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| Writing and Modeling: Using a Notebook to Learn about System Dynamics. |
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Author(s):
Tim Joy |
Subject:
Implementation |
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Guidelines for using a systems notebook, as well as a long list of writing and mapping exercises that integrates the writing process with system dynamics instruction. These guidelines and exercises are especially helpful for middle and high school students who are building some early confidence in basic stock and flow mapping as well as those students ready for model building and testing. |
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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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| 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: 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: 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: 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: 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: 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 Behaviors Are Desirable in Students Creating System Models? A Step before Assessment. |
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Author(s):
Diana Fisher, & Tim Joy |
Subject:
Implementation |
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This presentation attempts to take one step back from the assessment issue and determine what the authors feel are desirable traits in a student or student group who has chosen to study problems from a systems perspective. |
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| Using Model Mysteries in the Classroom |
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Author(s):
Rachel Molenaar |
Subject:
System Dynamics |
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I’ve used the Model Mysteries lessons in my precalculus class every year, and I’d like to share my plans and supporting documents so that other teachers can more easily implement these powerful and entertaining lessons in their own classrooms. |
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