Dynamic modeling provided students a greater ability to analyze graphs (the output of a computer model) and to look for the parts and interactions that make up a system.   Dynamic modeling positively influenced the level of student discussion as students communicated insights and perceptions that represented higher level thinking.   When using dynamic computer simulations, traditionally under-performing students nearly equaled the performance of their classmates.  Dynamic modeling helped students differentiate among the various structures that contribute to linear growth, linear decay, and nonlinear patterns of change (e.g. exponential growth).    Dynamic modeling provided students with opportunities to make predictions about how a system might change given certain conditions, and then test their predictions by running the model.

Other Visual Tools

The use of visual tools such as the ladder of inference and the iceberg were found to positively impact reading comprehension.  The tools helped students as they were asked to explain their understanding (both orally and in writing) of what they read.  This finding was supported in both language arts and social studies.   The use of visual systems thinking tools such as the ladder of inference and the iceberg were helpful as students engaged in classroom discussions.  The tools serve as organizing thinking maps that enabled students to construct and communicate their understanding of subject matter.   In social studies, the iceberg helped students understand detail, explain cause and effect, see patterns, and grasp the value and impact of historical events.

Click here to view a list of helpful resources. 

For more information regarding action research please contact Tracy Benson.

Telephone:  520.745.4588
Fax: 520.745.5396
Email:  t.benson@watersfoundation.org

Why should I learn about systems thinking?

People who practice systems thinking often report that it sharpens and clarifies their entire world view. Confusing, disconnected snapshots of life start to make more sense when understood as patterns of change over time. The effects of undesirable patterns may be lessened and the influence of beneficial patterns may be increased by deeper understanding of the system causing the behavior. The sudden surprises, hidden resistance, and underlying harmony generated by feedback relationships become less mysterious. Experience with understanding the world in terms of stocks and flows leads to simple, powerful questions such as: What is accumulating here? Why does it inflow or outflow? Where exactly does it come from and where does it go?  Many of us have some sense that everything is connected to everything else. Systems thinking provides tools to better understand and communicate these connections.

Why do K-12 educators believe systems thinking is  important?

Dynamic systems predominate in the world. Understanding dynamic systems is crucial to successful learning and living. Demonstrated understanding of dynamic systems is an integral part of local, state, and national standards in many curricular areas. Practicing the habits, concepts and tools of systems thinking/dynamic modeling allows students to develop and demonstrate understanding of dynamic systems.
For over ten years now, K-12 educators have been utilizing systems thinking/dynamic modeling in classrooms across the United States. Applications vary greatly and have been implemented in many areas of the curriculum and at every grade level. No matter the topic or the age of the students, reports of success are consistent. What is the basis for these enthusiastic reports? Is it the use of technology? Students certainly enjoy the unique use of computers. However, the attention to task and the learning results seem to occur even in connected activities that do not require the computer.
Exploration of dynamic complexity is a highly motivating learning experience for students. Their learning is enhanced by the "real" nature of the problems that they explore and the sense that they are developing skills that will prove useful throughout their lives. The merging of system dynamics and the characteristics of effective instruction creates tremendous potential for engaging students in powerful learning experiences.
Research shows that instructional settings that optimize learning should be student-centered, experiential, holistic, and authentic. In addition, students should be provided opportunities to utilize many forms of expression, to reflect, to interact with other students, and to collaborate. Learning should be developmental and should involve the construction of ideas and systems. Effective applications of systems thinking/dynamic modeling include all of these characteristics. What appears to be most successful is an essential combination of the powerful concepts and tools of system dynamics with best practice in instructional strategies.
(Mary Scheetz, Panel Presentation - International Conference of the System dynamics Society, Bergen, Norway, 8/00)Research Source: Best Practice - New Standards for Teaching and Learning in America's Schools Steven Zemelman, Harvey Daniels, Arthur Hyde (Portsmouth, NH: Heinemann, 1998)

How do K-12 educators use systems thinking?

Quotations from educators using systems thinking and dynamic modeling:"Behavior-over-time graphs are a concrete representation of student thinking that leads into a student-run discussion. The kids LOVE it when I issue each group an overhead transparency for their graph and explanations."
"STELLA® is a tool that gives students a concrete means to explore their thinking and to test its validity. As they create models, students think through the relationships inherent in a piece of literature."
"By using the models, it's possible to see the problem more clearly, have deeper understanding. It's an extension on lab experiences."
"We used to make up things for interdisciplinary units, this is real. We are looking for universal patterns that transcend disciplines."
"It makes math and science a part of everything else."
"Systems thinking and dynamic modeling teach us how important it is to look for feedback in all systems and how it affects those systems, and where the leverage points might be."
"It allows me to approach problems in classrooms that are beyond the normal scope of the course and the normal skills of high school students AND the results include greater student understanding."
"I am seeing the interconnectedness of all things, especially in light of how my actions affect those around me, whether they be my family, my students, or my fellow travelers on the interstate."
"As students cycle back and forth between hands on data from real events and STELLA® models which attempt to simulate those events, they grow in their confidence to build and refine models to better approximate reality. This is an empowering experience for them as they begin to understand concepts to a greater depth."
"Using SD must fit in a curricular context, not just be added, but it should be integrated within a planned framework."

Systems Thinking Rubrics

Systems Thinking Instructional Capacity Rubric Focus Areas Novice Basic Proficient Advanced Planning Teacher uses existing lessons obtained from websites, books, training, or other teachers with little to no modification. Teacher is able, with some assistance, to adapt existing lessons to the curriculum, standards, and specific needs of students. Teacher independently adapts existing lesson or unit plan to the curriculum, standards, and specific needs of students. Teacher integrates ST habits, concepts and tools into instruction in multiple contexts over the course of the school year. Application of ST is evident beyond specified lesson plans. Instruction There is no evidence that a lesson incorporating ST concepts and tools has taken place. Teacher requires assistance teaching a lesson incorporating the ST concepts and tools. Teacher independently teaches an ST lesson without assistance. Teacher mentors colleagues by    - inviting other teachers to observe,    - assisting others in planning or      debriefing an ST lesson, and    - observing others and providing      feedback on an ST lesson. Habits of Systems Thinking There is little to no evidence that habits of systems thinking are incorporated into lessons. Teacher refers to habits of systems thinking during instruction. Teacher refers to habits of systems thinking often and helps students make connections between learning goals and specific habits of systems thinking. Teacher fosters student ability to independently refer to habits of systems thinking and make connections between learning goals and specific habits of systems thinking. Systems Thinking Tools (BOTG, CLD, S/F map/model, Iceberg, ladder of Inference, connection circle) Students observe teacher using a systems thinking tool during instruction. Teacher uses guided instruction when using a systems thinking tool during instruction. Teacher uses both guided instruction and independent student practice when using a systems thinking tool during instruction. Teacher fosters students independently choosing and using an appropriate systems thinking tool when participating in learning activities. Transfer Little to no evidence of transfer is observable. During instruction, teacher helps students transfer understanding of how one system operates by comparing it to another system of a different type that operates in a similar manner. During instruction, teacher asks students to transfer understanding of how one system operates by comparing it to another system of a different type that operates in a similar manner. Teacher fosters students independently transferring understanding of how one system operates by comparing it to another system of a different type that operates in a similar manner. Student Work Samples No evidence of ST student work is observable or available. Teacher representation of student work is shared, as when a teacher draws a visual representation of what students describe. Teacher shares samples of work illustrating the students systems thinking abilities. Teacher shares student work with colleagues and actively asks for and offers critique that informs instruction.

Click here to download a PDF of Student Systems Thinking Rubrics

Examples of systems thinking in action?

In history class, students study the inter-dependent relationships between oppression, power, and rebellion in order to better understand the causes of various revolutions.

In literature class, students use a computer simulation of the novel, "The Giver", to discover the possible results of changes in the society represented in the story.

In the community, city planners use causal loop diagrams to study long-term, unintended consequences of a new policy.  They consider potential effects throughout the system – not just in the immediate proximity.

In science class, students graph the growth patterns over time of various populations in a pond and look for possible clues to understanding the extreme level of toxicity in the water.
In a family, parents discuss how the high expectations they have can contribute to their child's under-performance in school.

In a math class, students compare the long-term results of saving money at different rates of interest, patterns of deposits, amounts of time, etc.  Students build computer models to compare results.

In a school, a principal asks staff members to identify the mental models that would be most supportive of student success and enthusiasm about learning.  The staff works together to test these assumptions, design school structures to develop those mental models, consistently checks on results, and makes related adjustments.

In a committee meeting, a member asks, "What assumptions are we making about this problem? How could we test those assumptions?"

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