1. Supporting School Transformation
Systems Thinking
Supporting School Transformation

2. Today we will… Be Introduced to Systems Thinking;
Learn about the Iceberg and Ladder
of Inference and How They Might
Help Us Lead;
Practice with Systems Thinking Habits.

3. What is a system?
Ask them to brainstorm characteristics of a system

4. A system is … A system is a collection of elements that
interact with each other and function as
a whole.

5. What is System Thinking?
Systems thinking is the process of understanding how elements influence one another within a larger system. In nature, systems thinking examples include ecosystems in which various elements such as air, water, movement, plants, and animals work together to survive or perish. In organizations, systems consist of people, structures, and processes that work together to make an organization "healthy" or "unhealthy".

6. Sure glad the hole is at the other end.
What happens when we don’t think systemically?
Sure glad the hole is at the other end.

7. Six Blind Men and the Elephant

8. We need to recognize that a system’s structure generates its behavior.

9. to Actually See the Whole System
We Must Often Step Back
to Actually See the Whole System

14. Can’t See the Forest for the Trees?

15. The Concept of Mental Models is an Important Tool for Communication
We can clarify our own thinking by
understanding our own mental models.
By discussing mental models, we can better
define what people mean and think.
Realize we see all events and data based on
our mental models.

16. What are mental models?
Images people have of themselves, others, their
environments, and the things with which they
interact.
Click on head to watch brief video

17. When our mental models are challenged, life can turn upside down.

18. Monkeying Around with Mental Models
So let’s look at how mental models get monkeys and humans caught up. Click on monkey
Monkeying Around with Mental Models

21. A School Example
(EVENT) New principal calls teachers together to talk about a curriculum writing workshop for the summer. Is shocked at teachers’ negative response.
(PATTERN) After meeting, he debriefs with asst. principal who points out that for the past 5 years there have been many stops and starts with curriculum work.
(SYSTEM) Eight years ago the superintendent turned the work of curriculum writing over to the schools in an effort to make the district more site-based. He is now calling for a comprehensive curriculum aligned with common core standards.
(MENTAL MODEL) Teachers believe that curriculum writing has little to do with their work, but is about meeting mandates. They resist the time spent when they feel there is so much real work to do.
Try applying model.

22. Our Process for Building Our Mental Models
Have you ever been accused of "putting 2 and 2 together and making 5," meaning that the other person thinks you have jumped to the wrong conclusion?
video: click on ladder
In today's fast-moving world, we are always under pressure to act now, rather than spend time reasoning things through and thinking about the true facts.
Not only can this lead us to a wrong conclusion, but it can also cause conflict with other people, who may have drawn quite different conclusions on the same matter.
In a fast business environment, you need to make sure your actions and decisions are founded on reality. Likewise, when you accept or challenge other people's conclusions, you need be confident that their reasoning, and yours, is firmly based on the true facts. The "Ladder of Inference" helps you achieve this.
Starting at the bottom of the ladder, we have reality and facts. From there, we:
Experience these selectively based on our beliefs and prior experience.
Interpret what they mean.
Apply our existing assumptions, sometimes without considering them.
Draw conclusions based on the interpreted facts and our assumptions.
Develop beliefs based on these conclusions.
Take actions that seem "right" because they are based on what we believe.

23. Practice with the Ladder of Inference
Dr. Pratt, a parent of Julie (your student) tells you that his daughter isn’t getting the right instruction. You think she is average ability. He says that she isn’t being challenged enough. What are your inferences Dr. Pratt? How would you deal with this situation?
You are bothered by consistent noise in the classroom next door to you, which interferes with your instruction. You’re in your first year of teaching, and she is a respected veteran. What are your inferences about Mrs. Jackson. How would you deal with this situation?

24. Use the Ladder to Help You Lead
Make your thinking process visible to others by explaining your assumptions, interpretations, and conclusions.
Invite others to test your assumptions and conclusions. When you have the opportunity to work with others, have them help you think things through.
Use respectful inquiry to help others make their thought processes visible. Use open and nonjudgmental questions, rather than questions that exhibit a bias.
Explore impasses, and don't agree to disagree too soon. This helps you avoid hidden or unspoken assumptions and conclusions that hide the journey up the Ladder of Inference.

25. Next time you find yourself having an emotional reaction to something, take the time to notice what triggered this feeling. Observe the events that have occurred. Examine the data you selected. Think about the filters you use to interpret information. Identify your assumptions and conclusions. Understand the root of your feelings. And then select the action you will take.
_____________

26. Choose a habit that speaks to you.
Let’s Play with Habits of Systems Thinkers
Deal the cards.
Choose a habit that speaks to you.
Find someone else in the room with the same card.
Share why you chose that card.
With your partner write/draw your interpretation
of the habit.