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Exploring creative process through reflection

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My university recently hosted the ICE (Imagination / Creativity / Education) Conference. Instead of giving a presentation and being all concerned with that - decided to join many of my student teachers and enjoy a day of attending the workshops and gathering ideas. So glad I did!

The highlight for me was an Art workshop: Exploring Your Creative Process Through Reflection, Dialogue and Art Making. Basically, we explored the concept of Synectics. We used the book, "Not A Box" (see video below) as "a trigger" to get us risk taking and creating. Something language teachers can do too. I k!now Ken Robinson has made creativity a bigger issue in education ( video) but are we doing enough? This lesson really engenders and promotes creativity!

Basically, after reading the book together, we were put into groups and each group given a box. Each group had a box that was of differing sizes, some huge, some tiny. Then, we were asked to say, "This is not a box but this is a .......". Then, redesign our creation and talk about what principles of Synectics we used while creating.

[ Download the lesson plan pdf and worksheets]

Synectics is a way of promoting creativity in any kind of class, not just art. Take a look at this wordle and think about how you could use these principles of Synectic design, to "redesign" your own lesson, activity, curriculum into something more creative and "thoughful".

Not like the others is a game I made that does the same. Also, this activity is much the same. Basically, we ask our students to think "outside the box". Try it - you'll really have a fun, engaging lesson!

Find more videos like this on EFL CLASSROOM 2.0

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My university recently hosted the ICE (Imagination / Creativity / Education) Conference. Instead of giving a presentation and being all concerned with that - decided to join many of my student teachers and enjoy a day of attending the workshops and gathering ideas. So glad I did!

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Article about how synectics is used

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Synectics: Introduction to the Model

Synectics is a creative problem-solving process developed by William J. J. Gordon and George Prince in the 1960s (Gordon, 1961). A result of Gordon and Prince observing brainstorming sessions that achieved varying levels of success, Synectics outlines the processes that people can use to help them overcome mental blocks while working on difficult tasks. By using Synectics, people's divergent thinking and capacity for solving problems increase. Using Synectics with my technology education students and Technology Student Association members, I have had widespread success.

Creating Something New

When fostering the creation of new ideas, the technology education instructor and students can use strategies designed to "make the familiar strange, to help students see old problems, ideas, or products in a new, more creative light" (Joyce, Weil, Calhoun, 2004).

The Steps to Making Something New from the Old

Step 1: Define or describe the current situation or problem.

(Ex: Write a paragraph describing construction. Write a paragraph describing what a bridge is. At the end of this exercise you will be building a bridge from unusual materials to hold the most weight possible.)

Step 2: Write down ideas about direct analogies.

(Ex: How is a bridge like a house?)

Step 3: Write down your reactions to personal analogies.

(Ex. How would you feel if you were a bridge?)

Step 4: Explore compressed conflicts and form an oxymoron.

(How is a bridge both awkward and well coordinated?)

Step 5: Write down new direct analogies.

(Ex: Review and rewrite your descriptions of construction and bridges.)

Step 6: Reexamination of the Original Situation or Problem.

(Ex: Create a bridge that can hold the most weight possible using only 100 round toothpicks, one 8.5" x 11" piece of waxed paper, glue, and scissors.)

Making the Strange Familiar

Alternately, when approaching something totally foreign to students, instructors can use Synectics strategies to make the strange familiar to their students.

Step 1: Substantive Input: The teacher gives the students background on a new topic or problem.

(Ex: Today we're going to write our own science fiction stories. Who can tell me what science fiction is? What are good science fiction stories like? What are they about? How does science fiction relate to technology education?)

Step 2: Create direct analogies: The teacher suggests direct analogies and the students respond.

(Ex: List the relationships you feel are between the description of science fiction and technology education.)

Step 3: The teacher directs the students to identify with the direct analogy created.

(Ex: Become a science fiction story--what are you like? How do you feel?)

Step 4: Students explain the similarities between the new and the old.

(Ex: List the similarities between science fiction and technology education.)

Step 5: Students explain the differences between the old and new analogies.

(Ex: How are science fiction and technology education different?)

Step 6: Students explore the original topic.

(Now write your connections between science fiction and technology education. Write in your best prose a science fiction story about the connections or differences you've discovered.)

Step 7: Students produce their own direct analogies and carefully explore how they do or don't fit together.

(Ex: After writing your story, explore which ideas don't seem to fit, which ideas do, and how this relates to science fiction's basic characteristics.)

Technology Education Synectics Scenario #1: Making the Strange Familiar

When studying how structures differ from place to place, this technology education instructor (I) used the strategies to create something new from existing ideas the students (S) had about housing design and development. ...

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Synectics for Creative Thinking in Technology Education: An Instructor Using Synectics and Creative Problem-Solving Techniques Can Teach Students to Solve a Multitude of Academic Challenges

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Synectics: Introduction to the Model Synectics is a creative problem-solving process developed by William J. J. Gordon and George Prince in the 1960s (Gordon, 1961). A result of Gordon and Prince observing brainstorming sessions that achieved varying levels of success, Synectics outlines the processes that people can use to help them overcome mental blocks while working on difficult tasks.

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Teacher resources and coaching

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Resource links for Model of Teaching: Synectics

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Tons of lesson ideas and pland

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Design Synectics Lesson Plans & Worksheets Reviewed by Teachers

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Find design synectics lesson plans and teaching resources. From design synectics math worksheets to design synectics china videos, quickly find teacher-reviewed educational resources.

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Models of Teaching

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Synectics is an instructional model designed to activate students' creativity and help them see old ideas in new ways through employing various forms of metaphoric thinking to activate...

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Lesson Plans

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Lesson Plan Tool - Educators can use the UEN Lesson Plan Tool to create their own lessonplans online. Lesson Plans can be easily shared with others.

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Innovating custom design projects

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Your organization has a wealth of talent and expertise. Synecticsworld works with you to unleash the creative ability of your people to engage, explore, and harness the challenges of our new complex world with the powerful skills of the Synectics Innovation Process.

Grounded in over 50 years of research, the Synectics Innovation Process is the key to agile, innovative, developmental thinking that produces breakthrough solutions for work and in life!

The Synectics Innovation Process energizes the diverse human forces within your organization.
Build agile, powerful creative problem solving teams across your organization to generate innovative solutions to even your most complex challenges.

Look at your markets with New Eyes
Tap into the unarticulated wants and needs of your customers to produce breakthrough products and services, invented by your people, building commitment across the organization to make product concepts into innovative market realities.

CUSTOM DESIGNED PROJECTS

When Synecticsworld custom designs your project, we work with you upfront to build in your goals - whether they are new breakthrough services, products, or working to change the culture of your organization.

Together we build in the key elements to success.

A strong cross-corporation commitment to action.

A team from your organization that can produce the highest quality thinking.

Insights from your consumers and customers.

Experts and Thought-Catalyst from analogous worlds to expand your team's thinking.

Leading-edge work on the trends affecting your business.

Your project begins with a structured approach to task initiation, planning, creative problem solving, decision-making, and implementation, all designed to maximize your success.

We focus on two key business needs:

INSIGHT-LED INNOVATION discovers the hidden customer/consumer needs that increases the success of new products and services.

SYSTEMIC INNOVATION optimizes corporate culture, behavior, and processes to increase the successful implementation of innovative products and services.

We have been helping our clients build their futures since 1960. Join the over 10,000 people across the globe who have permanently changed the way they look at their world through Synecticsworld.

HOW SYNECTICS HAS HELPED

ROBERT MANDEL, CEO, HEALTH DIALOG

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Your organization has a wealth of talent and expertise. Synecticsworld works with you to unleash the creative ability of your people to engage, explore, and harness the challenges of our new complex world with the powerful skills of the Synectics Innovation Process.

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Explaining synectics

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Activity from a blog

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Educational Blog

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One strategy I learned from Bruce Wellman a long time ago is called a synectics. Wellman and Lipton (2011) describe it as a way to engage and focus the group energy in a low-risk setting. Synectics comes from the Greek and means "joining together of different and apparently irrelevant elements." Me? I like to use it for and as formative assessment.

Here's an example:

At the beginning of the unit (lesson, meeting, teacher professional development, etc.), I can get a feel for what the students think they know (or feel) about a new topic. Their background knowledge and assumptions surface as they pick and share. I can use the data they share as a way to gauge what they know, might know or where misconceptions might lie. In a meeting with adults, if we have a touchy topic, it might provide the opportunity to get all the voices in the room and allow us to ascertain various pieces of background information or assumptions behind the topic we are about to discuss. At the end of a lesson or a teacher professional development opportunity, it allows me to see what students have learned, what connections they've made and again, see if there may be lingering (or new) misconceptions.

This strategy works with a single picture, a group of pictures where participants have choice or with pictures or objects on the table from which to choose. Typically, I set expectations up so that folks have about 60 seconds to pick and complete the sentence, about 30-45 seconds (30-Second Share is another technique) to share their completed sentence. As the teacher or leader it is useful to hear what students and participants come in with and what they leave with. This strategy allows you to make adjustments either before you get started with the "content" or adjustments and follow-up after the learning/sharing. It is low-risk, gets all voices in the room and provides insightful information upon which the teacher or leader can act.

So two things from you - share a synectic you have used or share your response to the example above. Either way, your thinking about, and your practice of, formative assessment matter!

Kathy Dyer is a Sr. Professional Development Specialist for NWEA, designing and developing learning opportunities for partners and internal staff. Formerly a Professional Development Consultant for NWEA, she coached teachers and school leadership and provided professional development focused on assessment, data, and leadership. In a career that includes 20 years in the education field, she has also served as a district achievement coordinator, principal, and classroom teacher. She received her Masters in Educational Leadership from the University of Colorado Denver. Follow her on Twitter at @kdyer13.

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Synectics for and as Formative Assessment

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One strategy I learned from Bruce Wellman a long time ago is called a synectics. Wellman and Lipton (2011) describe it as a way to engage and focus the group energy in a low-risk setting. Synectics comes from the Greek and means "joining together of different and apparently irrelevant elements."

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Lesson created by Michelle Elia

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This is a very practical look at Synectics and how it can be easily implemented in the classroom. For a more detailed look at the process of Synectics, you can follow the 6 phase process outlined here.

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ellieseligmann.com/essays/synectics_seligmann.pdf

academicjournals.org/article/article1409071723_Girija.pdf

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Provides graphic organizers to help with synectic thinking

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Background Information: Synectics (Gordon, 1961) provides an approach to creative thinking that depends on looking at, what appears on the surface as, unrelated phenomenon and drawing relevant connections. Its main tools, analogies or metaphors.

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Article on promoting metaphorical thinking in the classroom.

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Chat with others about different topics using synectics

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The learners will be able to use the synectics to jump start the creative process and find "fresh" views to solving problems. This brainstorming tool will enable the learners to avoid "white fright," the fear of starting a creative piece, and will provide a method for gaining new insights into otherwise mundane or uncomfortable topics.

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Hints to synectics from the classroom!