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Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa.

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Presentation on theme: "Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa."— Presentation transcript:

1 Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa

2 What is Synectics? Active, creative process of creating meaning through metaphoric activity. Creating mental imagery of one idea based on another idea

3 Metaphors are made of… Vehicle: term through which tenor is applied Ground: similarity between vehicle and ground + + Tenor: subject to which the metaphor is applied 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 Simile E x p r e s s e d A n a l o g y Simile Why…he doth bestride the narrow world like a Colossus.

6 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 ItMetaphor

7 Three Analogies in Synectics Direct analogy: Two things compared to create tenor and vehicle Personal analogy: Learner takes on the identity of the vehicle Compressed conflict: Descriptive oxymoron of the tenor Chili peppers are hot as a fire. I feel hot. I make your mouth burn. Im burnin up! Please dont grill me. nourishing flame

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

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

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

11 Synectics & Learners 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 What I Dont Know What I Do Know Synectics New Knowledge

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

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

14 Case Study: Strategy 2 3 lessons 1.Utensils for baking a cake 2.Cake ingredients 3.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 Hows 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 cakes characteristics. Identify the cause-and-effect relationship between baking ingredients and characteristics of the finished cake.

17 Present New Topic Direct Analogy Personal Analogy Comparing Analogies Explaining Differences Exploration Generating Analogy Synectics Cooperative Learning Pedagogy Teacher presents students with a cake recipe and introduces the topic: Understanding the roles of the basic ingredients required to bake a cake.

18 Present New Topic Direct Analogy Personal Analogy Comparing Analogies Explaining Differences Exploration Generating Analogy Synectics Cooperative Learning Pedagogy 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.

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

20 Present New Topic Direct Analogy Personal Analogy Comparing Analogies Explaining Differences Exploration Generating Analogy Synectics Cooperative Learning Pedagogy 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 cars engine lubed.

21 Present New Topic Direct Analogy Personal Analogy Comparing Analogies Explaining Differences Exploration Generating Analogy Synectics Cooperative Learning Pedagogy 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.

22 Present New Topic Direct Analogy Personal Analogy Comparing Analogies Explaining Differences Exploration Generating Analogy Synectics Cooperative Learning Pedagogy 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.

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

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

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

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: ToAdjust Your Teaching Style to Your Students' Learning Stylehttp://www.teachersnetwork.org/ntol/howto/adjust/c17207,.htm 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: Start over… close


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