1. IDT – 535 Dr. Cynthia Gautreau July 15, 2008
Synectics
Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa
IDT – 535
Dr. Cynthia Gautreau
July 15, 2008
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2. Creating mental imagery of one idea based on another idea
What is Synectics?
Active, creative process of creating meaning through metaphoric activity.
Creating mental imagery of one idea based on another idea
Why, man, he doth bestride the narrow world like a Colossus.[

3. + + Metaphors are made of… You are my sunshine, my only sunshine.
Tenor:
subject to which the metaphor is applied
Vehicle:
term through which tenor is applied
Ground:
similarity between vehicle and ground + +
You are my sunshine,
my only sunshine.
You make me happy
when skies are gray.

4. Analogy = similarity in function
Comparing one thing to another using:
Simile click for an example
Metaphor click for an example

5. Why…he doth bestride the narrow world like a Colossus.
Simile
Simile
Expressed Analogy

6. Metaphor Implied Analogy
All the world's a stage,
And all the men and women merely players;
They have their exits and their entrances; ~Wm Shakespeare, As You Like It
Metaphor
Implied Analogy

7. Three Analogies in Synectics
Direct analogy:
Two things compared to create tenor and vehicle
Chili peppers are hot as a fire.
Personal analogy:
Learner takes on the identity of the vehicle
I feel hot. I make your mouth burn. I’m burnin’ up! Please don’t grill me.
Compressed conflict:
Descriptive oxymoron of the tenor
nourishing flame

8. Two Strategies (click one)
Strategy 2: Make the strange familiar
Substantive input
Direct Analogy
Re-examine Original Task
Personal Analogy
Comparing Analogy
Direct Analogy
Learner-directed
Explaining Differences
Instructor-directed
Compressed Conflict
Exploration
Personal Analogy
Generating Analogy
Direct Analogy
Description of Present Condition
Strategy 1: Creating something new

9. Strategy 1: Create something new
Re-examine Original Task
6. Students use the new analogy to re-examine or resolve the original situation or problem.
5. Students create a new direct analogy based on the compressed conflict.
Direct Analogy
Learner-directed
4. Students use descriptions from phases 2 and 3, to create compressed conflicts, and choose one.
Compressed Conflict
3. Students try on the direct analogy; they “become” the thing.
Personal Analogy
2. Students suggest direct analogies, choose one, and describe it in detail.
Direct Analogy
1. Students describe a situation or topic as they see it now.
Description of Present Condition
Click each step starting here.
Creating something new

10. Make the strange familiar Explaining Differences
Strategy 2: Make the strange familiar
Make the strange familiar ?
1. Teacher presents information for a new topic or subject matter.
Click each step starting here.
Substantive input
2. Teacher suggests a direct analogy, and students describe the analogy.
Direct Analogy
3. Teacher directs students to “become” the direct analogy.
Personal Analogy
4. Students describe similarities between the analogy and the new topic.
Comparing Analogy
5. Students explain ways in which the analogy does not fit the new topic.
Explaining Differences
Instructor-directed
6. Students re-explore the original topic on its own terms, free from analogy.
Exploration
7. Students create their own direct analogy, and describe similarities and differences with the topic.
Generating Analogy

11. Synectics & Learners Synectics
What I Do Know
New Knowledge
Synectics
What I Don’t Know
Synectics can be used with Children as well Adults because Synectics:
Is based on creativity, and creativity is ageless
Is a creative way to learn new information, or solve complex problems
Incorporates new concepts in what the learner already knows, which increases the transfer of knowledge

12. Learning Styles & Strategy 2 Phases
Auditory
learners “hear” the examples and analogies given
Visual
Phase 1
Phases 2-6
learners “see” what they are trying to learn
Kinesthetic
Phase 7
learners “do” activities to help them understand the new information
Synectics is an effective way to teach new or unfamiliar concepts because it appeals to all types of learners.

13. Strategy 2 Phases as Steps
Kinesthetic
Visual
Generating Analogy
Auditory
Exploration
Explaining Differences
Comparing Analogies
Personal Analogy
Direct Analogy
Visual
Present New Topic 13

14. If motor oil keeps the car lubed, what does canola oil do for a cake?
Case Study: Strategy 2
3 lessons
Utensils for baking a cake
Cake ingredients
Kitchen appliances
Audience: High school students
Prior knowledge:
Likely know something about baking.
Likely know something about cars.
Probably not proficient with either baking or cars.
If motor oil keeps the car lubed, what does canola oil do for a cake?

15. Lesson 2: Cake to Car Analogy
How’s a cake like a car?
Is a cake like a car?

16. Lesson Objectives
Describe the purpose of the ingredients in a basic cake recipe.
Compare the functions of cake ingredients to the functions of things that make a car run.
Identify missing ingredients based on a cake’s characteristics.
Identify the cause-and-effect relationship between baking ingredients and characteristics of the finished cake.

17. Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
gray out previously covered steps
show people only as they appear
mention handouts, explain their use
Personal Analogy
Direct Analogy
Teacher presents students with a cake recipe and introduces the topic: Understanding the roles of the basic ingredients required to bake a cake.
Present New Topic 17

18. Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
Personal Analogy
Teacher initiates a class discussion to draw a direct analogy between the ingredients of a cake and the fluids (ingredients) that make a car run.
Direct Analogy
Present New Topic 18

19. Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
Teacher instructs the students to consider and discuss what it is like to be a car.
Personal Analogy
Direct Analogy
Present New Topic 19

20. Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
Personal Analogy
Students identify and explain the points of similarity between the new material and the direct analogy, or how a cake and a car are alike.
For example, vegetable oil moistens the cake and motor oil keeps the car’s engine lubed.
Direct Analogy
Present New Topic 20

21. For example, cakes are not built to last.
Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
Students, still in groups, explain where the analogy does not fit, or how a car and a cake are not alike.
For example, cakes are not built to last.
Personal Analogy
Direct Analogy
Present New Topic 21

22. Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
Students work in dyads to re-explore the cake and the role of the ingredients on their own terms as unique phenomena.
The dyads identify missing ingredients based on descriptions of cakes that are doomed to the dumpster.
Personal Analogy
Direct Analogy
Present New Topic 22

23. 2. At least three differences.
Synectics
Cooperative Learning
Pedagogy
Generating Analogy
Exploration
Explaining Differences
Comparing Analogies
Personal Analogy
Students work individually to generate and describe a different direct analogy for a cake, including:
Direct Analogy
1. At least three similarities between a cake and the analogous subject/item.
2. At least three differences.
Present New Topic 23

24. Synectics in Mixed Environments
Synectics can be used:
In the classroom as a creative learning technique that can be used with other models and a wide variety of subjects
In business as a tool for brainstorming, idea-generation and problem-solving 24

25. Benefits Summary Works well with all ages
Works well with diverse groups
Participants share different backgrounds
Creates fun, energizing, and bonding experience
Enhances ability to apply knowledge
Learners discover what they already know
Fosters new ideas
Learners internalize abstract concepts
Helps to overcome mental blocks
Promotes freethinking
Increases understanding of subject
Enhances divergent thinking and problem-solving skills
Benefits 25

26. Next steps…
We hope that this presentation has helped you achieve a better understanding of Synectics.
Please join us in the Discussion Board to share some ideas about using Synectics.
~ Team N-SYN-C

27. References
Bob, T. (n.d.) Metaphor. Retrieved July 1, 2008 from T. Bob's Home Page Web site:
Cooper, T. (2007, June 28). Synectics. Retrieved July 7, 2008, from Helping Students Education Corporation Web site:
Dallas, J. E. (n.d.) How To: Adjust Your Teaching Style to Your Students' Learning Style. Debriefing During and After Instruction. Retrieved July 2, 2008, from teachers network Web site:
Dallman-Jones, A. (1994). The Expert Educator: A Reference Manual of Teaching Strategies for Quality Education. Fond Du Lac, WI: Three Blue Herons Publishing.
Douglas, J. H. (1977). The Genius of Everyman (2): Learning Creativity. Science News, 111 (18),
Gautschi, T. F. (1990, September 3). How to improve Group Decisions. Design News, 188.
Hummett, L. (2006, November). Synectics for Creative Thinking in Technology Education. The Technology Teacher,

28. References (continued)
Jeter, D. (2000, September 10). The Mozart Effect and More. Retrieved July 7, 2008, from suite101.com Web site:
Kelly, P. (1997, September). Introduction to Synectics Methodology. Retrieved July 7, 2008, from Facilitator Plus Web site:
McKinstry, M. J. (n.d.) Synectics: Graphic Organizers. Retrieved July 7, 2008, from Write Design Online Web site:
Meek, L. (2007, August 6). Visual Metaphors: 7 rockstar examples on the web. Retrieved June 28, 2008, from Devlounge Web site:
Saba, F. (n.d.) Synectics…a Brainstorming Tool. Retrieved June, 27, 2008, from Farhad Saba's EDTEC 596 Introduction to Distance Education Web site:
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