The educator leads students through a guided simulation experience (role play, game, or computer simulation) that helps them understand how systems work. After the simulation, the educator guides a discussion about the experience. Simulations and discussion can be conducted individually, in small groups, or in whole-group instruction. For recommendations on grade- and subject-appropriate simulations, or sims, for study see
Learning how parts of systems interact is essential for developing an understanding of complex natural and social systems. Simulations or sims (role-plays, games and computer simulations) provide engaging opportunities to experience and understand how complex, dynamic systems work.
Following are the items you must submit to earn the micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, or other media) that demonstrate progress toward the systems thinking competency, including such items as links or videos of the computer simulation used, observations, predictions and debriefs of the results of changes to the sim, diagrams of system feedback loops, evidence of presentations of the results, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the systems thinking activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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