Presentation on theme: "IDT – 535 Dr. Cynthia Gautreau July 15, 2008"— Presentation transcript:
1 IDT – 535 Dr. Cynthia Gautreau July 15, 2008 SynecticsBianca Panariello, Christine Meneses, Cindy Edwards, Manjeet RandhawaIDT – 535Dr. Cynthia GautreauJuly 15, 2008Click to begin…
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 ideaWhy, 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 appliedVehicle:term through which tenor is appliedGround:similarity between vehicle and ground++You are my sunshine,my only sunshine.You make me happywhen skies are gray.
4 Analogy = similarity in function Comparing one thing to another using:Simile click for an exampleMetaphor click for an example
5 Why…he doth bestride the narrow world like a Colossus. SimileSimileExpressed 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 ItMetaphorImplied Analogy
7 Three Analogies in Synectics Direct analogy:Two things compared to create tenor and vehicleChili peppers are hot as a fire.Personal analogy:Learner takes on the identity of the vehicleI feel hot. I make your mouth burn. I’m burnin’ up! Please don’t grill me.Compressed conflict:Descriptive oxymoron of the tenornourishing flame
8 Two Strategies (click one) Strategy 2: Make the strange familiarSubstantive inputDirect AnalogyRe-examine Original TaskPersonal AnalogyComparing AnalogyDirect AnalogyLearner-directedExplaining DifferencesInstructor-directedCompressed ConflictExplorationPersonal AnalogyGenerating AnalogyDirect AnalogyDescription of Present ConditionStrategy 1: Creating something new
9 Strategy 1: Create something new Re-examine Original Task6. 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 AnalogyLearner-directed4. Students use descriptions from phases 2 and 3, to create compressed conflicts, and choose one.Compressed Conflict3. Students try on the direct analogy; they “become” the thing.Personal Analogy2. Students suggest direct analogies, choose one, and describe it in detail.Direct Analogy1. Students describe a situation or topic as they see it now.Description of Present ConditionClick each step starting here.Creating something new
10 Make the strange familiar Explaining Differences Strategy 2: Make the strange familiarMake the strange familiar?1. Teacher presents information for a new topic or subject matter.Click each step starting here.Substantive input2. Teacher suggests a direct analogy, and students describe the analogy.Direct Analogy3. Teacher directs students to “become” the direct analogy.Personal Analogy4. Students describe similarities between the analogy and the new topic.Comparing Analogy5. Students explain ways in which the analogy does not fit the new topic.Explaining DifferencesInstructor-directed6. Students re-explore the original topic on its own terms, free from analogy.Exploration7. Students create their own direct analogy, and describe similarities and differences with the topic.Generating Analogy
11 Synectics & Learners Synectics What I Do KnowNew KnowledgeSynecticsWhat I Don’t KnowSynectics can be used with Children as well Adults because Synectics:Is based on creativity, and creativity is agelessIs a creative way to learn new information, or solve complex problemsIncorporates new concepts in what the learner already knows, which increases the transfer of knowledge
12 Learning Styles & Strategy 2 Phases Auditorylearners “hear” the examples and analogies givenVisualPhase 1Phases 2-6learners “see” what they are trying to learnKinestheticPhase 7learners “do” activities to help them understand the new informationSynectics is an effective way to teach new or unfamiliar concepts because it appeals to all types of learners.
13 Strategy 2 Phases as Steps KinestheticVisualGenerating AnalogyAuditoryExplorationExplaining DifferencesComparing AnalogiesPersonal AnalogyDirect AnalogyVisualPresent New Topic13
14 If motor oil keeps the car lubed, what does canola oil do for a cake? Case Study: Strategy 23 lessonsUtensils for baking a cakeCake ingredientsKitchen appliancesAudience: High school studentsPrior 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 ObjectivesDescribe 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 SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing Analogiesgray out previously covered stepsshow people only as they appearmention handouts, explain their usePersonal AnalogyDirect AnalogyTeacher presents students with a cake recipe and introduces the topic: Understanding the roles of the basic ingredients required to bake a cake.Present New Topic17
18 SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing AnalogiesPersonal AnalogyTeacher 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 AnalogyPresent New Topic18
19 SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing AnalogiesTeacher instructs the students to consider and discuss what it is like to be a car.Personal AnalogyDirect AnalogyPresent New Topic19
20 SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing AnalogiesPersonal AnalogyStudents 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 AnalogyPresent New Topic20
21 For example, cakes are not built to last. SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing AnalogiesStudents, 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 AnalogyDirect AnalogyPresent New Topic21
22 SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing AnalogiesStudents 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 AnalogyDirect AnalogyPresent New Topic22
23 2. At least three differences. SynecticsCooperative LearningPedagogyGenerating AnalogyExplorationExplaining DifferencesComparing AnalogiesPersonal AnalogyStudents work individually to generate and describe a different direct analogy for a cake, including:Direct Analogy1. At least three similarities between a cake and the analogous subject/item.2. At least three differences.Present New Topic23
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 subjectsIn business as a tool for brainstorming, idea-generation and problem-solving24
25 Benefits Summary Works well with all ages Works well with diverse groupsParticipants share different backgroundsCreates fun, energizing, and bonding experienceEnhances ability to apply knowledgeLearners discover what they already knowFosters new ideasLearners internalize abstract conceptsHelps to overcome mental blocksPromotes freethinkingIncreases understanding of subjectEnhances divergent thinking and problem-solving skillsBenefits25
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 ReferencesBob, 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:closeStart over…