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Design Pack
Systems Thinking
What if your students were empowered to tackle difficult problems within
their lives, their communities, and the world at large? What if they could figure
out how the factors of a problem are related, and use that knowledge to affect
positive changes? What if they left your class as agents of change?
From the experts in systems thinking and learning at Quest Schools, this design
pack is full of tools and resources you’ll need to begin or expand the integration
of systems thinking into your classroom.
Version 1.0
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Q Design Pack Systems Thinking pg. 1
Systems thinking
means understanding
a system by examining
the linkages and
interactions between
the elements that
compose the entirety
of the system.
That is the core of systems thinking. And with
this type of thinking, students and teachers
can learn to make positive changes in systems.
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Q Design Pack Systems Thinking pg. 2
What is a System?
Before digging into the details of systems thinking,
let’s look at what a system is and what it isn’t.
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Q Design Pack Systems Thinking pg. 3
• Think of 1-2 reasons why the school • List all factors that are involved in deciding to close the school.
is being closed. • Group the factors according to similarities.
• Talk to the principal about those • Identify the largest group of factors and create a map of those factors showing
reasons and see if he can stop the how they are related to one another.
school from being closed. • Find places on the map where a specific change might improve the school.
• Share and present these changes at a school board meeting.
• Decide to drink more coffee to • List all factors that are involved with your tiredness.
increase energy. • Diagram how drinking coffee affects your energy as well as sleep.
• Identify that coffee interferes with your sleep and that makes you more tired.
• Decide to stop drinking caffeine.
• Decide to increase school • List all factors that contribute to hallway noise, such as number of teachers
security guards in the hallway in the hallway, number of students waiting to enter classrooms, number of
during passing time. students in bathrooms, etc.
• Map how all these factors are related to hallway noise and each other.
• Identify 1-2 factors from the map to change to see if hallway noise will lessen
as a result.
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Q Design Pack Systems Thinking pg. 4
1 6 10 18 40
Introduction Systems Systems Systems Going
We begin this design Thinking Thinking Thinking Further
pack describing
what systems thinking Mechanics in Schools Toolkit We share more
is and how systems Reading about what To understand resources for you to
To really understand use to dive deeper into
thinkers think. systems thinking looks systems thinking, it is
systems thinking, we systems thinking and
like in a school will help essential to learn how
have to understand how to integrate it into
you integrate systems to examine problems
more about why schools.
thinking into your using systems thinking
systems thinking is
teaching and school. tools. By learning
important to learn. 1 Reflection
4
through doing, you will
11 In the Classroom understand the value 42 Appendix
7 What is Systems 43 Continued
14 Systems Thinking of this type of thinking
Thinking? Learning
in Quest Schools for yourself and your
8 Why Systems
15 Systems Thinking students.
Thinking?
and Standards
9 Systems Thinking
22 Behavior Over
Habits of Mind
Time Graph
26 Collect and Cluster
30 Feedback Loops
34 Causal Maps
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Q Design Pack Systems Thinking pg. 5
Systems
Thinking
Mechanics
To understand why systems thinking
is an essential 21st century skill,
it is important to learn more about
systems thinking—what it is and how
we use it.
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Mechanics Q Design Pack Systems Thinking pg. 6
Using a systems thinking tool, students work with their teacher to examine a complex problem.
We believe it is essential to help explore and understand complex the stability and sustainability
young people understand how systems problems. of the system. Different systems
work, how they are represented, how So, what is a system? A system, include natural systems dealing with
they change—via direct or indirect human-made or natural, exists and biodiversity, political systems made
means—and how to ask “what if ” functions as a whole through the of associated institutions, economic
questions about future outcomes. We dynamic interaction of its independent systems that drive production, and
use systems thinking as a framework parts. When one part of a system social systems governed by rules.
and set of tools to help students develop changes, it affects other parts of
thinking skills that empower them to the system, and ultimately affects
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Mechanics Q Design Pack Systems Thinking pg. 7
By now, you might have realized that in one part of a system can affect other GAME DESIGN HINT
you have used systems thinking in your parts — everything is interconnected.
life, but that you never called it systems Systems thinking also enables students At Quest schools, game
thinking. For instance, you may have to see patterns to help them organize designers use systems
taken a long-distance view of a problem their learning within and across content thinking as much as
and then zoomed in to examine details of areas, as well as their experiences in teachers and students.
the problem to figure out what you could and out of school. The power of systems Looking at games as
change to address the problem. This type thinking truly helps students build systems provides structure
of thinking is systems thinking. self-confidence and self-agency by for the design, critique
By using systems thinking, students enabling them to examine and address and iteration of games.
can better organize and make sense of tough problems in their own lives, their
their experiences. As systems thinkers, communities, and possibly the world.
students better understand how changes
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Mechanics Q Design Pack Systems Thinking pg. 8
Systems Thinking
Habits of Mind
Systems thinkers use numerous habits of mind for
problem-solving. These habits, which are useful in
both school and life, include the following:
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Q Design Pack Systems Thinking pg. 9
Systems
Thinking
in Schools
Integrating systems thinking into schools enables
students to examine complex problems both inside
and outside the classroom.
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In Schools Q Design Pack Systems Thinking pg. 10
In the Classroom
Working together, students try to break the
system of bullying.
Using a systems thinking tool, students work with their teacher to examine a complex problem.
Step 1: Observe. Step 3: Zoom in. Step 4: See relationships. Step 5: Identify leverage
“Jordan, would you mind Identify the parts. Look for the patterns points. Break the system.
sharing what you so coura- At one point, noise of pens and trends. Jordan led the charge of
geously shared with me?” and pencils scribbling on By looking at factors and creating a Break the System
asked the teacher. Jordan, a Post-its filled the classroom their relationships, students pledge that Quest to Learn
7th grader, looked at his shoes as students wrote down as now saw bullying as a system. students and faculty/staff
and repeated what he had many factors involved in They quickly realized that could sign. They also be-
said to his teacher. “I feel bad- bullying as possible. Students they might be able to stop lieved that middle school
ly because I think I’ve been a then dropped to their knees bullying by changing things in bullying might lessen if they
bully sometimes.” and clustered similar factors the system of bullying. For in- talked about bullying with
together on the floor in the stance, when kids don’t stop younger kids. So, the students
Step 2: Define a problem. middle of the classroom. bullying when it happens, presented about bullying
Bullying is a widespread Looking down at the mul- more students are bullied. at neighboring elementary
problem in schools. Jordan ticolored Post-its, students And when more students are schools. This group of stu-
bravely acknowledged his began to talk about relation- bullied, more kids don’t stop dents took a problem, used
role in the bullying problem ships among factors in differ- bullying when they see it hap- different tools, and designed
as part of a weeklong ent clusters that they saw. pen. They knew they wanted ways to affect positive change
immersion course during to stop this cycle by helping on bullying that was relevant
which Quest to Learn their peers and other kids to themselves, their commu-
students created a campaign realize the important role of nity, and the larger world.
against bullying called bystanders—to stop bullying
Break the System. when it happens.
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In Schools Q Design Pack Systems Thinking pg. 11
In the Classroom
Reflection
Systems thinking enables students to see
common structures and patterns within and
across content areas.
A student created this pledge for all Quest students, staff and faculty to sign as one leverage point to
address bullying in the school.
After reading about the bullying thoughtful and positive change. into account, or focused on addressing
project, how did that student thinking To think more about the value of bullying in only their school community,
differ from a learning experience in a systems thinking for youth, consider or immediately jumped to a fast solution.
typical classroom? The 12-year-olds in this question: how would the Quest None of those actions would have
this class approached a relevant problem students have addressed bullying dramatically changed bullying in Quest
to their lives using habits of mind without using systems thinking? We schools and possibly beyond.
that enabled them to dig deep into the can imagine students might have only
problem to both understand it and create taken the perspective of the bullied
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In Schools Q Design Pack Systems Thinking pg. 12
We use systems
thinking as a
framework to
help students
develop habits of
mind that empower
them to creatively
examine complex
problems.
Systems thinking is an invaluable 21st century skill
for both youth and adults to use in educational and
professional contexts, as well as in their daily lives.
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In Schools Q Design Pack Systems Thinking pg. 13
Systems Thinking in
Quest Schools “I found systems thinking to be
an amazing tool for me, as an
At Quest schools, we strive to develop not only educator, in breaking down
large concepts that I wanted
systems thinkers, but also systems citizens who view my students to understand.”
— Quest Teacher
themselves as members of a global community.
GRADE LEVEL
Change Agency
12 th How might you envision a hopeful future and create it for yourself and your communities?
Change Agency
11 th How might you use systems thinking to benefit yourself and others?
10 th
Sustainability
Unpredictability/Complexity How might you use systems thinking to impact future generations?
Unintended Consequences
9 th
Feedback Loops
Change/Patterns How might you use systems thinking to make choices in your life?
Parts and Relationships
7 th Feedback Loops
What makes a dynamic system? Sustainability
Change/Patterns
What is in a system?
6 th Parts and Relationships
As systems citizens, Quest students developed a middle and high school basic systems thinking concepts and
strive to understand the complexities of trajectory of concepts and questions. extends into more complex concepts.
systems in today’s world, and to have the Year-long systems thinking questions In 9th grade, students revisit concepts
ability to tackle problems systemically and the corresponding concepts are from middle school, but they use a lens
to make a positive difference. We connected to relevant subject matter focused on their own agency to make
believe that it’s not enough to instill within classes. This connection helps change in their communities using
this competency in current leaders—we students understand how systems systems thinking. Throughout all the
must prepare the next generation to be thinking can be used in not only one grades, Quest students repeatedly use a
effective and thoughtful stewards of the content area, but all content areas. variety of systems thinking tools to help
world they will soon inherit. Applying the same thinking across them both understand systems thinking
To guide students in their systems different classes helps students see concepts and apply systems thinking to
thinking/citizenship journeys, and interconnections among subject matter. new problems.
teachers in designing this journey, we The trajectory begins with more
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In Schools Q Design Pack Systems Thinking pg. 14
Systems Thinking
and Standards
Systems Thinking provides ways of thinking and tools
to help students reach learning goals aligned with
Common Core and state standards.
A foundational component of students can take both birds-eye views mental models—or how they think about
present-day U.S. education is standards. and close-up views of complexity. And, different concepts and constructs—
Common Core and state standards in doing so, they come to understand the visual. Creating representations
contain what needs to be learned by parts of a complex problem or concept of concepts and understanding
students, but they do not highlight how and the relationships among those parts. are foundational to Common Core
students learn the standards. Teachers Understanding relationships and how math standards.
who use systems thinking and its tools a change in one part may impact other Lastly, by using systems thinking
to support their students in how they parts gives students ways to support tools, students begin to see structures
learn standards fully advocate for the their thinking with specific evidence. and patterns common across
widespread use of systems thinking. Argumentation and reading complex concepts in different content areas.
First and foremost, systems thinking text are key aspects of the Common Seeing these common patterns
helps students make meaning of their Core ELA standards. Additionally, and structures empower students
experiences, both within and outside the because of its graphical nature, systems to solve problems that might
classroom. Using systems thinking tools, thinking enables students to make their have seemed previously unsolvable.
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In Schools Q Design Pack Systems Thinking pg. 15
Do there seem to be
multiple potential solutions?
If so, it is a good systems thinking problem.
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In Schools Q Design Pack Systems Thinking pg. 16
Your Turn
To make learning about systems thinking more
relevant to you, let’s set you up to engage with the
next section of systems thinking tools.
Reflection Questions
Take a couple of minutes and think about at least two problems you faced recently or are facing, either personal or
work-related. Examples may be trying in vain to cut down on eating sweets or constantly feeling stressed about spending
too much time on work and not enough time with family and friends.
After learning about systems thinking and how it is integrated into Quest classrooms and schools, your next step is to
learn about specific systems thinking tools and plan how to integrate them into your classroom.
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Q Design Pack Systems Thinking pg. 17
Systems
Thinking
Toolkit
Explore and play with the tools that systems
thinkers use to tackle challenging problems.
FEEDBACK LOOPS
CAUSAL MAPS
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In Schools Q Design Pack Systems Thinking pg. 18
Getting Started
The best way to learn something
new is to jump right in….
THE TOOLKIT
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In Schools Q Design Pack Systems Thinking pg. 19
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In Schools Q Design Pack Systems Thinking pg. 20
A teacher always
asks the same
key questions
so that students
begin to always
ask the questions
of themselves and
each other when
using each tool.
The tool is only a powerful learning tool if students
are asked to answer the questions, too. Repeated
use of the same questions in all different classes
creates a consistent culture of use around the
systems thinking tools in a school.
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In Schools Q Design Pack Systems Thinking pg. 21
Habits of Mind Students, working in pairs, carefully guys.” Students hung up their graphs
drew two axes of a graph. “Now, decide and slowly began to walk around the
if you are graphing your stress level over room to look at their peers’ work. After
Seeking to understand
the big picture one day or three days or a week. Label three minutes, students sat down and
your x axis based on what you decide,” the teacher asked, “Okay, did you see
instructed the teacher. A hum in the any patterns in our stress levels over
Seeing patterns/trends room grew and grew as students drew the course of a day, three days or a
in systems
their stress level graphs and began to week?” 26 hands shot up immediately.
share their lives with each other. After
Surfacing and testing seven minutes, the teacher said, “Time’s Lesson Outcome: In Wellness class,
assumptions up! Let’s hang up our graphs on the walls students will write short analyses of
and get ready to have a gallery walk BOTGs (their own and a peer’s) with a
to look at everyone’s. These look great, specific focus on highlighting patterns.
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Toolkit | Behavior Over Time Graph (BOTG) Q Design Pack Systems Thinking pg. 22
HAPPY
FACTOR(S) NEUTRAL
Y 5
SAD
TIMEFRAME
2 X
1 2 3 4 5 6
Draw x and Label x in units Label y as factor Create scale for Create the Answer the four
y axes. of time. The being graphed. y factor. Does graph. If you don’t key questions.
units of time that not have to be have exact data,
you choose will numerical. Could use estimation in
enable you to see be “more”/”less”, creating the graph.
different patterns, “hot”/ ”warm”/
so be thoughtful ”cold.”
about the units
you choose.
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Toolkit | Behavior Over Time Graph (BOTG) Q Design Pack Systems Thinking pg. 23
MATH
What is the best way to save
for college?
EXTENSION
Use BOTG by asking students
to include two or more
factors in their BOTG.
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Toolkit | Behavior Over Time Graph (BOTG) Q Design Pack Systems Thinking pg. 24
How do you imagine you could use this tool in your classroom?
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Toolkit Q Design Pack Systems Thinking pg. 25
In history class, an 8th grade student lists factors involvd with preventing war
between the U.S. and Iran on Post-it notes.
Habits of Mind “Economic sanctions,” yelled one 8th number from 15-18, on chart paper.
grade student while another said, “Send Then, students were given the challenge
UN inspectors” One student in the of grouping the Post-its based on
Recognizing how a
system’s structure group busily wrote the two ideas on two similarities that they established. A flurry
causes its behavior different Post-its. “What else?” asked the of movement erupted with hands raising
student. In the room, all students were brightly colored Post-its and students
engaged in generating a list of factors discussing their reasons for why they
Surfacing and testing involved in preventing a war between the were grouping different Post-its together.
assumptions
U.S. and Iran.
After five more minutes, the teacher Lesson Outcome: In History class,
said, “All eyes up here.” She went on students will identify different types
to explain she wanted each student of factors/strategies involved in
group to put their Post-its, ranging in preventing wars.
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Toolkit | Collect and Cluster Q Design Pack Systems Thinking pg. 26
Good actions
Good consequences
1 2 3 4 5 6
Identify Using Post-its, Put post-its on Cluster similar Try to title Answer the
problem. list all factors a wall or table. Post-its together. each cluster of two key
that may affect Post-its to indicate questions.
the problem on commonality.
separate Post-its.
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Toolkit | Collect and Cluster Q Design Pack Systems Thinking pg. 27
Above: An 8th grade student writes down factors that he thinks are involved
in preventing a war with Iran. Below: Then, in groups, students clustered their
factors according to similarities and explained their groupings to their teacher.
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Toolkit | Collect and Cluster Q Design Pack Systems Thinking pg. 28
Cluster similar
parts/factors.
Answer these
two questions:
How do you imagine you could use this tool in your classroom?
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Toolkit Q Design Pack Systems Thinking pg. 29
Feedback Loop
A diagram showing how at least two factors relate
to each other in a circular fashion.
TEACHING TIP
A student’s feedback loop showing how a total of four factors work together, in
a circular fashion, to cause her to be tired in the mornings.
Habits of Mind When the Wellness teacher crouched could you make a diagram like a feedback
down next to her, the 7th grade student loop showing those relationships?” By
Identifying cause and said, “My problem is that I’m tired all the looking at the feedback loop, they could
effect relationships time.” “Why do you think you are tired all visualize the problem so they could
the time,” asked the teacher. She talked talk about leverage points—factors to
Surfacing and testing about going to bed late because of lots change—and get her to school on time.
assumptions of work. She went on to say, “Because I’m
late for school sometimes, I miss class Lesson Outcome: In Wellness class,
Finding leverage points so I have more make-up work to do at students will make a change in their
to change a system night.” When she finished talking, the personal lives based on their feedback
teacher said, “Okay, so you talked about loops and will reflect on the effects of
a bunch of factors that might be related... the change after a week.
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Toolkit | Feedback Loops Q Design Pack Systems Thinking pg. 30
TEACHING TIP
1 To determine if loops are
reinforcing or balancing:
Problem:
If both factors decrease or
Why am I tired all increase at the same time,
the time? put a “+” along the arrow
4 connecting the factors. A
Going to “+” means the relationship
sleep late is reinforcing—it will
either amplify or reduce
indefinitely.
1 2 3 4
Like with collect Choose two or Check and When one If you cannot
and cluster, more dynamic see if you can factor changes answer the
identify a (changing over answer the key (increases or key question,
problem and time) factors question to decreases), how choose two
list factors/parts that you think figure out if there does it impact other factors.
involved. are related is a relationship another related
and draw arrows between the factor? (Repeat
to connect the factors. If so, this question for all
factors. then you have factors in loop.)
discovered a
feedback loop.
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Tools | Feedback Loops Q Design Pack Systems Thinking pg. 31
TEACHING TIP
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Toolkit | Feedback Loops Q Design Pack Systems Thinking pg. 32
How do you imagine you could use this tool in your classroom?
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Toolkit Q Design Pack Systems Thinking pg. 33
Quest teachers’ causal map created to examine the problem of excessive hallway noise in
between class periods.
Habits of Mind All of a sudden, voices erupted in drew arrows all over a piece of chart
the classroom as teachers worked in paper.
All other habits of mind, plus: groups to create causal maps about After 15 minutes, the principal said,
the widespread school problem of “Now, let’s figure out what to do. Where
Finding where unintended excessive hallway noise. “The elevator, are the feedback loops and potential
consequence might arise the elevator,” said one teacher. “What leverage points in your maps?” She
about the elevator?” asked another grabbed a marker and began to write on a
Resisting making quick teacher. They went on to map out how whiteboard as groups of teachers shared
conclusions the elevator was a factor involved in too their leverage points.
much hallway noise.
Another group of teachers talked Session Outcomes: Teachers will
about supervision of the hallway during identify leverage points to address the
passing periods. They busily wrote and problem of hallway noise.
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Toolkit | Causal Map Q Design Pack Systems Thinking pg. 34
Key Questions
relationships between number of
students in the hall and hallway noise,
student socialization and hallway
• What relationships do you see in your causal noise, and teachers corralling and
hallway noise.
map?
Do you see any feedback loops in
• Do you see any feedback loops in your causal your causal map? Yes, the number
map? (Remember to check yourself by of students waiting for the elevator
increases the number of students
making sure both factors affect each other.)
4 sneaking on the elevator and that
increases the number of students
• What is a possible leverage point in your getting on the elevator. Then more
causal map? students wait for the elevator to sneak
onto it.
1 2 3 4 5 6
Identify a List all factors Draw arrows Ask the key Highlight any Add “-“ and “+” to
problem and put that are involved between factors questions feedback loops show relationships
it in the center of a in the problem that seem related. whenever you that you find. between factors.
piece of paper. around the center think you have
of the piece of found a feedback
paper. Leave loop.
space.
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Toolkit | Causal Map Q Design Pack Systems Thinking pg. 35
SCIENCE
How might the building
of a new skyscraper affect
downtown Manhattan in New
York City?
MATH
How do money saving methods
impact people’s lives?
WELLNESS
7th grade students created this causal map to better
How does the government understand how bad bacteria spreads through the school.
impact what we eat?
TAKE NOTE
CLASSROOM MANAGEMENT
How does a class build trust WATCH THE ARROWS!
and respect? Make sure to help students
understand that the direction
of arrows is important. The
directions of arrows show
which factor is directly
impacting another.
EXTENSION TEACHING TIP GAME DESIGN HINT
NOT ALL CAUSAL MAPS
Feel free to expand your — Choose a topic that — Managing large game
HAVE FEEDBACK LOOPS
causal map by adding a next engages kids (i.e. tv watching) communities
level of factors (secondary — Ask students to choose — Mapping out a game in It is not unusual for causal
factors). For example, the a problem relevant to terms of aesthetics, space, maps to lack feedback loops,
factors involved with the themselves and create causal mechanics, rules, etc. For example, the Bacteria on
elevator on the hallway noise maps in pairs or small groups — Visualizing player Stair Rail causal map does
causal map are secondary — Have students work experience based on choices not have any feedback loops.
factors. collaboratively on causal made by the player in the If students cannot find any
maps because they will build game feedback loops, work with
on each other’s ideas — Determining reward
them to figure out if they
— Give students time, systems
individually and in groups, — Identifying leverage points missed a loop or whether
to look at causal maps and to address problems like additional factors might end
identify possible leverage the game is too easy or up being part of a feedback
points challenging loop.
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Toolkit | Causal Map Q Design Pack Systems Thinking pg. 36
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Q Design Pack Systems Thinking pg. 37
Integrate Tools
The power of systems thinking tools is amplified “I created a process of analysis
by using all four tools. First the
when teachers use them in combination to help BOTG pinpointed stressful
times of day. The three
students tackle complex problems. other tools helped us look at
factors that led to that
stressful time. Then students
tried to change one factor
from a feedback loop to help
them reduce their stress.”
—Quest Teacher
ALL TOGETHER
One example is from a project focused asked students to find as many feedback Within this one project,
on stress management in our Quest loops as they could in the causal map. students directly:
Wellness program. The goal of the Finally, after finding feedback loops,
project was to help students decrease students identified feasible leverage • Strived to understand
stress in their lives. To do the project, the points. They chose one leverage point to the big picture;
teacher needed to help students identify help them decide what change to make • Saw patterns/trends in
stressors in their lives and then figure in their life to decrease stress. Three systems;
out ways to remove or lessen the impact weeks later, students tested out the • Recognized how a
of the stressor. effectiveness of changes made based on system’s structure
As a first step, the teacher asked identified leverage points. They graphed causes its behavior;
students to graph their stress levels over their stress levels using a BOTG, looked • Identified cause and
one day, three days or a week on a BOTG. for changes in patterns, and wrote effect relationships;
Then students used their BOTG to help analyses of their findings. • Surfaced and tested
them think of all the factors affecting This structured use of all systems assumptions;
their stress levels. They wrote those on thinking tools from this design pack • Found leverage points
post-its and classified them based on shows how students used the tools to to change a system;
similarities using collect and cluster. both solve a problem and build and and
Next, students created causal maps strengthen different habits of mind • Resisted making quick
showing all the factors and relationships concerning systems thinking. conclusions.
among factors. At that point, the teacher
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Q Design Pack Systems Thinking pg. 39
Going
Further!
Reflect on using systems thinking tools in your
classroom and expand your systems thinking
knowledge with additional resources.
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Going Further Q Design Pack Systems Thinking pg. 40
Reflection
After you support your students in using a
systems thinking tool in your classroom, come
back to this page and reflect on your experience
and how you would use the tool again.
Reflection Questions
Which tool did you try in your classroom? What was a success from using this tool?
What was a challenge from using this tool? If you plan to use the tool again, what would
you do differently?
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Going Further Q Design Pack Systems Thinking pg. 41
Appendix:
Feedback Loop Generator
Use this as a resource to teach about feedback
loops. Pair two ideas together to see whether they
create a feedback loop.
- TEACHING TIP
This example of a feedback
loop, using two terms from
stress sleep the Feedback Generator,
shows a balancing loop.
When stress increases, sleep
decreases and when sleep
- increases, stress decreases.
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Continued Learning
Q Design Pack Systems Thinking pg. 42
After exploring this design pack, we hope you are inspired to learn more
about systems thinking and the Quest school model.
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About Institute of Play
Q Design Pack Systems Thinking pg. 43
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