Presentation on theme: "Team Members Team Managers Parents and Relatives Teachers and School Personnel Community Organization Members."— Presentation transcript:
Team Members Team Managers Parents and Relatives Teachers and School Personnel Community Organization Members
Central Challenge Solving the Central Challenge
Goals Understand the components of the Team Challenge –Central Challenge –Team Choice Elements Locate helpful information in the Rules of the Road 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 a Team 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 General Clarifications
Clarifications 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 limit of 10 Clarification Questions –The Clarification Deadline is February 15 th General Published Clarification –These are Published on the Destination Imagination, Inc website
If air is applied to the aircraft after its release and during its descent, and we controlling the direction in which the air is blowing, is that considered controlled descent? While we cannot validate your solution without seeing it, we can offer some insight. We draw your attention to General Clarification #3. It further explains "controlled descent." We see nothing in the Challenge that prohibits blowing air to slow the descent of the Aircraft and to control the direction of the Aircraft. Your Aircraft itself must still have one or more features onboard that assist in slowing its descent. Your team should be prepared to explain to the Appraisers the feature(s) on the Aircraft that contribute to slowing its descent. Ohio Team Clarification 13 from DIrect Flight – Ohio Team Clarification 69 from DIrect Flight – By the exact definition of \"raised\", does an aircraft need to be raised all the way from the floor to the release point, or can the aircraft be raised starting at one height above the floor and then raised to the release point? We see nowhere in the Challenge that states the Aircraft needs to be Raised all the way from the floor to the Release point. The Challenge Special Definition of Raise only requires that the Elevator move the Aircraft farther above the floor. In conclusion, Yes, starting at a height above the floor is within the definition of raised.
Solving the Central Challenge
The Elements of each Team Challenge Challenge: Title – Focus: The Destination: Where This Challenge Will Take You! – Points of Interest A. Itinerary: The Central Challenge B. Team Choice Elements C. Presentation Site D. Reward Points E. Important Directions for Team Managers
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 Be familiar with all Published General Clarifications Check Clarifications at least on a weekly basis Use the CPS Process Know the rules of Interference Know what is needed on various forms 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 team member interaction during each meeting ? Are team meeting conditions optimal for CPS to take place? Where can I go for help ? 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 CPS 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
Central Challenges Challenge A: Technical Intent of Challenge A: To solve this Challenge, the team must design and build Equipment to detect and remove hidden Objects. The team will use the Equipment to detect and remove the hidden Objects from randomly selected team-provided Containers. The Equipment must use Technical Methods to complete these tasks. The team will move the found Objects from the Start Area to across the Finish Line. The detection, removal and movement of Objects will be integrated into a team- created Story about detecting things that are not evident to humans.
Challenge A Points of Interest! – Your Team Will: Design and build equipment to detect objects in their hiding places. Use team designed and built equipment to take the objects out of their hiding places. Move objects across the finish line. Create and present a story about a technology that detects things a human cannot sense without help. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.
Challenge A Learning Outcomes: Research of Detection, Retrieval and Movement of Objects Mathematic Principles Concept Testing Technical Design Process Logistics and Decision Making Effective Storytelling Budget Management Engineering Concepts: Mechanical, Structural, Electrical, Chemical Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
Central Challenges Challenge B Scientific Intent of Challenge B: To solve this Challenge, the team must research an Extreme Environment and present a Story about the need to adapt to survive there. One or more characters will use Extreme Gear to help them adapt to the extreme conditions. The team will also design and create an Environmental Depiction of their Extreme Environment.
Challenge B Points of Interest! -- Your Team Will: Learn about an extreme environment that exists in our universe. Present a story about characters who attempt to adapt to conditions in order to survive in the extreme environment. Design and create extreme gear that is demonstrated by using technical methods. Design and create a depiction of the extreme environment. 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 Environmental Science Research of Extreme Environments Development of Artistic Representations Effective Storytelling Theater Arts Skills Budget Management Technical Design Process Engineering Concepts: Mechanical, Structural, Electrical, Chemical Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
Central Challenges Challenge C: Fine Arts Challenge C Intent of the Challenge: The intent of this Challenge is for the team to create and theatrically present a live Comic Strip Story that is based on a team-selected work of art. The team’s Comic Strip Story must be an original story containing three Panels, an ARTifact and a Caption Contraption.
Challenge C Points of Interest! -- Your Team Will: Research a work of art created by an artist who was born in a nation other than the team’s own. Theatrically present a comic strip that is based on the team- selected work of art. Create three live comic strip panels. Create an ARTifact that is inspired by the work of art. Design and create a caption contraption for one of the comic strip panels. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.
Challenge C Learning Outcomes Comic Book Styles Research Works of Art Cultural Studies Effective Storytelling Theater Arts Skills Technical Design Process Budget Management Engineering Concepts: Mechanical, Structural, Electrical, Chemical Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
2013 – 14 Central Challenges Challenge D: Improvisational Challenge D: Intent of Challenge To solve this Challenge, the team must prepare an original improvisational Skit of 5 minutes or less. Immediately before the Presentation, the team will have up to 5 minutes of Preparation Time. The Preparation Time will take place at the Presentation Site where the team will be observed by the audience and Appraisers. During the first 4 minutes of the Preparation Time, the team will determine how they will integrate Improv Element 1: The Character from the Past, Element 2: Pandemonium and Element 3: Stage Makeup. The team will then have an additional minute of Preparation Time to incorporate a Contemporary Character (Improv Element 4) and his/her occupational skills into dealing with the Pandemonium.
Challenge D Points of Interest! -- Your Team Will: Create an original 5-minute improvisational skit. Develop the interaction between a character from the past and a contemporary character. Show how those characters work, using the time period, their occupations and skills, to deal with pandemonium. Use stage makeup to create, develop, and/or enhance one skit character.
Challenge D: Learning Outcomes Improvisational Acting Effective Storytelling Research of Historic Occupations Research of Present Day Occupations Research and Use of Stage Makeup Theater Arts Skills Character Development Effective Integration Skills Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
Central Challenges Challenge E: Structural Intent of the Challenge To solve this Challenge, the team must build a Structure made entirely from Wood, Glue, and/or Monofilament Fishing Line. The team must test the Structure’s strength under stress from two forces. The team must create and present a Story in which tension is a threat to stability and this tension is overcome in some way. Additionally, the team must design a prop that will be assembled on-site at the tournament during its Presentation from materials transported in a team-provided container that fits entirely within a 25in x 25in x 37in (63.5cm x 63.5cm x 94cm) space. !
Challenge E Points of Interest! -- Your Team Will: Build a structure that will be tested against two forces at the same time. Design a prop that will be assembled during your presentation. The prop’s parts must fit completely inside a measured space. Create a story in which tension is a threat to stability and is overcome in some way. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.
Challenge E: Learning Outcomes Force and Tension Research Technical Design Process Geometric Principles Architectural Design Process Structural Engineering and Construction Material Science Budget Management Effective Storytelling Theater Arts Skills Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
Central Challenges projectOUTREACH: ServiceLearning Intent of the Challenge: The team will design and carry out a Project that addresses a community need. The team will use Play to assist with meeting the Project goal(s). The team will create an Elevator Pitch that can be used to enlist at least one Community Partner. The team will create a Presentation that features the Project and will present it live at a tournament for score.
Project OUTREACH®: Service Learning Points of Interest! -- Your Team Will: Use the creative process to identify and select at least one real community need. Design and carry out a project that addresses the real community need. Use play to meet the goal(s) of the project. Create a team-created elevator pitch that can be used to enlist at least one community partner. Create a live presentation that features the project. 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 Research of Community Needs Service Learning Forging Community Partnerships Utilization of Play Persuasive Speech Project Documentation Budget Management Use of Social Media Effective Storytelling Theater Arts Skills Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning
Central Challenges Rising Stars: Early Learning Non-scored Challenge for 4 to 7 year olds only Team Challenge Overview: The circus is coming to town, but…SURPRISE…all of the performers have disappeared! Now, your team needs to create a new circus. Will there be people? Or will it have dinosaurs or dragons or robots or superheroes or talking flowers? It’s up to you! Your audience is ready to see your exciting Three Act Circus performed live!
Rising Stars®: Early Learning Points of Interest! -- Your Team Will: Create your own circus. Learn about circuses and the role of the ringmaster. Learn about balancing things. Learn about geometric shapes. Explore how your team works together to make decisions about the three acts of your circus performance.
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 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
What NOT to do... A Brief Look At Interference
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, this 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 Also, 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
–C–Creative Problem Solving Against The Clock Instant Challenge
Goals Locate helpful information about Instant Challenge in the Rules of the Road 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 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
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 CPS 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 CPS Tools can be taught to the team through ICs Teaching CPS 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: 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 Ohio DI Information What you generally need to register your team… –Completed Team Registration Form –Completed Required Appraiser Registration Form –Completed Volunteer Registration Form, this varies by your region –Check for your Region’s Tournament Fees Team Registration Deadline – see your Region’s web page Get above 3 or 4 items to your DI coordinator by your Region’s deadline You must supply an appraiser who must attend a sanctioned Appraiser Training prior to the tournament
Important Ohio DI Dates February 1 – Challenge Master Training Reynoldsburg Summit Campus, 8579 Summit Road, Reynoldsburg, OH April 26 – State Tournament Set-up Reynoldsburg Summit Campus April 26 – State Tournament Reynoldsburg Summit Campus No later than 3 Days following your Regional Tournament State Tournament bound teams MUST register at
DI Region 15 Region 15 Website Register your Team, Appraiser, and Volunteer by the deadlines! registration
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 –Ohio DI General Information –Ohio Region Specific choose your Region from the drop down menu on lefthttp://www.ohdi.org –Your school, district, or county DI Coordinator