The Check-in
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Transcript of The Check-in
The Check-in
1. In teams of 4 brainstorm a list of what challenges we face in terms of student learning.
2. Place the top 3 on the board.
3. Each group will share why they chose these top 3.
“I am here”
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
A Systems Thinking View of Schools
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
To this. Shared Vision
Current realityTimothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
"The significant problems we facecannot be solved at the same level of thinking we were at
when we created them.
Albert Einstein
Tools for Navigating Change
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Shared Vision: goals; achievement; positive climate; lifelong learners; community
Team Learning: strengths; weaknesses; professional development
Personal Mastery: say it, do it demonstrate it…MODELING
Structures of Learning: SAS
Take two minutes and build a
story that could explain how
these footprints were made.
Share your story with a friend.
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Mental Models
1. You can clarify your thinking by understanding your own mental models.
2. By discussing mental models we can better define what other people mean and think. Leading with inquiry.
3. Realize we see or screen events and data based on our mental models.
4. We can represent our mental models using maps and other systems thinking tools.
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
“In the research on human cognition…
Information relayed from the outside through the eyes accounts for only 20% of what we use to create a perception.
We each create our own worlds by what we choose to notice… ...to enact our particular version of reality.”
Margaret Wheatly
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
How do we capture and better understand other people’s mental models?
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
The process of designing questionsfor use in our schools creates meaningfuldialogue. Questions for:
• administrative meetings• policy and committee work• curriculum review• parent meetings• student conferences• program evaluation
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Lead with Inquiry
As you lead with inquiry andstart building clearer images of
the mental models you are exploring - you can use maps to
capture your thoughts and insights.
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
What Are Some of the Specific Tools That We Can Use To Build Learning
Communities?
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
What tools do you use to help capture and
explore mental models In your
school?
There can be a wide range of mental models in your school, district, and community?
Child'sName
Developmentally
Strengths
Emerging
Yet to Develop
Academically
Work Habits
Performance Attitudes toward School
Socially
Peers Siblings
Families and
Friends
Consistency Between Home
and School
Self Regulating
Skills
Expectations for Behavior
Responsibilities
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Shared Vision
Tools used to build a collective senseof organizational purpose by developingshared images of the future work we seekto create.
Building a Shared Vision
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
The Iceberg
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
The Iceberg Discussion Questions
Step One - The EventName a critical event or issue that has emerged in the last few months in your classroom or school. Tell the story of the event.
Step Two - The Pattern or TrendWhat is the history of the event you described? When has it happened before? Chart the course of related events over time on a graph. What patterns do you see emerging?
Step Three - Systemic StructureWhat forces seem to create the pattern of behavior you described in step 2? How do the systemic elements seem to influence each other? What fundamental aspects of the school need to change if you want the pattern to change? (Policy, culture, attitudes, environment…)
Step Four - Mental ModelsWhat is it about your thinking and everyone’s thinking that causes this structure to persist? How can you these mental models be safely brought to the surface for inquiry and dialogue with the larger group?
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Systems Thinking Tools and the IcebergEvents - Ladder of Inference
Story Telling
Patterns - Causal LoopsArtifact HuntBehavior Over
Time Learning History
Systemic - ArchetypesStructuresStructured Diagrams Feedback and Delays
Mental - MappingModels Leading with Inquiry Deeper Structures
EVALUATION - "To Place Value"
1. Masteryof
Knowledge
2. Applicationand
Performance
3. LongitudinalExperiences and
Wisdom
Bena Kallick, 1998
Factsand
Events
Patternsand
Behaviors
Systemand Structure
Analogous and
Sequential Thinking
Verbal Reasoning
Knowledge Application Wisdom
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Systems Thinking
The tool that gives us a language for describing the interrelationships between complex elements of real-life situations as they evolve over time.
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
The Forest Problem
A farmer in Maine runs a unique tree farm. Her farm has 1000's of mature trees, treesthat are coming of age, and saplings. Each year she harvests only 100 trees and thenimmediately plants 100 saplings that eventually mature. This is a perfect farm - all 100saplings will come of age and replace the mature trees she harvested. She has usedthis "steady state" system for years and years. The planting rate ALWAYS equals theharvesting rate.
Now suppose that at a point in time, the farmer increases her harvest to 150 trees andcontinues to harvest and plant at this new rate.
1. What pattern do you think will be traced by her trees harvested?
2. What pattern will be traced by the number of her mature trees available over time in her forest?
Don't worry about exact numbers, speculate on the pattern that the quantity of maturetrees will trace in response to this one time, step-increase in harvesting.
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
A Systems View of Learning in an Organization
VisionCreate Ideas
VisionarySees Over HorizonEmbraces Change
IntuitiveSees Patterns
LeadershipCreates Paths
ProactiveRisk Taker
Take ChargeIndividual
CommunityCreates
InterdependenceRelationships
NetworkReservoir
Connections
ManagementCreates Output
ProductionOutcomes
AdministrationRefinementConsistency
All of these areas are nurtured and balanced in a learning community, school district, or
organization.
Systems Thinking offers a set of tools that:
Allow you to capture other peoples’ mental models.
Ask people to tell compelling stories that build understanding and relationships.
Foster team learning.
Help you develop a comprehensive view of the interrelationships that exist in classrooms, schools, the community, and in the world.
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Systems Thinking as a Tool for Growing
Where we have been: Where we want to go:
an emphasis on school an emphasis on reallearning world learning
an emphasis on an emphasis on learningacquiring knowledge how to learn
teacher-directed learning learner-directed learning
specialization is valued an interdisciplinary perspective is valued
a view of the world as a view of the world asthe sum of discrete a dynamic inter-dependentcategories of knowledge systems
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Resources for Curriculum Materials, Tools for School Leadership, and Personal
Growth
The Fifth Discipline Fieldbook Projectwww.fieldbook.com
The Creative Learning Exchangewww.clexchange.org
Society for Organizational Learning www.solonline.org
Crisis Management Institutewww.cmionline.orgTimothy R. Lucas and Associates
The Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
Developing a Systems Thinking
Approach in Schools
3 PersonalGrowth
2 Leadership Opportunities
1 Curriculum Applications
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696
A Ritual to Read to Each Other
If you don't know the kind of person I am,and I don't know the kind of person you are,a pattern that others made may prevail in the world,and following the wrong god home we may miss our star.
For there is many a small betrayal in the mind,a shrug that lets the fragile sequence break,sending with shouts, the horrible errors of childhood,storming out to play through the broken dike.
And as elephants parade holding each elephant's tail,but if one wanders the circus won't find the park,I call it cruel and maybe the root of crueltyto know what occurs, but not recognize the fact.
And so I appeal to a voice, to something shadowy,a remote important region in all who talk;though we could fool each other, we should consider - lest the parade of our mutual life get lost in the dark.
For it is important that awake people be awake,or a breaking line may discourage them back to sleep;the signals we give - yes or no, or maybe -should be clear; the darkness around us is deep.
by William StaffordAmerican poet 1914 -1993
Timothy R. Lucas and AssociatesThe Fifth Discipline Fieldbook Project - Schools That [email protected] 201-236-8696