Goals Understand the components of the Team Challenge –Central Challenge –Team Choice Elements Locate helpful information in the Rules of the Road Locate helpful information in the Roadmap Recognize the Elements of the Team Challenge Reinforce the DI ® philosophy of Awarding Points and the Level Playing Field
Goals -- continued Understand the roles of the different members of Appraisal Team Understand the general flow at the Presentation Site Understand how scoring is performed Provide a video representation of a Tournament Team Challenge Presentation Site Provide the experience of solving an Instant Challenge on a minimal scale
Rules of the road It is very important for team members and Team Managers to read and completely understand this year’s Rules of the Road A team cannot solve the Team Challenge without knowing the Challenge Rules, Rules of the Road, and all Public Clarifications
DI Roadmap The Roadmap provides: An outline for the first 16 team meetings Practice Instant challenges Tips on team development and management for Team Managers It is generally a great resource aimed at helping teams get the most out of being a Destination Imagination participant
Types of Clarifications General Public Clarification –These are Challenge-Specific and published on the Destination Imagination, Inc. website. –They apply to all teams within that Challenge Individual Team Clarification –They are used by teams that need a rule clarification for their unique solution –They are shared only with the team asking the question –There is a team-limit of 10 Clarification Questions –The Clarification Deadline is February 15 th
Public Clarifications If you have questions about your Challenge or the Rules: You might not be sure whether you understand something about your Team Challenge or the Rules. When you have a question and you cannot find the answer in the Challenge or the Rules of the Road, your team should ask for a Clarification. A Clarification is a statement that explains the boundaries of a stated rule or Team Challenge requirement. Questions asked by your team are answered by the International Challenge Masters (ICMs) who are in charge of each Team Challenge. The answers to your questions are called Clarifications. Challenge-Specific Public Clarifications apply to every team within the Challenge. It is important to check them weekly to see if your Challenge has been modified 2015 Public Clarification for Scientific Challenge: Making Waves The last sentence of A.3.d should read: If the team makes modifications that are simply decorative to a purchased item or to a commercially made instrument, the team will receive lower scores for Technical Design and Innovation. Clarifications are OPEN Submit before: Mon Feb-16-2015 at 03:00 AM ET
Question: The brochure is required to "be printed on and made from one sheet of 8.5in by 11in or A4 paper". Can the brochure be hand-drawn or does printed mean it has to be completely digitally generated? Additionally, is it ok to alter the paper or does it need to remain a complete 8.5 by 11 in paper? Thank you Answer: Hi Miamisburg High School Secondary Level projectOUTREACH Team in Ohio! We are glad to hear from you and to know that you are interested in making the world you live in a better place! Your team wants to know if the Marketing Brochure may be hand-drawn or does it have to be completely digitally generated. Additionally, your team would like to know if you can alter the paper or if it must remain a complete 8.5in by 11in piece of paper. Let's see what the Challenge says about the Marketing Brochure. In the World Canvas, Section B.3. it states, "... The Marketing Brochure must be printed on and made from one sheet of 8.5 in by 11 in or A4 paper. Both sides of the paper may be used...." So, your quote from the Challenge is correct! We are happy to see that you have been reading! The definition of "printed on" is not given in the Challenge so you are not limited to digitally generating the document. It may be hand-drawn. The Challenge requires the Marketing Brochure to be printed on and made from one sheet of 8.5 in. by 11 in. or A4 paper. The Challenge does not require the paper to remain a complete piece of 8.5in by 11in or A4 paper, so your team may alter the paper. Keep On Reaching Out! Mary Jane Campbell and Jennita Speicher International Challenge Masters projectOUTREACH: The World Canvas Ohio Team-specific Clarification 1263 from The World Canvas -- 135- 37525 These are team-specific. The questions and answers are only shared with the team requesting the Clarification. Large numbers of questions about the same item may produce a general, published clarification, which then applies to all teams. Your team may ask questions of the International Challenge Masters (ICMs) for your Team Challenge. The ICMs will answer your team’s questions and send them directly back to you via email. The question and answer will not be shared with any other team.
The Elements of each Team Challenge Challenge Overview: Title – Time Limit – Team Budget – Approaching this Challenge – Team Number The checklist of requirements for teams and Managers A. Parts of the Central Challenge B. Team Choice Elements C. Presentation Site D. Reward Points E. Tournament Data form
Requirements for Solving the Central Challenge Know what the Challenge says you must do Decide what facts the team already knows about the Challenge Decide what else they need to know or find out about to solve the Challenge Teams should frequently review the facts and rules Team members should be able to state all the Challenge requirements accurately
Requirements for Solving the Central Challenge … How else can you say it? Consider all possibilities This is what the team decided their Challenge and their solution really is Look for ideas that might solve the Challenge (Generating ideas - Brainstorming) Which 2 or 3 ideas might be really good? (Focusing on ways the team can solve it)
Solving the Central Challenge… Test some of the brainstormed solutions Include the team’s special qualities Fine tuning the team’s individual solution
Tips for the Team Manager Read, Read, Read the Central Challenge and the Rules of the Road Utilize the Information in the Roadmap Be familiar with all Public Clarifications Check Public Clarifications at least weekly Use the Problem-Solving Process Know the rules of Interference Know what is needed on and how many of each form Practice Improvisation with the team Practice IC starting with very 1 st meeting Use resources available from DI, Inc.
Questions for the Team Manager Is there sufficient time for productive team member interaction during each meeting ? Are team meeting area and conditions optimal for Problem-Solving to take place? How do I utilize the Roadmap? Is each team member participating as an equal ? Is there a positive atmosphere (no put-downs)? Are team members taking the initiative ? Are only team members suggesting solutions? Is there real progress from week to week?
Strategies a Team Manager might use How could the team restate the Challenge? Could they focus on one part if the whole idea is too big? When the team is stuck, encourage them to try something Be positive!
If their solution is arrived at too easily or too early, ask them, “What else might we do?” or “How might the team be more creative?” Use Problem- Solving tools Encourage risk taking
Keep team focused on producing a creative solution that they can complete without help Maintain the true spirit and intent of DI
2014 - 15 Central Challenges Challenge A: Technical: Creature Feature Intent of Challenge To solve this Challenge, the team must design and build a Creature that uses technical methods to perform specific team-selected Creature Actions. The team must also create and present a Story of Adventure that has the Creature as a character and is set in a world portrayed by the team. The team will use Technical Methods to demonstrate features of the world where the Story of Adventure is set.
Challenge A Points of Interest! – Your Team Will: Build a creature that uses technical methods to perform team-chosen actions. Present a story of adventure with the creature as a character. Use technical methods to demonstrate features of a world where the story is set. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.
Challenge A Learning Outcomes: Mechanical Engineering Technical Design Process Construction Effective Storytelling Theater Arts Skills Perseverance Visual Arts Presentation Skills Project Management Creative and Critical Thinking Teamwork Interpersonal Skills Management Skills Self-directed Learning Risk Taking Stages of the Creative Process Digital Literacy Citizenship Skills
2014-15 Central Challenges Challenge B Scientific: Making Waves The Intent of the Challenge: To solve this Challenge, the team must design and construct an Incredible Sound Machine, which will produce two different Sounds that enhance the Presentation. The team must also create a way to make their Sounds visible and to integrate these two visible displays of Sound Waves into the Presentation. The team must create and present a story in which the Narrative Pace changes to a faster or slower rate.
Challenge B Points of Interest! -- Your Team Will: Design and construct an incredible sound machine that produces two different sounds. Create and integrate two visible displays of sound waves into the presentation. Create and present a story that includes a change to a faster or slower narrative pace. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.
Challenge B: STEM Challenge Attributes Science of Acoustics Cymatics (Study of Visible Sound) Physics of Sound Mechanical Engineering Effective Storytelling Skills Theater Arts Skills Technical Design Process Visual Arts Skills Project Management Creative and Critical Thinking Teamwork Interpersonal Skills Management Skills Perseverance Risk Taking Self-directed Learning Digital Literacy Citizenship Skills
2014 - 15 Central Challenges Challenge C: Fine Arts: Feary Tales Intent of the Challenge: The intent of this Challenge is for the team to create and present an original Feary Tale about a character facing and dealing with a Phobia. The team will create an Expressive Artwork and a Functional Artwork and include them in the presentation of its Feary Tale. The team must also design an Illusion and present it during the Feary Tale.
Challenge C Points of Interest! -- Your Team Will: Present a team-created fairy tale about a character that faces and deals with a phobia. Create an expressive artwork that conveys a thought or feeling. Create a functional artwork that serves a practical function. Design and create an illusion that makes the impossible seem possible. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.
Challenge C Learning Outcomes Fairy Tale Styles Research Art Form Research Effective Storytelling Theater Arts Skills Technical Design Process Engineering Concepts Presentation Skills Project Management Creative and Critical Thinking Teamwork Interpersonal Skills Management Skills Perseverance Risk Taking Self-directed Learning Digital Literacy Citizenship Skills
2014 – 15 Central Challenges Challenge D: Improvisational: The Improv Games The Intent of the Challenge: To solve this Challenge, the team will create and present 3 independent improvisational Sketches in rapid succession. Preparation for each Sketch will take place in front of the Appraisers and the audience right before that Sketch is performed. During each Preparation Time, the team will determine how they will integrate 4 Improv Elements into that Sketch. The 4 Improv Elements are: the Improv Game, the Street Performance, the Situation, and the Setting.
Challenge D Points of Interest! -- Your Team Will: Create three independent improvisational sketches. Research and incorporate improvisational games and street performances. Practice integrating randomly selected situations and settings.
2014 - 15 Central Challenges Challenge E: Structural: Lose to Win The Intent of the Challenge: To successfully solve this Challenge, the team must build a Structure made entirely from Wood, Playing Cards, Glue, and/or Adhesive Tape. The team must also design and build a single Removal Device to be used at the tournament to remove pieces of its Structure. The team must show that its Structure can support the weight of the Pressure Board while placed in the Structure Tester. The team will then remove parts of its Structure using the team-created Removal Device, attempting to remove as much as possible (by weight) from the Structure while the Structure continues to support the Pressure Board. Additionally, the team must tell a story about transformation, and it must create a Prop or Set Piece that is transformed after a part or parts are removed during the Presentation. Special Note: Before designing and building Structures, the team should carefully read Section E: Special Procedures for the Structural Challenge.
Challenge E Points of Interest! -- Your Team Will: Design and build the lightest structure possible that continues to support the weight of the pressure board while parts of the structure are removed. Design and build a removal device that enables you to safely remove the structure parts. Tell a story about how something is transformed and revealed to be something completely different. Create a prop or set piece that transforms as a part or parts of it are removed during the presentation.
Challenge E: Learning Outcomes Structural Engineering Technical Design Process Construction Architectural Design Effective Storytelling Theater Arts Skills Presentation Skills Visual Arts Material Science Applied Mathematics Project Management Creative and Critical Thinking Teamwork Interpersonal Skills Management Skills Perseverance Risk Taking Self-directed Learning Digital Literacy Citizenship Skills
2013 - 14 Central Challenges projectOUTREACH: ServiceLearning Brand Aid The Intent of the Challenge: The team will design and carry out a Project that addresses a real need in a community. The team will research logos and jingles to develop a unique team-created Brand to assist with meeting the Project goal(s). At the tournament, the team will use theatrical techniques and a team-created Project Puzzle to highlight the Project and the impact it made on the community.
Project OUTREACH®: Service Learning Points of Interest! -- Your Team Will: Use the creative process to identify, design and carry out a project that addresses at least one real community need. Use graphic arts and sounds to create an effective brand to help meet the project goal(s). Create a live presentation that highlights the project and project evaluation. Design and create a project puzzle to be put together during the tournament presentation. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength and talents.
Project OUTREACH®: Service Learning Learning Outcomes Service Learning Community Partnerships Branding Product Marketing Presentation Skills Graphic Art Design Research Skills Project Management Creative and Critical Thinking Teamwork Interpersonal Skills Management Skills Perseverance Risk Taking Self-directed Learning Digital Literacy Citizenship Skills
2013 - 14 Central Challenges Early Learning: Rising Stars: Animal Mish Mash Non-scored Challenge for 4 to 7 year olds only Team Challenge Overview: What animal do you think is the most amazing? What animal would you like to visit at a zoo? Did you know that in a zoo the animals all live in their own special habitats? What if the animals at the zoo decide to put together their best characteristics so they can live and grow in a new habitat? (A habitat is the place where a group of animals live.) The animals need your help to choose which characteristics they want to put together and what their new habitat will be like. Help the animals with this Animal Mish Mash by creating a new animal from two other animals and making it the best it can be. Remember the important thing is your new Mish Mash animal has to live and grow in the new habitat.
Rising Stars®: Early Learning Points of Interest! -- Your Team Will: Learn about animal characteristics and their habitats - the home and area in which they live. Design a new animal and its new habitat. Construct the animal and its habitat in 3-D, including moving parts on both. Create a play about the movements your new animal makes and the adjustment your new animal makes in its new habitat. Explore how your team works together to make decisions about your new animal and its new habitat.
Rising Stars®: Early Learning Learning Outcomes Research Circus History Effective Storytelling Theater Arts Skills Science: Understanding Balance Math: Understanding Geometric Shapes Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
Including What’s Special... A Brief Look At Team Choice Elements
Goals Know that Team Challenge is comprised of the Central Challenge and 2 Team Choice Elements Locate helpful information about Team Choice Elements in the Rules of the Road Understand how Team Choice Elements contribute to the Team Challenge solution and how they are scored Understand how Team Choice Elements can contribute to the Instant Challenge solution Use the Team Choice Elements Specialties Inventory to identify strengths of the team members and the team as a whole
Team Choice Elements Are based on the theory of multiple intelligences Promote uniqueness in team solutions Give the team the chance to “show off” its: –Talents –Strengths –Skills
Team Choice Elements Specialty Inventory Refer to Roadmap & Rules of the Road Complete Individual Specialties Inventory Complete Individual Specialties Tally Sheet Circle 2 or 3 specialties with highest score Small Group – Complete Team Choice Specialties Tally Sheet
Individual Specialties Tally Sheet A.Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence. B.Logical-mathematical intelligence consists of the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking. C.Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence. D.Bodily-kinaesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related. E.Visual and Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. F.Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well-developed interpersonal intelligence. G.Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives. H.Nature and Environment entails the capacity to understand nature and the environment.
Team Specialties Tally Sheet 2. 3. 4... 7. TOTAL 1.HGFEDCBA Team Member
A Team Might Use the Specialties Inventory to recognize areas of both individual and team strength identify how team members are alike identify how team members are unique promote better understanding of one another highlight skills, talents or strengths of individuals and the team
A Team Manager Might Use the Specialties Inventory to know his or her own “specialties” recognize areas where their expertise might lend itself to intentional or unintentional Interference
The Team Manager’s Job Is to Help Team Members Recognize that together, team members possess a unique combination of interests, talents, strengths and skills Discover and respect the individuality of one another Celebrate diversity Learn to value and utilize the wide variety of abilities and interests on the team Figure out ways the TEAM is unique and exceptional Design Team Choice Elements that showcase those unique and exceptional intelligences of the TEAM and all team members Help the team practice writing clear instructions as to what is actually to be evaluated in practice Team Choice Elements or situations
Evaluating Team Choice Elements The team-written description of their Team Choice Element says… One of our team members created this stained glass window for our backdrop based on MC Escher’s Alhambra Sketch Now, please score this Team Choice Element using the 1 to 30 scoring range
Evaluating Team Choice Elements – cont’d This team’s description says… Regular divisions of the plane, called “tessellations,” are arrangements of closed shapes that completely cover the plane without overlapping and without leaving gaps. LOGO is an old Apple program language used in the mid 1980s to create crude graphics, including tessellations. One of our team members learned to program in Apple Logo to create this stained glass window for our backdrop using LOGO and the computer. It is based on MC Escher’s Alhambra Sketch. Now, please score this same Team Choice Element using the 1 to 30 scoring range.
Evaluating Team Choice Elements – cont’d For which Team Choice Element did you give the higher score? What affect did the information that a team member had learned to program in the LOGO computer language have on you score? What would you like to know about a Team Choice Element to help you score it as high as possible?
Deciding What’s to Be Evaluated and How to Evaluate Your Team Choice Element Score the costume on a scale of 1 to 30… My score for this costume = ? My score for what I am wearing = ? My score for how this fits into our western theme = ? My score for how the costume and horse fits into our western theme = ? My score for how the total costume, including the vest, neckerchief, hat, and horse presents our western theme = ?
Here are some Team Choice Element Creations How might your team ask for these TCEs to be scored? bus pantomime robot judge working lock giant sphinx
Recap The purpose of Team Choice Elements a is to give all teams an opportunity to show off their greatest strengths in ways other than those required by the Challenge! Teams do not have to use the Specialties Inventory Teams may create any type of Team Choice Elements they wish Be specific in the description of what the team wishes the Appraisers to evaluate Practice writing examples of how they would like Appraisers to evaluate parts of the team’s solution Generally, the more specific and complete information the team provides the Appraisers, including why the team thinks it is so important, the higher the Appraiser’s score
Assessment List 1 example of something that could be done as a Team Choice Element Explain which area of strength from the Specialties Inventory this example would highlight Identify a good way to describe your team’s request of how they want a Team Choice Element evaluated
Green is for Team Members, parents and the Team Manager INFRASTRUCTURE SKILL DEVELOPMENT TEAM’S SOLUTION Red is for the Team Members Only The 10 Second Team Manager Pyramid
Skill Development Skills for creative thinking are presented as a major part of this level. Take advantage of them, for yourself and for your team. The 10 Second Team Manager Pyramid Guide We all learn skills. They do not appear via osmosis or the Matrix. Some team members will astound you with the skills they already have. Other skills may need to be learned to accomplish even the most basic tasks. Facilitating at the Skills level is not Interference. In fact it is the essence of what Team Managers and parents should do. Skills are tools that fill a virtual box. The magic truly happens when team members pull an existing skill from their box and creatively apply it to the unknown. As a Team Manager, encouraging skill development is not just a technique, but a gift to the team for a lifetime.
INFRASTRUCTURE In our case, Destination Imagination® creates a simulated slice of reality on which to focus for about six months or so…. The 10 Second Team Manager Pyramid Guide Without a purpose and place to apply them, skills quickly wither and fade into time. The Challenge is the Infrastructure. As a Team Manager it is not Interference to help your team understand the aspects and rules of the Challenge.
This area belongs only to the team. This is the team’s Presentation. Team Managers and parents can’t touch it. In terms of the Destination Imagination ® Challenge, the Team solution is where Team Managers and parents cannot go. The SOLUTION is where the team members synthesize the SKILLS and INFRASTRUCTURE levels into something totally their own. The solution draws on the lower levels, but produces something unique to the team; a way of putting the pieces together that is unexpected and chases the word SOLUTION from the basic skills to the top point of the pyramid. Team Solution The 10 Second Team Manager Pyramid Guide
INFRASTRUCTURE SKILL DEVELOPMENT TEAM’S SOLUTION As a Team Manager or parent, you are only interfering if you are in the RED
Early in the meeting year, hopefully before the team has chosen the Challenge they want to apply the CPS process to, have a meeting with all team parents and present the Interference Pyramid to them During that meeting, provide the parents with a copy of the Declaration of Independence the team will have to sign as part of their Tournament paperwork Point out to the parents that if they provide ideas to the team which they eventually decide to use, in part or in total, they place the team in a situation in which they either lie and state they had no help from non- team members, or they take a deduction for the outside help they received. Appraisers are trained to spot and deduct for interference from Team Managers and parents in order to provide a level playing field for all teams Interference and Parents
Creative Problem Solving Against The Clock Instant Challenge
Goals Locate helpful information about Instant Challenge in the Rules of the Road and Roadmap Become aware of the types of Instant Challenges Learn techniques and process tools for team practice of Instant Challenges Identify the roles of the different members of the Instant Challenge Appraisal Team
Goals -- continued Understand the general logistical flow at a Tournament Instant Challenge Site Provide a representation of the two types of Instant Challenges -- Performance-based and Task-based Instant Challenge solutions Provide the experience of solving an Instant Challenge Create Instant Challenges from the Morphological Matrix Allow you a chance to participate in an Instant Challenge today
Instant Challenge (IC) Facts ICs are usually three to ten minutes long Teams will not know the IC until it is presented to them on tournament day Teams may not talk about their IC, except privately among themselves until May 23, 2015 IC scoring criteria may include but are not limited to: - Development of skit- Character development - Use of materials- Creativity of solution - Teamwork- Effectiveness of solution
Instant Challenge (IC) New Rules If a Team Manager manages two or more teams in the same Team Challenge and the same Level, the Team Manager cannot go into the Instant Challenge room at the tournament. At some tournaments different Team Challenges and Levels will be presented with the same Instant Challenge. At those tournaments, if a Team Manager manages two teams or more, the Team Manager cannot go into the Instant Challenge room at the tournament. The Tournament Director will make this ruling. At the discretion of the Tournament Director, the Team Manager may be allowed in the Instant Challenge room for his or her last scheduled team’s Instant Challenge. The team or Team Manager may not bring any devices, including but not limited to cameras, cell phones, iPads or tablets, computers or timing devices, and wrist watches into the Instant Challenge room. The team can ask the Appraisers for the time remaining at any point during the Instant Challenge.
What is Instant Challenge? A Challenge each team receives at the Tournament that has to be instantly solved A chance for a team to show off its creative problem solving ability in a short, unrehearsed Presentation to the Instant Challenge Appraisers At Tournament: –Teams report to a separate competition area –Only team, one Team Manager and Appraisers in room –At time of IC, team will receive two copies of Challenge –Same IC for all teams in the same Central Challenge and Level –The IC will be read to the team and they can follow along All Tournament Instant Challenge information must be kept secret until after Global Finals by team members, team managers and appraisers
Why Are Instant Challenges Done? They are a great way to learn and practice problem-solving tools for use in the Central Challenge Team members may use these techniques to help solve “challenges” in their daily lives Team members may use these techniques to help solve “challenges” as adults They help instil confidence in the younger persons
Types of Instant Challenges Performance-based Task-based Combination
Basics of Instant Challenges There are two ways to commit Interference in IC room –If a team knows the Challenge before their actual competition –If someone helps the team in the IC room during competition A Team Manager can have a lot of fun working with team and training them in IC techniques All Problem-Solving Tools can be taught to the team through ICs Teaching Problem-Solving tools in IC is analogous to teaching sewing skills for Central Challenge Make sure you have the team practice all three types of ICs
Performance-based IC Focus is on the team working together to create and present a theatrically-oriented solution The team is evaluated on the creativity of their solution, presentation and/or use of materials along with teamwork Types of Performance-based ICs –Without Props –With Props –Team-created Props –Imaginary Props
Performance-based IC Tips Speak loudly and clearly Listen to instructions carefully Know where the points are in the Challenge Listen to team-mates when doing Improv Don’t make unnecessarily long speeches Practice giving everyone a part Practice talking yourself out of jam Practice saving a team-mate who cannot think of line Practice using exaggerated movements / expressions Make up your own Improv games
Task-based IC The focus is on the team working together to move, build, change or protect materials they are given in order to complete a task The team is evaluated on how well the team works together to –design the solution –present the effectiveness of solution –develop the creativity of their final project The team members may or may not be allowed to talk during the execution of the Challenge
Types of Task-Based ICs To Build: possibly hold weight, build out, build as high as possible To Move: moving something from points A to B To Protect: protecting something from outside forces To Change: changing something into something else, using given materials To Communicate: sending, receiving, and understanding messages
Task-based IC Tips Listen to instructions carefully Know where the points are in the Challenge Understand all the possible uses for materials Work through “alternative uses” Break into sub-groups if necessary - Divide and Conquer Practice giving everyone a part
Instant Challenge Check List Read: Read, read, the Challenge carefully Determine: What needs to be accomplished? Discuss: What is team really supposed to be doing? Time Management: Teams should allocate time to planning, constructing, preparing, practicing Teamwork: How can team work together to produce best results CPS Tools: Generating and Focusing tools Presentation Tools: Character portrayal, Story line… Materials: Use materials provided in unique ways
Now It’s Your Chance We have materials ready for an IC team of 7 members to complete a Task-based IC We have materials ready for another IC team of 7 members to complete a Performance-based IC When you are not participating on a team, your job is to evaluate the team members’ performance Quickly form together into two IC teams if you would like to participate in the IC experience Now, let’s gather around the IC area and listen for the IC to be presented as it will be during a sanctioned tournament
Creating Your Own Performance-based IC Create your own practice Performance-based ICs… –without props, –with props, –team-created props (e.g., paper, scissors, markers), imaginary props Use Morphological Matrix for scenario generation
Creating Your Own Task-based IC Create your own practice Task-based ICs by combining and recombining items and tasks Try to include: –Items that will hold weight, or have strength, or provide length to go across distances (e.g., straws, pencils, cardboard tubes, etc.) –Items that will connect one item to another (e.g., labels, paperclips…) –Items that will hold and/or control items (e.g., paper cups…)
Morphological Matrix Baking a cakeUp a treeMake people laugh DollPasta4 Waiting for a bus UndergroundAppeal to a teenager WagonEnvelope3 OversleptMarsMake a job easier VehicleNewspaper2 Lost in a library Western TownMoveToyShoe Box1 SituationPlaceThat willMake a …Materials EDCBA 1.Choose a random 5 digit number with no digit larger than 3 2.Example: 14214 Read your created IC as follows: Using a newspaper, make a toy that appeals to a teenager who is lost in a Martian library Hint: use rows from 1 to 9 and 3, 4, or five columns for more or less options
Assessment How does Instant Challenge reflect the Educational Goals of the program? How do team members engage in process while practicing Instant Challenges? What are the benefits of Instant Challenge?
Important Rules of the Road Changes Your team is required to leave the Presentation Site clean at the end of the Presentation. You must provide your own cleaning materials and leave the site in the same condition in which you found it. Your team should be ready to show you have clean-up supplies for any solution that includes something that can cause clean-up Issues at the Presentation Area. It is the team’s responsibility to find out from the Tournament Director prior to the tournament if there are any Site-Specific restrictions regarding the use of any potentially wet or messy solutions. Dry Ice: Your team MAY be able to use dry ice but it must be handled with gloves or tongs and it must be disposed of safely in a place away from the tournament. It must not be stored in a sealed container because it could cause an explosion. Your team is responsible for any damage that may occur as a result of the use of dry ice. Your team must be aware that some tournament sites prohibit the use of dry ice. It is the team’s responsibility to find out from the Tournament Director prior to the tournament if there are any Site-Specific Restrictions on the use of this item.
Important Rules of the Road Changes Exempt from cost: Computers and related equipment: Classroom, laptop, personal digital assistants (PDAs), handheld PCs, iPads and tablets, smartphones, Apple TV, home computers and printers, WiFi hotspot boxes; Raspberry PI computers; computer kits that make a basic functional computer, such as, but not limited to, Raspberry PI and Ardrino (Additional parts kits, such as breadboards and jumpers, creating devices that are programmed by, run buy or that work with the kit computer are not exempt) related hardware such as a cart used specifically and only to support the computer; commercially produced and available software, as long as the product resulting from its use is of the team’s design. Basic stamps, PICs, PLCs or Lego Mindstorm® devices are not exempt. Underlined items ate changes from last year
Important Rules of the Road Changes Make sure your Presentation materials will fi t through the opening of a standard doorway, approximately 30in x 76in (0.76m x 1.93m). In addition, keep in mind that not all tournament sites will have “standard” sized doorways, especially in older buildings, and that access to some Presentation Sites may involve stairways or tight hallways. Tournament Directors cannot guarantee floor space beyond the dimensions outlined in the Team Challenge and cannot guarantee ceiling space above 7.5ft (2.29m) high. Your team should be prepared for this possibility. Adults and other non-team members may help carry tournament items, including props, to the launch line. Any subsequent damage must be fixed only by team members. Adults and non-team members may help carry any items from the tournament performance site after the appraisers have given the team permission to clear the floor. Underlined items are 2014-15 changes to the Rules of the Road
Important DI Region 4 Information Each team is required to provide one trained volunteer to act as an Appraiser/Tournament Official. Make sure that person is available to be trained on the Appraiser training date in February and from 7:30 am to 5:30 pm on tournament day. Make sure that person knows that s/he may not watch his/her child perform at the tournament. Region 4 will provide a continental breakfast, lunch, and a tee shirt for each Appraiser/Tournament Official. Before registering your team for the Region 4 tournament, make sure you have acquired at least one required, volunteer Appraiser/Tournament Official. Appraisers/Officials will be placed in a venue that is different from the one in which his/her child will perform.
Important DI Region 4 Information To Register a Team for the Region 4 Tournament 1. Attend a Destination Imagination Team Manager Training sometime since 2000. 2. By December 1, 2014, Complete the Team Registration process available by entering the information into the online registration system on the www.ohdi.org website. 3. By December 1, 2014, Complete the Appraiser Registration process by entering the information into the online registration system on the www.ohdi.org website. 4.By December 1, 2014, download and Complete the Region 4 Invoice and mail the invoice and check to the address on the invoice. 5.Make sure if you are managing more than 1 team or have valid scheduling constraints for the regional tournament, to indicate such in the appropriate section of the Team Registration page. 6. Make sure to check at least weekly for clarifications at www.ohdi.org 7.Make sure to check weekly for updated information for Region 4 at www.ohdiregion4.org
Important Ohio DI Dates February ?– State and Regional Challenge Master Training at Reynoldsburg Summit Campus High School No later than 3 Days following your Regional Tournament – Affiliate Tournament bound teams MUST be registered on the Ohio DI website, including all team member names April ? – Affiliate Tournament Set-up at ? April ? – Affiliate Tournament at ?
Questions or For More Information What questions do you still have about the Destination Imagination Program? For more information about DI, check these out: –DI International www.idodi.orgwww.idodi.org –Ohio DI General Information http://www.ohdi.org http://www.ohdi.org –Ohio Region Specific http://www.ohdi.orghttp://www.ohdi.org –and choose your Region from the drop down menu on left –Your school, district, or county DI Coordinator