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BRAIN STORMING

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LEARNING OUTCOMES:
After studying this lesson, you should be able to:

Application - apply brainstorming as a tool to find out what your students know so that you can plan your lessons to meet their needs

Analysis - analyze ways in which brainstorming can be used for continuous and comprehensive evaluation.

Evaluation - evaluate opportunities for students to use brainstorming as a tool for recording their ideas.

Please read the section on Brainstorming from Peter Renner's Book before you begin reading this content and exercise.

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Peter Renner in his book "The Art of Teaching Adults: How To Become An Exceptional Instructor and Facilitator" (Mar 2005) says that Brainstorming is a tried-and-true way to come up with ideas in a group. He adds that "you can brainstorm to break the ice and to identify problems",
In the section "Introducing Something New", Renner explains how we can eliminate by process - help learners discover why one response might not be good rather than declaring certain answers right or wrong (Renner, 2005, p.69)

Brainstorming is an instructional technique that allows learners to generate ideas by working together to build a collection of ideas that van be used to solve a problem. This technique allows learners to say what they think as quickly as possible (Dodge, n.d.).

THE PURPOSE OF BRAINSTORMING

The main purposes of brainstorming are:

identifying what your students know about a topic

establishing any scientific misconceptions they may have

drawing together the students’ shared knowledge

creating opportunities for students of all ability levels to generate and record their ideas and questions about a particular topic

organising scientific concepts and ideas

developing the students’ listening skills

developing acceptance and respect for individual ideas and differences.

HOW TO PLAN A BRAINSTORMING SESSION:

Ensure that the educational component of the field trip is clear and can be easily related to the course content. Discuss with both host and learners what the learning expectations are and how they are to be achieved

HOW TO USE BRAINSTORMING AS AN INSTRUCTIONAL STRATEGY OR MOTIVATING GROUP MEMBERS:

Set ground rules.

Assure learners that their ideas and responses are welcome

Emphasize that no idea is a bad idea.

Focus on quantity to generate as many ideas as possible.

Any idea is valid. Piggy-backing on what others have said is encouraged.

No ideas should be judged. The crazier is sometimes better.

Keep responses simple. Short and snappy is best.

Divide the class into small groups.

Have a designated recorder write down all ideas on a flipchart or blackboard.

Set a time limit. Learners should respond quickly without thinking carefully.

Eliminate by process. Help learners discover why one response might not be good rather than declaring certain answers right or wrong. (Renner, 2005, p. 69)

SKILLS AND CHARACTERISTICS OF EFFECTIVE FACILITATORS

1. Expertise: the power of knowledge and learning 

2. Eloquence: the power of language and organization 

3. Empathy: the power of understanding and consideration 

4. Energy: the power of commitment and animation 

5. Environmental engineering: the power of managing the learning environment

According to Peter Renner - the 5 stages of a brainstorm session are:

1. Forming - This is the"polite phase", the facilitator's approach may be highly directive, instructing the group on what is to be done and how to do it.

2. Storming - This is the "power stage", who has , who, wants it, and who is doing what to get it. Here the facilitator creates a common language and manages conflict. Engages in relation-ship building activities.

3. Norming - This is the "positive stage". The group comes together and works as a team. The team becomes self-monitoring. The facilitators help the group share ideas, lead group problem-solving  and decision-making tools and provide feedback. facilitator becomes a consultant.

4. Performing - This is the "proficient stage". The facilitator turns over responsibility for decisions and implementation to the group and engages in both low-task and low-maintenance behaviours. Facilitator becomes "invisible".

5. Adjourning  - This is the "final phase". The team accomplishes its goals and disbands. The facilitator may help the team celebrate its success, debrief it on what worked and what did not, and help group members let go.

TIP FOR THE FACILITATOR

When using brainstorming with adult learners, remember

Malcolm Knowles  Five Principles of Learning

in which adult learners bring life experiences and self-awareness to their learning.

By acknowledging the need for adult learners to be respected and providing an opportunity for learners to share their wealth of information and experiences, educators are also able to target the Esteem level on Maslow’s Hierarchy of Needs (W.H.O., p.10).

ADVANTAGES AND DISADVANTAGES OF BRAINSTORMING:

Advantages

Creativity and generation of new ideas.

Friendly competition and mutual help.

Uses past experiences to build new concepts.

Encourage all learners to participate because all ideas are equally accepted.

Involve learners in ways that are more comfortable for their preferred learning approach.

May be used with different sized groups.

Everyone can contribute; acknowledges that "everyone knows something" from their past experiences.

Used to develop questions, issues, and areas of interest.

Disadvantages

Not all learners may feel comfortable or safe.

Some may choose not to participate.

May be difficult for participants who are more introverted.

Going through the process of ordering ideas can become a complex procedure without the right leadership.

BRAINSTORMING GAME:
Brainstorming is good for collaborative teamwork. The class can resolve many problems in this way. They can write their ideas for resolutions for a problem and the best solution can be accepted.

The instructor can invent any ice-breaker brainstorming game, divide the class in teams and let the class play the game (view the game attached with this padlet - "Name The Art" game. It is based on the jeopardy game show design, and is developed for adults in a class to Engage, Motivate, Train and exhibit Team Spirit. I have co-developed and played this game a couple of times in my class and it was a great success. This game complies with Renner's five stages of brain storming and my LO's as listed above.

BRAINSTORMING EXERCISE TO COMPLETE FOR MY PEERS:

1. Play the Brain Storm Game "Name the Art" early in the week. Play with friends or family members to have a feel of a classroom session. Post your experience and also comment on others experience later in the week.

2. Create and share any brainstorming game or activity.

3. What skills, qualities and characteristics should an effective facilitator have for a brainstorming session according to Peter Renner? Does your Brainstorming activity adhere to these stages and your Learning outcomes?

Bibliography:

Renner, P.F. (2005) The art of teaching adults. Vancouver, BC: Training Associates.

World Health Organization - Part IV - Training for future Trainer. http://www.who.int/tobacco/publications/building_capacity/training_package/part_iv_applyingadultskillstotraining.pdf