 |
|
Definition:
|
DeBono has created many strategies to help improve lateral
thinking. Lateral thinking is approaching an idea in a different way that is
not obvious.
|
Skills Necessary:
|
Students need to be patient when trying to use this
strategy to come up with new ideas. It will take time for students to develop
this way of thinking because it is so different. Also, students need to
identify different approaches to a problem or task.
|
Implementation in the Classroom:
|
In my classroom, I would do the creative pause. During
lessons that I would teach, I would pause during the lesson and consider
another approach to it. I may allow my students help decide which way the
lesson should go. I would also use this creative pause during writing. I believe
that this approach involves met cognition, which can be very positive for
student learning.
|
Sunday, October 28, 2012
DeBono’s Lateral Thinking
Morphological Synthesis
Morphological Synthesis |
|
Definition:
|
Morphological Synthesis is like attribute listing, but
instead, this approach deals with only two main ideas. These ideas are categorized
and put into a grid.
|
Skills Necessary:
|
Students need to be able to pick two main ideas that
correlate with each other to solve a problem or to create a product.
|
Implementation in the Classroom:
|
Starko’s favorite activity with this approach was creating
recipes with biscuit mix. On one part of the grid, there was different way biscuits
could be made. The other side of the grid had different foods that could go
with biscuits to make it a meal. A simple activity like this would really
help the students understand the concept of morphological synthesis.
|
Attribute Listing
 |
|
Definition:
|
Like brainstorming, attribute listing is a strategy for
generating new ideas; however, with this approach, the product or problem can
be divided into attributes. These characteristics can help students see the
bigger picture of the product or problem.
|
Skills Necessary:
|
Students need to be able to identify the key attributes of
a particular problem or product. Also, they need to be able to organize their
ideas in a way that others can use these attributes as a tool. Critical
thinking is needed to put different attributes together to create a new
product or to fix a problem.
|
Implementation in the Classroom:
|
Attribute Listing can be used in all subject areas because
of the idea of separating key attributes. Identify these attributes is the
first step to success. In the classroom, I would introduce a new product such
as an Ipod and have the students list the key attributes it may have. For
example, the attributes may include shape, color, size, format, etc. As a
class, we would discuss the different shapes it could have and so on. There
have been many models of Ipods within the last six years. Students will be
able to make these connections to the lesson. After we have listed them as a
class, I would have their ideas displayed on the board. They would need to
create their own Ipod based on the attributes they like and which ones would
work well together. This lesson would be an introduction to this idea.
|
SCAMPER
Brainstorming
 |
|
Definition:
|
Brainstorming is a discussion to generate new ideas.
According to Starko (2011), there are four rules regarding brainstorming:
1) There is no criticism until all ideas have been
discussed.
2) Wild ideas are welcome; these ideas can lead to a
successful notion.
3) There should be many ideas being discussed.
4) Combining ideas can lead to a successful idea. This
rule is described as a team effort.
|
Skills Necessary:
|
There are only a few skills necessary for brainstorming.
Students must be willing to follow the four rules as mentioned above. They
also need communication skills to present their ideas to the group. Critical
thinking is another skill needed.
|
Implementation in the Classroom:
|
Brainstorming is such a powerful tool for students to
learn. As a teacher, I would do a class brainstorming session about fixing a
problem in our classroom. For example, our classroom is too messy. How can we
keep it neat? I would list the rules of brainstorming to the students. They
would brainstorm ideas about how to make our classroom clean. I would write
the ideas on the board until we had many to choose from. After, we would see
which ideas had the most potential and which ones we could combine to
generate a new idea. Keeping all of the rules in mind, the class would decide
what ideas were the best. This lesson would be my introduction to
brainstorming. It would also show my expectations of the students when I give
them brainstorming activities as groups. I would have the four rules of
brainstorming listed in my classroom, so students can use it as a reference.
|
Starko: Chapter 6
Thinking About the Classroom
|
“Look through
magazines or gift catalogues. On your own or with your students’ help,
collect pictures that illustrate the use of each of the SCAMPER verb in
developing new products. You may want to use the pictures to create a
bulletin board. Younger students can use the examples to learn about
inventing, while high school design students can use it to spur or improve
their projects. Alternatively, either group could pick a common household
item and use the SCAMPER verbs to plan ways to improve it” (Starko, 2011, p.
134).
|
I think that the magazine clippings would be a great
activity for students to do when they first learn SCAMPER. They have to
creatively think and choose objects that represent each verb. Choosing a
household appliance and assessing the features that can be improved by
SCAMPER is also a great way to learn what each letter represents. The
students would have to organize their ideas and present it to the class.
After presenting their ideas, they would post their projects on a bulletin
board that has SCAMPER at the top. This board would be a great resource for
the students.
|
Friday, October 12, 2012
Reflection on Characteristics
I only found four traits that I believed I had some connection with.
|
Four Characteristics
Of a
Creative Person
|
How these
Apply in my
Life
|
How I can Help my Students acquire these
Traits
|
|
Flexibility and
Skill in Decision Making
|
When I need to make decisions, I try to look at most
aspects of the situation. In order to do this, I ask others about the
situation. I take my time, and try not to rush; however, I am not an expert
on decision-making. I take into consideration everyone in the situation and
do my best to make the right one.
|
This life skill is not easy to teach or to master.
Decisions are based on individuals. Students make decisions every day,
whether they are small or big. Doing homework is a decision. By teaching
students how to make their own decisions in the small things, they will
eventually create a good habit, which will help them make good decisions
later in life.
|
|
Independence in
Judgment
|
I get along with most people, but I do not follow along
with them based on trends. I have very few good friends at UGF simply because
I do not follow the crowd, and that is all right. Sometimes it bothers me. I
feel like I have no friends. In the end, however, I am more confident as a
person because I try to stay who I am regardless of who is around.
|
Independence in judgment correlates with decision-making.
Students need to make judgments based on what they what may be best.
Sometimes this involves listening to others’ opinions, but saying thank you
for your input, but no thank you. In my classroom, I will encourage students
to make independent judgments on a matter. With practice, I will eventually
have students discuss their different ideas. Children should know that is
okay to have different outlooks.
|
|
Finding Order in Chaos
|
I have some of this characteristic. I am more motivated in
school when I a lot going on. This semester, I only work one job. I have a
quite a bit of free time, but it does nothing for my motivation. When my life
is chaotic, I perform well.
|
Organizing the chaos is the first step. When I was busy, I
had my schedule planned. Everyday, there was something going on. When
students are feeling overwhelmed with homework, I want to teach them how to
organize what needs to be done. They can write a checklist. Usually what
happens is that students overreact when they think about everything that
needs to be done. When they write it down, they see that there is an end to
it. They feel comfortable to begin.
|
|
Perseverance, Drive,
and Commitment to Task
|
I do have perseverance. When I joined the softball team at
UGF, I was not even close to their level of play. I wanted to quit. Everyday
the thought came into my head. I quit cross-country to join this team year
round. I am a senior this year, and I am so excited that I did not quit. I
can see the progress I have made and how my mentality has grown.
|
Sports are a great commitment to students that will help
them in life.
I will encourage my students to participate in extra
curricular activities, such as sports, music, or drama. Students need an
outlet where they decide to persevere. I hope I get an opportunity to coach
softball to students and encourage them the way my coaches have encouraged
me.
|
Thursday, October 11, 2012
Starko: Chapter 5
Thinking About the Classroom
|
“Pick an experience
you usually take for granted – eating a favorite food, looking at a tree,
listening to the sound of rain – and try to be more open to the experience.
Use all the senses you can. Plan an activity for your students that allows
them to do the same” (Starko, 2011, p. 99).
|
People can feel the seasons. The other day, I came home
and wanted to watch HalloweenteenTown
and carve pumpkins. It was a beautiful, fall day. The trees were bright and
colorful. People have small traditions they do within their family during
certain seasons, but with our busy lives, we usually do not take the time to
do them. I was not able to carve pumpkins the other night, and I felt sad
about it.
For my students, I would plan a nature walk during the
main seasons. After, I would give them a class period to be “open” with the
experience. How does the season (fall, winter, or spring) make them feel?
What experiences do they have during this time of year? For students who may
not have great experiences during this season, I would take the time to help
guide the students to create their own experiences. They do not have to be
the same as their neighbor or mine. It can be as simple as snuggling a pillow
on a cold, fall day. They have to write about their experience with their
five senses in mind.
|
Starko: Chapter 4
|
Thinking About the Classroom
|
|
“Creative efforts
are not always accepted by the field at the time they are initiated. Make a
bulletin board of Great Failures to help students understand that new ideas
are not always immediately appreciated” (Starko, 2011, p. 67).
|
|
I am not one who tries new things. I like to stay in my
comfort zone. Being rejected is out of my comfort zone. It is also out of
many students’ comfort zones. A bulletin board showing how people were not
appreciated and failed would encourage students to strive for their goals. They
may be more apt to take risks knowing that people can be successful. Everyone
has a story to tell regarding risks. I would have the students write about a
time they took a risk. Why was this situation considered a risk? What was the
result? After, I would have an assignment where it gave students an
opportunity to take a risk regarding school.
|
Subscribe to:
Posts (Atom)