Concept maps represent knowledge graphic form. Networks consist of nods, which represent concepts, and links, which represent relationships between concepts. Concept maps can aid in generating ideas, designing complex structures, or communicating complex ideas. Because they make explicit the integration of old and new knowledge concept maps can help instructors assess students’ understanding.

How: Create a focus question specifying the problem or issue the map should help resolve. List the key concepts (roughly 20-25) that apply to the area of knowledge. Put the most general, inclusive concepts at the top of the list, and most specific at the bottom. Build a hierarchical organization of the concepts, using post-its on a wall or whiteboard, large sheets of paper, etc. Revision is a key element in concept mapping, so participants need to be able to move concepts and reconstruct the map. Seek cross links between concepts, adding linking words to the lines between concepts.

Brainstorming, a useful tool to develop creative solutions to a problem, is a lateral thinking process by which students are asked to develop ideas or thoughts that may seem crazy or shocking at first. Participants can then change and improve them into original and useful ideas. Brainstorming can help define an issue, diagnose a problem, or possible solutions and resistance to proposed solutions.

How: Define the problem clearly lay out any criteria to be met. Keep the session focused on the problem, but be sure that no one criticizes or evaluates ideas during the session, even if they are clearly impractical. Criticism dampens creativity in the initial stages of a brainstorming session. Ideas should be listed, rather than developed deeply on the spot; the idea is to generate possibilities. Accordingly, participants should be encouraged to pick up on ideas offered to create new ones. One person should be appointed as note-taker, and ideas should be studied and evaluated after the session.

This activity can be done individually or as a team.  One person can start the drawing and then pass it along to the next, each adding new details as they go.  These can be simple birds in a flock minding their own business or by adding accessories, such as hats or handguns, they can become characters in a story.

You may try using a photo reference and loosely squiggling in the shape of the bird.