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Alternative Instructional Strategies:
Part I General Intro on Active Learning
and Motivation and Creative Thinking
Dr. Curtis J. Bonk
Associate Professor, Indiana University
http://php.indiana.edu/~cjbonk,
[email protected]
Expectations List
Why is Class Important
• For Students:
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Variety, variety, variety
Address preferences
Provide challenges and supports
Allows some autonomy
Better prepared for changing times
• For Instructors:
– Get to know students better
– More reflection on teaching
– More confidence
My Intentions: Who Targeted
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Update teaching methods and philosophies
Build collaborative teams
Provide labels for what already do
Create long-range goals
Design usable curricula
Foster interaction and collaboration
Stop being giant yellow highlighters
Preliminary Action Plan…
Test Question #1
• When will active learning meet
active teaching?
Charles I. Gragg (1940:
Because Wisdom Can’t be Told)
“A student of business with tact
Absorbed many answers he lacked.
But acquiring a job,
He said with a sob,
How does one fit answer to fact?”
Traditional
Teachers
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Supposed sage, manager, conveyer
King of the mountain
Sets the agenda
Learner is a sponge
Passive learning & discrete knowledge
Objectively assess, competitive
Text- or teacher-centered
Transmission model
Lack interconnections & inert
Squash student ideas
Anyone? Anyone?
Must Statistics and Math
teachers be boring?
The NSSE (nessie) (Kuh, 2003)
“It's an embarrassment that we
can tell people almost anything
about education except how
well students are learning.”
Patrick M. Callan, National Center for Public
Policy and Higher Education
What Really Matters in College:
Student Engagement
“The research is unequivocal: students
who are actively involved in both
academic and out-of-class activities
gain more from the college experience
than those who are not so involved.”
Ernest T. Pascarella & Patrick T. Terenzini,
How College Affects Students
Evidence of
Student Engagement
(Kuh, 2003)
• To what extent are students engaged
in effective educational practices?
• How can we obtain and best use such
information?
National Survey of
Student Engagement
(pronounced “nessie”)
Community College
Survey of Student
Engagement
(pronounced “sessie”)
College student surveys that assess
the extent to which students engage
in educational practices associated
with high levels of learning and
development (Kuh, 2003)
Benchmarks of Effective
Educational Practice
(Kuh, in press)
NSSE Benchmarks
Level of
Academic
Challenge
Student
Faculty
Interaction
Enriching
Educational
Experiences
Active &
Collaborative
Learning
Supportive
Campus
Environment
Level of Academic Challenge
Challenging intellectual and
creative work is central to student
learning and collegiate quality.
Colleges and universities promote
high levels of student achievement
by emphasizing the importance of
academic effort and setting high
expectations for student
performance (Kuh, 2003).
Level of Academic Challenge
(Kuh, 2003)
Sample of 10 questions:
Number of assigned textbooks, books, or
book-length packs of course readings
Number of written papers or reports of 20
pages or more
Coursework emphasizes: Analyzing the basic
elements of an idea, experience or theory
Coursework emphasizes: Synthesizing and
organizing ideas, information, or experiences
Coursework emphasizes: Making judgments
about the value of information, arguments, or
methods
Active and Collaborative Learning
(Kuh, 2003)
Students learn more when they are
intensely involved in their education and
are asked to think about and apply what
they are learning in different settings.
Collaborating with others in solving
problems or mastering difficult material
prepares students to deal with the messy,
unscripted problems they will encounter
daily during and after college.
Active and Collaborative Learning
(Kuh, 2003)
7 questions:
Asked questions in class or contributed to class
discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare
class assignments
Tutored or taught other students
Participated in a community-based project as part of
a regular course
Discussed ideas from your reading or classes with
others outside of class (students, family members,
co-workers, etc.)
Are senior transfer students
generally more or less engaged
compared with native
students?
Less engaged (Kuh, 2003)
What We’re Learning About Student
Engagement From NSSE
George Kuh (in press). Change
Indiana University Bloomington
Who’s more engaged?
 Women
 Full-time students
 Students living on campus
 Native students (those who start at and
graduate from the same school)
 Learning community students
 International students
 Students with diversity experiences
What We’re Learning About Student
Engagement From NSSE
George Kuh (in press). Change
Indiana University Bloomington
Active & Collaborative Learning
• Samford University makes
extensive use of problem-based
learning (PBL) strategies to
induce students to work together
to examine complex problems.
Active & Collaborative Learning
• Eckerd College developed Autumn
Term, a month during which classes
meet from 9 AM to noon, five days a
week. Group projects and
discussion-oriented pedagogies are
coupled with a community service
project.
Student-Faculty Interaction
• Elon University added an extra
hour of class meeting time for
experiential learning. This allows
students and faculty to dig
deeper and promotes more
frequent student-faculty contact.
A Paradigm Shift Happening?
Students are too often…
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Not very interested in ideas
Not respectful of others ideas
Not well organized
Wanting learning to seem easy
Emotionally moody and sleepy
Preoccupied with previous class or hour
Expecting entertainment
Unable to concentrate for too long
Isolated or alienated
Learning Metaphors
• Teacher or text-centered to Student or
thinking skill-centered to Student generated
or problem-centered
• Transmission to Construction or Design to
Discovery or Transformation
• Boring to Active to Love of Learning
• Sponge to Growing Tree to Pilgrim on a
Journey
Smart Schools
(Perkins, 1992)
• Causes of educational shortfall
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Trivial pursuit model
Ability counts most theory
Missing, inert, naïve, ritual knowledge
Poor thinking, rely on knowledge telling, cannot make
inferences and solve problems
• Educational Goals
– Retention, understanding, and active use of knowledge
Consultative Teachers
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Co-learner, mentor, tour guide, facilitator
Student and problem-centered
Learner is a growing tree and on a journey
Knowledge is constructed and intertwined
Many resources (including texts & teachers)
Authentic, collaborative, real-world tasks
Subjective, continual, less formal assess
Display student ideas--proud and motivated
Build CT, CR, CL skills
And also a sense
of humor!!!
Active Learning Principles:
1. Authentic/Raw Data
2. Student Autonomy/Inquiry
3. Relevant/Meaningful/Interests
4. Link to Prior Knowledge
5. Choice and Challenge
6. Teacher as Facilitator and Co-Learner
7. Social Interaction and Dialogue
8. Problem-Based & Student Gen Learning
9. Multiple Viewpoints/Perspectives
10. Collab, Negotiation, & Reflection
7 Fundamental Principles of Learning
(Kahn, 1993)
1. Learning is social
2. Knowledge is integrated into life of
community
3. Learning is an act of membership
4. Knowing in engagement in practice
5. Engagement & empowerment are linked
6. Failure to learn results from exclusion
from practice
7. We have a society of lifelong learners
Resources in a Learning
Environment:
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Teachers
Peers
Curriculum/Textbooks
Technology/Tools
Experts/Community
Assessment/Testing
Self Reflection
Parents
Sociocultural Ideas
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Shared Space and Intersubjectivity
Social Dialogue on Authentic Problems
Mentoring and Teleapprenticeships
Scaffolding and Electronic Assistance
Group Processing and Reflection
Collaboration and Negotiation in ZPD
Choice and Challenge
Community of Learning with Experts and Peers
Portfolio Assessment and Feedback
Assisted Learning (e.g., task structuring)
Connections New Theories
• Situated Learning--asserts that
learning is most effective in authentic,
or real world, contexts with problems
that allow students to generate their
own solution paths (Brown, Collins, &
Duguid, 1989).
• Constructivism--concerned with
learner's actual act of creating meaning
(Brooks, 1990). The constructivist
argues that the child's mind actively
constructs relationships and ideas;
hence, meaning is derived from
negotiating, generating, and linking
concepts within a community of peers
(Harel & Papert, 1991).
Teacher Self-Assessment for
active learning. (Bonk, 1995)
In my classes...
___ 1. students have a say in class activities and tests.
___ 2. I help students to explore, build, and connect
their ideas.
___ 3. students share their ideas and views with each
other and me.
___ 4. students can relate new terms and concepts to
events in their lives
___ 5. students work in small groups or teams when
solving problems.
___ 6. students use computers to help them organize
and try out their ideas.
___ 7. I give hints and clues for solving problems but do
not give away the answers.
Teacher Self-Assessment for
active learning. (Bonk, 1995)
In my classes...
___ 8. I relate new information or problems to what
students have already learned.
___ 9. students prepare answers with a partner or team
b/4 sharing ideas with the class.
___ 10. I ask questions that have more than one answer.
___ 11. students take sides and debate issues and
viewpoints.
___ 12. students develop ideas from a variety of library
and electronic resources.
___ 13. students bring in information that extends across
subject areas or links topics.
___ 14. students suggest possible problems and tasks.
___ 15. I provide diagrams or pictures of main ideas to
make confusing info clearer.
SCALCO (Bonk & Wisher, 2000)
The online forum offered multiple perspectives.
I received useful mentoring and feedback from
others.
I liked collaborating with others online.
I had a voice within the discussion forum.
I could count on others to reply to my needs.
Four Key Hats of Instructors:
– Technical—do students have basics?
Does their equipment work? Passwords
work?
– Managerial—Do students understand the
assignments and course structure?
– Pedagogical—How are students
interacting, summarizing, debating,
thinking?
– Social—What is the general tone? Is
there a human side to this course?
Joking allowed?
– Other: firefighter, convener, weaver, tutor, conductor, host, mediator, filter,
editor, facilitator, negotiator, e-police, concierge, marketer, assistant, etc.
Online Learning
Boring?
From Forrester, Michelle Delio (2000),
Wired News. (Interviewed 40 training
managers and knowledge officers)
1. Motivational Techniques
Motivation Research Highlights
(Brophy)
1. Supportive, appropriate challenge, meaningful,
moderation/optimal.
2. Teach goal setting and self-reinforcement.
3. Offer rewards for good/improved performance.
4. Novelty, variety, choice, adaptable to interests.
5. Gamelike, fun, fantasy, curiosity, suspense, active.
6. Higher levels, divergence, dissonance, interact with
peers.
7. Allow to create finished products.
8. Provide immediate feedback, advance organizers.
9. Show intensity, enthusiasm, interest, minimize anxiety.
10. Make content personal, concrete, familiar.
Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996;
Reeve, 1996; Stipek, 1998):
1. Include positive before negative comments.
2. Wish students “good effort” not “good luck”.
3. Give flexibility in assignments and due dates.
4. Communicate respect via tasks select and
control.
5. Design interactive and interesting activities.
6. Use coop learning, debates, group
discussions.
7. Minimize social comparisons and public
evaluations.
8. Use relevant, authentic learning tasks.
More Classroom Motivation Tips
(Alexander, class notes, Pintrinch & Schunk, 1996; Reeve, 1996;
Stipek, 1998):
9. Use optimal difficulty and novelty.
10. Use challenge, curiosity, control, and fantasy.
11. Give challenging but achievable tasks.
12. Create short term/proximal goals & vary goals.
13. Give students diff ways to demo what they know.
14. Encourage students to give and get help.
15. Attrib failure to low effort or ineffective strategy.
(Attrib success to effort or competence)
16. Give poor performing student the role of expert.
150 To Motivate Your Lover
(Raffini, 1996)
1. Ice Breakers (a. treasured objects—do you have
a treasured object, why is it impt? B. who is like
me?)
2. Goal Cards, Goal Notebooks, Expectations (BS
ST and LT objectives and ideas on how to
achieve)
3. Floating A, Escape Clauses, Volunteer
Assignments (to be used on any assignment
within a day)
4. Self Report Cards, Self Evaluation (make set of
tests available on the Web)
150 To Motivate Your Lover
(Raffini, 1996)
5. Discussion Questions, Issues, Problems
(perhaps answer questions of another team;
talking chips)
6. Team Competitions, Challenges, Puzzles
7. Success contracts and calendars (Guarantee an
A or B if fulfill contract provisions)
8. Positive Statements, Self Reinforcements (Bury
the “I can’ts”; save “I cans”; say “I think I can”)
150 To Motivate Your Lover
(Raffini, 1996)
9. Celebrations, Praises, Acknowledgements,
Thank Yous, Put-Ups (multicultural days, trips,
class awards, helpers, end of term events)
10. Class Community Building (designated class
Web Site or Class Forum, Portal, Digitized Web
class photo, photo album, class project,
teeshirts, field trips)
150 To Motivate Your Lover
(Raffini, 1996)
11. Democratic Voting, Student Interest Surveys,
Class Opinion Polls
12. Random Acts of Kindness, Service
Learning/Teaching, Volunteerism
13. Change Roles or Status (Random roles, assume
expert roles, switch roles for a day)
Activities—Motivational Ice
Breakers
1. Expectations (flip chart)
2. Self-Disclosures
3. Talking String
4. Visuals
5. Index Card
6. Treasure Hunt
7. Accomplishment Hunt
8. Psychic Massage
9. Have You Ever Been?
10. CR, CT, CL Web
1. (Ice Breaker) Self-Disclosure
Introductions...
• Round I: Self-disclosure introductions
–Who are you
–Job
–Interests
–Hobbies
2. Self-Disclosure Introductions...
Round II. Self-disclosure introductions...
a. Treasured Objects--Take out two
items out of your wallet and describe
how they best represent you (e.g.,
family pictures, credit cards, rabbits'
feet) and share.
b. Describe themselves (e.g., "I am a
tightwad," "I am superstitious")
c. State name with an adjective starting
with 1st letter of 1st name (e.g.,
Marvelous Mary.
2. Self-Disclosure Introductions...
Round II. Self-disclosure introductions...
d. Now intro self & also by a nickname
current, past, or potential nickname.
e. Brainstorm a list of questions you
would like to ask the others...(e.g., My
person I most admire is? The best
book I ever read?)
F. Middle name game (state what middle
name is and how you got it).
3. Expectations Charts
• What do you expect from this
workshop, what are your goals, what
could you contribute?
a. Write short and long terms goals down
on goal cards that can be referenced
later on.
b. Write 4-5 expectations for this
workshop/retreat
c. Expectations Flip Chart: share of 1-2
of these...
4. Treasure Hunt (Index Cards)
a. Favorite Sports/hobbies/past times (upper
left)
b. Birthplace and Favorite cities to visit (upper
right)
c. Current Job and Classes Taught (lower left)
d. 2 comments, things, or traits about yourself
(e.g., team player, personable, talkative,
opinionated, hate Purdue, like movies, move a
lot, hate sports) (lower right)
e. Teaching strategies you are proud of (in the
middle)
4. Treasure Hunts
After completing card with
interests, where born, would
like to live, strengths, job role,
hobbies, etc. and find a match
(find one thing in common and
one thing different with
everyone)
5. Accomplishment Hunt
a. Turn in 2-3 accomplishments
(e.g., past summer, during college,
during life);
b. Workshop leader lists 1-2 of
those for each student on a sheet
without names.
c. Participants have to ask "Is this
you?" If yes, get a signature.
6. Issues and Discussion
Questions
a. Make a list of issues people
would like to discuss.
b. Perhaps everyone brings 2-3
questions or issues to the
meeting.
c. Partner off and create a list and
then collect question cards, and,
d. Then distribute and your group
must answer questions of the
other groups.
7. Team Brainteasers
• IQ tests
• Scrambled cities
• Crossword puzzles
• Competitions
• Dilemmas or Situations
• Unscrambled sayings.
8. Coat of Arms--fill in.
#1: a recent Peak Performance;
#2: something very few people
know;
#3: draw a symbol of how you
spend your free time;
#4: fill in something you are really
good at;
#5: write in something that
epitomizes your personal motto.
9. It’ll Never Fly Wilbur
a. Introduce a new idea or concept or plan.
b. Everyone writes 4-5 problems they see in it.
c. Divide into groups of 3-4 and discuss
concerns.
d. Each group writes down 3 roadblocks on a 3
X 5 card.
e. Facilitator redistributes so each group gets a
different card.
f. Subgroups think creatively of how to solve
those problems and share with group.
10. Demographic Groupings
Birthday Grouping—Nonverbally line up by date
of the year born and partner off with person
closest to you and then do…
Auto Grouping—Group by location one’s
vehicle was manufactured (US, Asia, Europe)
and then divide into truck and car people,
color of vehicle, etc.
High School Sweethearts—Group by location
where they graduated from high school
(Midwest, South, East, West, Asia, Europe,
etc.)
11. Talking String
• state what hope to gain from
retreat (or discuss some other
issue) as wrap string around
finger; next ones state names
of previous people and then
state their reasons.
12. Disclosure Interviews
• Divide into small groups of
about six people and then
hand out prepared list of 5
questions in increasing order
of disclosure for participants
to ask each other and then
have someone stand and their
group must describe him or
her.
13. Psychic Massage
(a closer activity)
a. Divide in teams of 3-5.
b. In alphabetical order of first
names have someone turn his or
back to the group
c. Team members must make
positive, uplifting statements
about that person behind his or
her back but loud enough for
others to hear them.
d. One minute per person.
14. Positive Strokes
a. 2-3 times during the session, each person
fills out a 3 x 5 card about other participants.
b. They must complete sentences like: “the
thing I like best about (name) is” and “the
biggest improvement I saw in (name) is.”
c. At the end of the day, the folded cards are
passed out and read aloud and then given to
the named person.
15. Community Building
• Create common t-shirts, take
photo of group, have online
interest groups, etc., and
perhaps put up on the Web.
• Put announcement of retreat
on Web or newsletter.
16. Communication/Learning
Visuals
• Draw one or more of the following:
– Gun,
– cannon,
– noose,
– high fives,
– thumbs up,
– watch,
– toilet,
– smiley face,
– etc.
16. Personalizing (e.g., asking
“how” and “what” questions)
• Ask how feel, what has happened, how
might such and such help in the
workforce, ask “what-if” things were
different at work, and what’s next???
• How might they do things
differently???
18. Have you ever questions:
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Performed the Heimlich maneuver
Tried on a straight jacket
Laid down inside a casket,
Drunk more than 25 imported beers during your life,
Ditched a blind date (or any date),
Been a Boy Scout or Girl Scout
Shaved your head,
Flown a plane,
Sky dived, bungee jumped, or whitewater rafted a dangerous
river,
Been in a play,
Milked a goat or a cow,
Done back-to-back all-nighters,
Completed a marathon,
Made an obscene gesture at someone when driving your car,
Cheated on your income tax,
Run a toll booth,
Been above the Arctic circle or below the Antarctic Circle.
The 3 C’s:
1. Critical
2. Creative
3. Cooperative
Creative
Critical
Cooperative
What is an idea city? Where want
to live? What makes it cool?
• Culture, parks, night spots,
scenery, outdoor recreation,
music scene, all-night cafes,
extreme sports, outdoor
recreation
• Lots of job opportunities
• Diversity within the community
What is an idea city? Where want
to live? What makes it cool?
• Convenience for amenities
• Fun; high energy—bike lanes,
ultimate frisbee, climbing walls,
urban parks, bistros and cafes not
chains
The Creative Class
• Values creativity, value tolerance,
promote individuality, embrace
diversity and differences, open to
immigration, and merit
• Are active & participate, not watch
sports
• Want: relax dress codes, use
flexible schedules, and new work
rules
The Creative Class
• Engage in work to create
meaningful new forms (scientists,
engineers, professors, poets,
novelists, actors, entertainers,
architects, analysts, think-tank
researchers, artists, editors,
cultural figures)
Pedagogical Strategies:
A. Creative Thinking
1. Brainstorm, Reverse BS: Top Ten Lists
2. Simulations, Creativity License Cards, Six Hats
3. Wet Inking, Freewriting, or Diaries
4. Role Plays & Assigning Thinking Roles
5. Forced Wrap Arounds
6. Semantic Webbing or Mapping
7. Idea-Spurring Questions, Think Sheets
8. Metaphors, What Ifs, Analogies
9. Checkerboarding, Attribute Listing
10. Exploration and Web Link Suggestions
Activities—Creativity Tasks
1. Metaphorical Thinking
2. New Perspectives
3. Webbing
4. Just Suppose
5. Creativity Awareness
6. Creative Dramatics
7. Creative Writing and Story Telling
8. Wet Ink or Freewriting
9. Brainstorming
10. Reverse Brainstorming
1. Metaphorical thinking
• how is my school like:
–a prison, a beehive, an
orchestra, ghetto,
–expedition, garden, family, herd,
artist's palette,
–machine, military camp,
Olympic games, hospital,
theater, etc.
1. Metaphorical thinking,
Analogies, …
1. Creativity is like ____.
2. Being Creative is like ____.
3. Creativity is to ___ as...
1. Synectics
Combining 2 dissimilar ideas. The
joining together of unrelated
elements (William J. J. Gordon).
One brings strange concepts into
familiar areas.
Putting yourself in a situation.
Thinking of how others might solve
the problem.
2. Breaking Mental Set and
Shifting Perspectives
• The process of creation frequently
involves a dramatic and usually
instantaneous change in
perception. Sometimes we all
need a whack in the side of the
head!
• Have students assume roles of
other people, cultures,
economies, genders, etc.
2. Breaking Mental Set and
Shifting Perspectives
• Word games; Which one is
different; Nine dot problem;
Flying Pig; Concealed colors.
• Analogies, Synectics,
Breaking Set, Imagery,
Aesthetics, etc.
3. Webbing
Directions: write the topic in the
center and link closely related
ideas or questions in the first
ring of ideas. As new ideas are
suggested, they are connected
by a line to the related item or
items.
3. Webbing
Webbing can be used to determine:
(1)all the possible directions and
activities a student or class can
explore as a result of interest in a
specific topic or subject
(2)all that is presently known, and
(3)knowledge interrelationships.
This technique expands awareness for
relating, integrating, and organizing
brainstormed ideas.
3. Webbing
a. Part I: What is creativity,
critical thinking, cooperative
learning?
b. Part II: What is active
learning (i.e., students:)
(discover, drawn upon, break
free from, use, take
ownership, talk, write, relate)
4. Just Suppose or What If
• Imagine a situation or scenario
and reflect on the consequences.
• “Just suppose you have six weeks
of paid professional development
each summer for workshops or
classes like this, what would
teaching be like? What would
learning be like?”
5. Creativity Awareness:
Creativity Scales
• Self-awareness of creative
traits is important in
promoting creativity.
• Rate yourself for creativity.
What is creativity here? How
did you do?
5. Creativity Awareness:
Creativity Models
von Oech's
•Explorer
•Artist
•Judge
•Warrior
6. Creative Dramatics
• Biggest/smallest thing; Holding up the roof;
Favorite animal; Mirror effect; Imagine
taste/smell...
More Creative Dramatics (Davis book)
• Imagine taste/smell... Ice Cubes, Puppets,
Mirror effect, Ridiculous Poses, Favorite
animal, People Machines, Invisible Balls.
• Imagine hear, touch, smell, tastes,
stiffest/most rubbery, Angriest/happiest.
7. Creative Writing or Story
Telling
Tell a Tall Tale:
• One person starts a story and everyone adds
something to it. You might throw a ball to the person
who is to add to it or the instructor might decide or the
next person could just jump in. Could be done via email.
Forced Wrap Arounds:
• One person tells a story and it is repeated until it gets
through a group or classroom (teaches generative and
constructive psychology principles)
Object Obituary:
• Write a fictional obituary for some object that you own
or were close to.
8. Wet Ink or Freewriting
Writing without reflecting or lifting your
pen for a set period of time.
• Just imagine: imagine you have
created a highly active teaching
situation...What do you see? Can
students wonder, question, speculate,
take risks, active listening, respect for
ideas, withhold judgment, seek
justification??? How is creativity
fostered here? Describe environment.
Physically, mentally, emotionally, etc...
9. Brainstorming
• Generating ideas to solve a particular
problem, issue, situation, or concern.
Here more is better and the wilder the
better. The hitchhiking or
piggybacking as well as combination
of ideas is encouraged. However, there
is no evaluation of ideas allowed.
• For example, How can we increase the
use of active learning ideas in college
settings?
10. Reverse Brainstorming
• Generating ideas to solve the reverse
of a particular problem, issue,
situation, or concern. Once again,
more is better and the wilder the better.
The hitchhiking or piggybacking as
well as combination of ideas is
encouraged. However, there is no
evaluation of ideas allowed.
• For example, How can we decrease the
use of active learning ideas in college
settings?
11. Attribute Listing, Modification,
and Transformation
a.
Attribute
Webbing/Listing:
"XYZ"
shapes,
colors,
sizes,
purpose,
numbering.
b. Attribute Modification: "XYZ"--after
listing attributes, think of ways to
improve each.
c. Alternative Uses: Uses for "XYZ" for this
class or for teaching in general.
(find the second best or third best
suggestion)
11. Attribute Listing, Modification,
and Transformation
d. Attribute Transferring: "XYZ"--transfer
ideas from one context to the next.
(with idea spurring questions: What else is
this like? What have others done? What
else is this like? What could we copy?
What has worked before?)
(What can we borrow from a carnival,
funeral parlor, track meet, wild west)
12. Idea Spurring Questions
• how can we:
–MAXimize,
–MAGnify,
–arrangeRE,
–combine-adapt,
–subtutesti,
–EEEXXXAAGGGERRRRATTEE
13. Future Problem Solving
• Pose futuristic problem.
• Have students solve in
teams.
• Present to class.
14. Checkerboarding (done in
Lone Ranger series)
• Analyze problems with 2 key
variables or components.
• Write features of one item down
the horizontal column (plots).
• Write features of another item
down the vertical (characters).
• Randomly check off items and a
new create story.
15. Morphological Synthesis
• Write features of one item
down the horizontal column.
• Write features of another item
down the vertical.
• Look at intersection for new
item or concept.