Charting Your Course - cre8iowa

Creativity Teamwork Problem SolvingCreativity Teamwork Problem Solving

2009 -10

This guide is a companion piece to our Destination ImagiNation Inc.

Challenges. Teams do not have to use these materials to solve their Challenges but by doing

the suggested activities, teams will gain additional insights and knowledge about related topics.

Charting Your Course

2 Charting Your Course 2009-10

Charting Your Course 2009-2010

Table of Contents

Compass Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Connects with Direct DIposit Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Reinventing the Wheel: Connects with DI-BOT Challenge . . . . . . . . . . . . . . . . . . . 18

Take Another Look: Connects with You’re Gonna Flip! Challenge . . . . . . . . . . . . .21

Here? Or Gone?: Connects with Do or DI Challenge . . . . . . . . . . . . . . . . . . . . . . . . . 24

To the Rescue: Connects with Breaking DI News Challenge . . . . . . . . . . . . . . . . . 26

Trekking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Brainwriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Morphological Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

SCAMPER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Paired Comparison Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Solution Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Pit Stops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37You’ve Got Mail: Relates to Direct DIposit Challenge . . . . . . . . . . . . . . . . . . . . . . . . .37

IncreDIble Inventions: Relates to DI-BOT Challenge . . . . . . . . . . . . . . . . . . . . . . . . . 39

Puppet Play: Relates to You’re Gonna Flip! Challenge . . . . . . . . . . . . . . . . . . . . . . . 40

Where Or Where Has Our Little… .Gone?: Relates to Do or DI Challenge . . . . . . 41

1-2-3 Presto-Change-O!: Relates to Breaking DI News Challenge . . . . . . . . . . . . 43

Blank Forms and Mini Posters. . . . . . . . . . . . . . . . . . . . . . . . . . . 44

This Guide is intended as a companion to the Destination ImagiNation® Team Challenges, Team Manager Guide and Rules of the Road .

The contents of the 2009-10 Team Challenges, the Rules of the Road, Team Manager Guide and this Guide are copyrighted .

www.IDODI.org © 2009 Destination ImagiNation, Inc. 3

Charting Your Course: Goals, Methods, Assessment

Goals:What do we hope to achieve by using Charting Your Course?

To enhance your journey all along the way•

To extend the team members’ knowledge base•

To assist Team Managers and team members•

To introduce creative problem solving tips, tools, and tactics•

To develop interpersonal skills•

To encourage teams to delve into the process of research•

To promote experimentation with various designs and models•

To use materials in multiple ways•

To stimulate team members to examine potential creative solutions•

To motivate teams to search beyond ordinary solutions•

Methods:How will we accomplish these goals?

There are three main sections of activities to inspire learning .

Compass Points: Each activity teaches teams a tip, tool, or technique 1 . applicable to their Challenge . These activities are curricular in origin, encourage teamwork, and involve extended experiences that connect to a particular Challenge .

Trekking Tools: These mini sessions introduce a creative thinking or critical 2 . thinking tool and explain how one might utilize the tool while working on the Challenges .

Pit Stops: These short activities adapt the3 . Instant Challenge concept and connect it to the Challenges .

There are five additional publications that present creative problem solving •activities and/or assist in team building . All five resources are available at www .ShopDI .org:

The Problem Solver’s Practical Toolbox•

Building Creative Excellence •

Creative Problem Solving; an Introduction, 4• th edition

Successful Creative Problem Solving Teams•

Real Teams•


Numerous thinking skills are addressed throughout • Charting Your Course to inspire and encourage learning:

Analyzing: • Separating complex material into smaller parts

Applying: • Putting to use

Building: • Making or assembling something

Categorizing: • Separating into like groups

Comparing and Contrasting: • Finding similarities and differences

Comprehending: • Understanding the meaning

Creating: • Originating a new product

Deciding: • Determining a final choice or judgment

Demonstrating: • Showing how it works

Designing: • Creating an original plan

Developing:• Organizing the plan from beginning to end

Evaluating: • Assigning a value

Experimenting: • Trying a procedure

Exploring: • Examining many options

Inferring: • Making a conclusion based on facts gathered

Interpreting: • Stating an analysis

Imagining: • Creating a new idea

Improvising: • Utilizing the materials given

Organizing: • Categorizing into like groups

Planning:• Organizing steps from the beginning to the completion

Practicing: • Working over and over on a task with the hope of improving

Predicting:• Hypothesizing an outcome

Problem Solving:• Examining all of the angles and reaching a conclusion

Reasoning:• Analyzing in a logical manner

Researching: • Gathering information from various sources

Sequencing:• Placing in a consecutive order

Selecting:• Choosing

Synthesizing:• Combining often diverse conceptions into a coherent whole


Assessments:How might we assess the learning that occurs?

Discuss the new knowledge .•

List new facts obtained .•

Perform self-evaluations of products .•

Display projects and models .•

Conduct self-evaluations of products, knowledge, skills, etc .•

Evaluate other team members’ products, reports .•

Present research .•

Perform skits .•

Demonstrate new skills .•

Explain additional uses for creative problem solving tools .•

Create new products .•


Navigation Glossary

The following list describes the tools and strategies presented in the 2009-2010 Destination ImagiNation, Inc . Charting Your Course: Compass Points, Trekking Tools, and Pit Stops . For a more detailed explanation, please refer to one of the referenced sources .

Brainwriting – Brainwriting is a generating tool . It is similar to brainstorming in that there is a deliberate search to find multiple solutions . This tool also looks for unusual options and calls for deferred judgment . The difference is that Brainwriting is completed in silence and is completed by each individual alone . See the Blank Forms and Mini Posters section for Generating Guidelines and the Brainwriting form .

Morphological Matrix - Morphological Matrix is a generating tool . This tool helps you to generate many new options . Different attributes are generated in a number of columns . By randomly selecting one idea from each column, you can create hundreds of combinations . See the Blank Forms and Mini Posters section for Generating Guidelines and the Morphological Matrix grid .

Paired Comparison Analysis - Paired Comparison Analysis, also known as PCA, is a focusing tool . This tool allows you to prioritize a small number of workable options . This is done by comparing one pair of options at a time until all of the options have been analyzed . This is a good tool to use when you have a small number of appealing options but you want to select the most promising option . See the Blank Forms and Mini Posters section for the PCA form .

SCAMPER – SCAMPER is a generating tool . This tool uses an acronym to spark imaginative ideas . Each letter represents a word that will stimulate creative ideas . S-Substitute; C-Combine; A-Adapt; M-Magnify, Minify, Modify; P-Put to other uses; E-Eliminate; R-Reverse or Rearrange . By using these words to ask additional questions, many new ideas are developed . See the Blank Forms and Mini Posters section for SCAMPER poster and Generating Guidelines .

Solution Steps – Solution Steps is a focusing tool . This tool helps teams identify the original problem, examine the problem limitations (Considerations), generate a list of possibilities (How Might We…) and finally, come to a plausible solution . See the Blank Forms and Mini Posters section for the Solution Steps form .

Tools and strategies presented in this 2009-10 Charting Your Course

Brainwriting•

Morphological Matrix•

Paired Comparison •Analysis

SCAMPER•

Solution Steps•


Compass Points A compass point shows the direction, keeps us on the right path, and assists us when we are lost . How does this relate to Destination ImagiNation? What are the Compass Points in this book?

Compass Points are lessons that teach team members a tip, tool, or technique that can be applied to the solution of their Challenge . These activities are curricular in origin, encourage team work, and involve extended experiences that connect to a particular Challenge .

When teams work on a Compass Point activity, they might be spending an extended period of time researching and developing an end product . They are working with other team members and often presenting information to the group . They are learning research skills, working with others, organizing information, and gaining confidence as they present their final products .

The tips, tools, and techniques presented in this section help them see how thinking tools can assist in the discovery and organization of information . These skills and tools can be used as they begin to solve their Destination ImagiNation Challenge .

Following the Guidelines ensures successful implementation of a thinking tool . When generating, the Generating Guidelines must be followed to reach the most creatively productive results, and when focusing, the Focusing Guidelines must be followed to move forward in a positive direction towards solution or decision .

Refer to the Productive Thinking Guidelines in The Problem Solver’s Practical Toolbox. The Guidelines and ways to apply them are explained in detail on pages 5-8 . A section on Applying the Tools Effectively is on pages 33-34 .

We know thinking tools and strategies help learners . We hope these Compass Points assist in your journey .

What are Compass Points?

Lessons that teach a tip, •tool, or technique

Curricular•

Encourage team work•

Involve extended •experiences

Connect to a particular •Challenge


Compass Point: Specifically written to be used with Challenge A: DIrect DIposit Area: Thinking & Reasoning, Self Regulating Standards addressed: Applies decision-making techniques, Considers risks

Every day we have decisions to make. What should I pack for lunch? What book do I read today? City officials have daily decisions that must be made. Let’s take a look at a city dilemma.

Related Curriculum Areas:Critical Thinking•

Creative Thinking•

Visual Arts•

Innovation and Design•

Goals:To use the thinking tools: Brainwriting, Paired Comparison Analysis and •SCAMPER

To involve enrichment experiences that connect to the • DIrect DIposit Challenge

To create a story where city officials have to make two different decisions•

To design and create a piece of scenery that shows the pros and cons of both •decisions

To create a presentation explaining the pros and cons of both decisions•

Materials Needed:Chart/markers �

Reference materials: Internet availability, books on various machines �

Guidelines for Generating and Focusing (See Blank Forms and Mini Posters) �

PCA focusing tool form �

Materials for construction of the prop �

Compass PointCritical Thinking•


Visual Arts•



Length of Activity:20 minutes: Discuss methods of decision making•

10 minutes: Brainwriting on the list of torn down and new structure/facility/•place

20 minutes: Discussion as to which torn down and new structure/facility/place •to choose . Paired Comparison Analysis tool to help decide .

1 week: Create a story about the city council’s decision•

10-12 hours: Work to design and construct a piece of scenery that shows the •positive and negative of both decisions

8 minutes: Present the story to an audience•

Thinking Tools and Strategies:Generating and focusing•

Brainwriting•

Paired Comparison Analysis•

SCAMPER•

Designing and constructing•

Methods: The city has received a proposal that they should tear down (something of the team’s choice) in order to build (something of the team’s choice) . The city council has discussed this issue for months . Every city council meeting has been packed with citizens of the city . Some are in favor of tearing down and replacing and others are against it . The team will create and present a story in which the city council must weigh the pros and cons of deciding either way .

Your team will be members of the city council . The team will use the 1 . Brainwriting tool to develop a list of structures/facilities that might be torn down . The team will also develop a list of structures/facilities that might be built .

After Brainwriting for 10 minutes, the team will compile all their ideas and 2 . write the final list on chart paper .

Using Paired Comparison Analysis, the team will select the structure/facility 3 . that is to be torn down and the structure/facility that is to be built .

The team will begin to create the story about a city council that must make a 4 . decision of whether to keep the structure/facility or to tear it down and build the new one . The story must show the reasons in favor of and the reasons against both decisions .

The team will create a piece of scenery that helps to show the pros and cons 5 . of BOTH decisions . The piece of scenery must undergo a physical change from one scene to another . The change must occur as the story goes from the structure/facility in jeopardy of being torn down to the part of the story about the structure/facility that might be built . The team should use SCAMPER to generate ideas about the piece of scenery .

The team will present the story to an audience, including the scenery and the 6 . final decision .

Thinking Tools and Strategies:

Generating and focusing•

Brainwriting•

Paired Comparison Analysis•

SCAMPER•

Designing and constructing•


Assessment: Checkpoints for the Team:Did each team member participate in the Brainwriting sessions?1 .

Did each team member participate in the PCA activity?2 .

Did each team member participate in the SCAMPER activity?3 .

Did each team member work cooperatively with the group?4 .

Did each team member assist in the design and construction of the piece of 5 . scenery?

Did each team member work on the story?6 .

Extension Activities:How might this activity help the team to prepare for their • Team Challenge?

See • The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist in creative problem solving . (www .ShopDI .org)

See • Building Creative Excellence or Creative Problem Solving; an Introduction, 4th edition for additional information on creative problem solving . (www .ShopDI .org)

Resources: • www .aem .org

See page 18-19 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the SCAMPER tool .

See Trekking Tools in this book for additional examples of uses for the •Brainwriting tool and the Paired Comparison Analysis tool .

See The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist in creative problem solving . Visit www .ShopDI .org .

See Building Creative Excellence or Creative Problem Solving; an Introduction, 4th edition for additional information on creative problem solving . It’s on www .ShopDI .org .

Resources: www .aem .orgwww .TransportationForTomorrow .org

See page 16-17 in The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Morphological Matrix tool and page 28-29 for the Paired Comparison Analysis tool .

See Trekking Tools in this resource for additional examples of uses for the Morphological Matrix tool and the Paired Comparison Analysis tool .


Compass Point: Specifically written to be used with Challenge A: DIrect DIposit

Area: Building and ConstructionStandards addressed: Applies decision-making techniques, Develops and applies strategies to solve a variety of problems, Considers risk

Every day on construction sites, accurate and precise communication is essential so workers know what to build, where to build it and what materials to build with. When worksite conditions such as noise and distance make it impossible to communicate verbally, they must find other ways to communicate. Crane operators and the site workers (riggers) must clearly communicate where to pick up a building material, the path to move it, and where to accurately deposit it, as well as stop, slow down and pause (“dog everything”). The riggers and crane operators communicate all instructions using standard hand signals.

Teams will develop a non-verbal communication system to convey which building material to pick up and where to deposit it to build a specific structure. Then the team will divide into two groups: the senders will send non-verbal signals to indicate which building material should be moved and stacked to make the structure, and the receivers will receive the signals, act on the signal and signal back, as necessary.

Basic Crane Hand Signals (see Figures 1,2, 3)

Stop•

Slow•

Hoist (move the load straight up or down)•

Swing (move the load in an arc around its center of rotation)•

Raise Boom/Lower Boom (raise or lower the load)•

Related Curriculum Areas:Critical Thinking•



Goals:To use the Thinking Tools: Solution Steps•

To involve enrichment experiences that connect to the DIrect DIposit •Challenge

To create a non-verbal communication system•

Compass PointCritical Thinking•




Materials Needed:Building materials to make the structure: Colored wooden building blocks (3 �each of 3 different colors) and pieces of cardboard

Barrier: a box turned on its side so that the senders cannot see what the �receivers are building

No materials will be used for the non-verbal communication system . �

Reference materials: Hand Signals for both signaler and operator (see figures �1,2,3)

Guidelines for Generating and Focusing (see Blank Forms and Mini-Posters) �

Length of Activity:20 minutes: Discuss and develop a non-verbal communication system •

10 minutes: Practice phase: Try out your non-verbal communication system by •trying to build the practice structure

8 minutes: Testing phase: Build the testing structure communicating only with •the non-verbal communication system

Thinking Tools and Strategies:


Solution Steps•

Methods: Your construction company has been hired to build a new structure . However, site conditions dictate that your team will need to develop a non-verbal communication system to provide directions for the pick-up, movement, and delivery of the building materials to build the structure .

Develop a non-verbal communication system . Use Solution Steps to 1 . determine the instructions you need to communicate and what signals will be used to communicate those instructions .

Divide your team into senders and receivers . The senders will transmit signals 2 . and the receivers will receive the signals and build the new structure based on the signals .

Practice Phase: 3 .

Place a barrier (cardboard box) between the senders and receivers . a .

While you can still talk with each other during this phase, practice b . your communication system to make sure it works to build the practice structure .

Check to see if the receivers have built the structure the senders were c . transmitting .

During the Testing Phase, there will be no talking and team members may 4 . only use your non-verbal communication system to convey how and where building units will be stacked and in which order .


Assessment: Check-Points for the Team:Did each team member participate in the Solution Steps sessions?1 .

Did each team member work cooperatively with the group?2 .

Did each team member work to develop the non-verbal communication 3 . system?

Challenge Site

Senders Barrier Receivers

Figures 1, 2, 3: Standardized Crane Hand Signals (http://shop .aem .org/images/document/CraneSample .pdf )

Figure 1

Build

Structure

Here


Figure 2

Figure 3


Extension Activities:How might this activity help the team to prepare for their • Team Challenge?

See • The Problem Solver’s Practical Toolbox for additional generating and focusing tools to assist in creative problem solving . Visit www .ShopDI .org .

See • Building Creative Excellence or Creative Problem Solving; an Introduction, 4th edition for additional information on creative problem solving . Visit www .ShopDI .org .

Resources: •

www.aem.org °

http://womanoperator.org/crane_signals.htm °

http://www.ccohs.ca/oshanswers/safety_haz/materials_handling/ °signals.html

See page 18-19 in The Problem Solver’s Practical Toolbox (2003) for °additional examples of uses for the SCAMPER tool.

See Trekking Tools in this book for additional examples of uses for the °Morphological Matrix tool and the Paired Comparison Analysis tool.


Practice Phase: Structure to BuildGive a copy to the senders only


Testing Phase: Structure to BuildGive a copy to the senders only


Compass Point: Reinventing the WheelSpecifically written to be used with Challenge B: DI®-BOTArea: Science, History Standards addressed: Understands major discoveries in science and technology, some of their social and economic effects, and major scientists and inventors responsible for them.

People are always looking for new and improved ways to complete everyday tasks. Over the decades, inventors have developed wonderful inventions to help people. Let’s take a look at an everyday task and develop a new way to complete it. Let’s reinvent the wheel.

Related Curriculum Areas:Inventions•

Propaganda and Commercial Writing•


Critical Thinking•

Goals:To invent a device that helps to complete an everyday task•

To involve enriching experiences that connect to the • DI-BOT Challenge

To research and use propaganda techniques•

To utilize the Solution Steps focusing tool•

Materials Needed:Chart paper and markers•

Materials to create the invention prototype•

Solution Steps forms•

Research books, Internet, library books about propaganda•

Materials to create props and costumes for the commercial•

Video camera•

Length of Activity:10 minutes: Generate a list of everyday tasks•

30 minutes: Select four tasks from the list and discuss invention ideas•

1 hour: Select one task and discuss an invention idea•

3 hours: Design the invention and construct the prototype•

Compass PointInventions•

Propaganda and •Commercial Writing




20 minutes: Use Solution Steps to focus on limitations and possibilities•

1 hour: Research propaganda•

2 days: Write a commercial•

1 week: Practice the commercial and create or find any needed props or •costumes

30-45 seconds: Present the commercial•

Thinking Tools and Strategies:Solution Steps•


Designing and creating•

Researching•

Methods:Your team wants to invent a device that completes an everyday task . The team 1 . will create a list of everyday tasks . Write the list on chart paper .

Select four tasks from the list . Discuss Task 1 . Generate and list ideas of 2 . inventions that would help complete Task 1 .

Repeat Step 2 for Tasks 2 – 4 .3 .

The team will select one of the four tasks and the invention . Discuss the 4 . specifics of the invention . What does it look like? How will it work? How big will it be?

Design and construct a prototype .5 .

Using the Solution Steps form in the Blank Forms and Mini Posters section 6 . of this Guide, discuss the considerations and limitations that this invention presents . Is it costly? Would it be something you have the ability and knowledge to develop? Gather facts and examine the potential limitations of this idea . As you use the form, you will then generate a list of ways you can overcome or solve the challenges that you listed . Ask yourselves: How might we…? In what way might we…? Keep an open mind for potential . Think of ways to create dynamic, exciting solutions .

The team will write a commercial advertising the new invention . Before 7 . you begin working on the commercial, research the following types of propaganda: Bandwagon, Testimonial, Glittering Generalities, and Slogans .

Select one or more of the propaganda techniques to use in the commercial .8 .

Begin writing the commercial, using the propaganda technique(s) . The 9 . commercial should be at least 30 seconds, but no longer than 45 seconds .

Create or find any props or costumes needed for the commercial .10 .

Practice the commercial .11 .

If your team has the capability to videotape the commercial, do it . Present 12 . the videotaped commercial to an audience . If your team does not have the capability to videotape the commercial, present it live to an audience .


Assessment: Checkpoints for the Team:Did each team member participate in the discussion sessions?1 .

Did each team member work cooperatively to generate ideas about the tasks 2 . and inventions?

Did each team member work on the development of their invention?3 .

Did each team member work on the development and presentation of the 4 .

commercial?

Extension Activities:How might this activity help the team to prepare for their Challenge?•



See Trekking Tools in this book for additional examples of uses for the •Solution Steps tool .


Compass Point: Take Another LookSpecifically written to be used with Challenge C: You’re Gonna Flip! Area: English/Language ArtsStandards addressed: Uses reading skills and strategies to understand and interpret a variety of literary texts

The world of literature is full of characters who have points of view . They think in certain ways about what is going on around them . Let’s take another look and view the literature from a different point of view .

Related Curriculum Areas:Literature•


Critical Thinking •

Goals:To use the Brainwriting generating tool•

To use an enriching experience that connects to the • You’re Gonna Flip Challenge

To identify a character’s or characters’ point of view•

To develop and write a play that shows an alternative point of view•

To perform the play for an audience •

Materials Needed:Internet or library books to select a piece of literature �

Chart paper �

Magic markers �

Compass PointLiterature•




Length of Activity:1 hour: Research and select a short piece of literature that expresses a clear •point of view told by one or more characters .

1 hour: Generate ideas of how the story would be different if told from a •different point of view .

15 minutes: Select the point of view to turn into a play .•

1 week: Write the play from the different point view .•

20 minutes: Present the play to an audience . Discuss the differences between •the original story and the play .

Thinking Tools and Strategies:Brainwriting•

Generating and Focusing•

Researching•

Methods:The team will research and select a short piece of literature that expresses 1 . a clear point of view told by one or more characters . The story could be short and simple . The team will discuss the point of view from the selected literature .

Using the generating tool Brainwriting, (see Blank Forms and Mini posters), 2 . the team will generate ideas about how the story would be different if it were told from a different point of view . The point of view could be that of another character or it could be a part of the setting . List the ideas on chart paper .

Points of Reference:The True Story of the Three Little Pigs by Jon Scieszka (told through the point of view of the Wolf )

The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow – How would the poem be different if it were told through the point of view of Revere’s horse?

After Brainwriting, team members will share ideas and compile them onto a 1 . chart .

The team will select one of the possible points of view from the chart . 2 .

The team will write a play that tells the story from the 3 . different point of view .

Present the play to an audience . After the presentation, engage the audience 4 . in a discussion of how the team’s new story is similar to and different from the original story .


Assessment: Checkpoints for the Team:Did each team member participate in the research and selection of the piece 1 . of literature?

Did each team member participate in the Brainwriting exercise?2 .

Did each team member participate in the point of view discussions?3 .

Did each team member contribute to the writing of the play?4 .

Did each team member participate in the production of the play?5 .


How might the research help the team to prepare for their Challenge?•



See pages 12-13 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Brainstorming tool . Brainwriting is similar to Brainstorming but it is done silently and ideas are written rather than spoken aloud .


Compass Point: Here? Or Gone?Specifically written to be used with Challenge D: Do or DI®Area: ScienceStandards addressed: Knows that some kinds of organisms that once lived on Earth have completely disappeared

What do the Turanian Tiger and Steller’s Sea Cow have in common? You guessed it! They’re both extinct. What would happen if you would take traits from both extinct animals and create a brand new creature? Would the new creature still be HERE? Or would it be GONE?

Related Curriculum Areas:Science•

Theatrical•



Goals:To examine the traits of two extinct animals•

To involve enriching experiences that connect to the • Do or DI Challenge

To use the generating tool Morphological Matrix to create a new animal based •on two extinct animals

To write and perform a puppet show about the new animal•

Materials Needed:Research materials (e .g ., Internet, books, magazines, etc .) �

Chart paper and markers �

Morphological Matrix �

Generating and Focusing Guidelines (see Blank Forms and Mini Posters) �

Materials to make the puppets �

Length of Activity:2 hours: Research and create a list of extinct animals•

20 minutes: Discussion of which two animals to select•

1 hour: Research facts and features about each selected extinct animal•

1 hour: Use the Morphological Matrix tool to generate ideas about how to •combine facts and features of the selected animals to create a new animal

1 week: Write the script for the puppet show•

1 week: Design and create the puppets and setting for the show•

10 minutes: Perform the show•

Compass PointScience•

Theatrical•




Thinking Tools and Strategies:Morphological Matrix•


Researching•

Methods:Teams will research and create a list of animals that are extinct .1 .

Hold a discussion to select two of the animals from the list .2 .

Use research materials to list facts and features about each extinct animal .3 .

Use the Morphological Matrix to help generate ideas about how to combine 4 . the facts and features of the two animals to create a new animal . Give the new animal a name .

Write the script for a puppet show that explains the life of the new creature . 5 . The puppet show must explain if the new animal survives or becomes extinct .

The team will work to create puppets and a setting for the puppet show .6 .

The team will perform the puppet show for an audience .7 .

Assessment: Checkpoints for the Team:Did each team member contribute in the research of the extinct animals?1 .

Did each team member contribute in the creation of the new animal?2 .

Did each team member contribute in the preparation and presentation of the 3 . puppet show?


How might the research help the team to prepare for their Challenge?•



See pages 16-17 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Morphological Matrix tool .


Compass Point: To the RescueSpecifically written to be used with Challenge E: Breaking DI NewsArea: Geography Standards addressed: Understands how human actions modify the physical environment. Understands global development and environmental issues.

Beautiful Mother Earth! That’s the way it should stay. Each day people engage in activities that destroy the earth. Have you ever said, “I wish I could do something to save the environment?” Well, now you can! Let’s take action and develop a plan to save the earth. It’s time to come to the rescue!

Related Curriculum Areas:English Language Arts•



Visual Arts•

Goals:To research ways to help save the environment•

To include an object made completely of recyclable materials•

To tell a story about an environmental issue impacting the earth today •

To involve enriching experiences that connect to the • Breaking DI News Challenge

To design and build an object made completely of recyclable materials•

Materials Needed:Chart paper and markers �

Paired Comparison Analysis forms (see Blank Forms and Mini Posters) �

Reference materials �

Recyclable materials to create the recyclable object �

Materials to create props or costumes for the play �

Length of Activity:1 hour: Research environmental issues impacting the earth today•

20 minutes: Narrow the list to four issues•

20 minutes: Narrow the list to one issue•

3 days: Write a play about the environmental issue•

3 hours: Generate ideas and construct the recyclable object•

1 week: Continue production on the play•

10 minutes: Present the play to an audience•

Compass PointScience•

Theatrical•




Thinking Tools and Strategies:Paired Comparison Analysis•

Generating and Focusing•

Researching•

Methods:The team will research environmental issues impacting the earth today . 1 . Generate a list of issues on chart paper .

Narrow the list to four issues . Hold a discussion as to which issues the team 2 . would like to discuss and why . Use the Paired Comparison Analysis focusing tool to help you select the four issues . See the Blank Forms and Mini Posters section for the PCA form .

Narrow the list to one issue . Hold a discussion as to which issues the team 3 . would like to be the center of their story . Use the PCA focusing tool to help you select the issue that will be the focal point of the story .

Write a play in which the team-selected environmental issue is the focal point 4 . of the story . The story will include how people are working to help with this issue .

The play will include a recyclable object . This object must start as one 5 . object and then be transformed into a different object . The object must be constructed of recyclable materials .

The team will work to complete the writing and production of the play 6 . (including all props, costumes, and the recyclable object) .

Present the play to an audience .7 .

Assessment: Checkpoints for the Team:Did each team member participate in the discussion sessions?1 .

Did each team member research the environmental issues?2 .

Did each team member participate in the PCA focusing activities?3 .

Did each team member work on the creation of the recyclable object?4 .

Did each team member work on the creation of the play?5 .





See pages 28-29 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Paired Comparison Analysis tool .

See Trekking Tools in this book for additional examples of uses for the Paired •Comparison Analysis tool .



Trekking ToolsHow could a construction worker build a dam without cement? How could a pilot fly a plane without radar and a map? Tools are needed to do a successful job . They also make the job easier . Trekking Tools are thinking tools that help us as we work to make our ideas more creative, original, and innovative .

Trekking Tools are mini sessions that introduce a thinking tool and explain how to utilize the tool while working on a Challenge . These short activities introduce the tool, explain how to use it, and present an activity for team members to complete that incorporates the use of the one specific thinking tool .

By learning about thinking tools and working with them, team members become comfortable with their uses . They realize how the tool can be beneficial in either generating or focusing ideas . Knowing how to use these tools can even help us in our daily lives .

After the team members complete the activities, they will understand how and when to appropriately use the specific tools to aid in solving problems . We hope that team members will use these thinking tools as they solve their Destination ImagiNation Challenges .


Trekking Tool: Brainwriting Standards Addressed:

Decision Making: Generate a variety of solutions•

Reasoning and Problem Solving: Think abstractly and creatively•

Introduction:Brainwriting is a generating tool. It is similar to brainstorming in that there is a deliberate search to find multiple solutions . This tool also looks for unusual options and it calls for deferred judgment . The difference is that Brainwriting is completed in silence and is completed by each individual working alone . See the Appendix for Generating Guidelines .

Get Moving:Use the Brainwriting grid in the Blank Forms and Mini Posters Section .1 .

State the challenge to be solved . How might we…? In what ways might we…?2 .

Set an established amount of time for idea generating (10-15 minutes) .3 .

It is helpful if the group is seated around tables or in a circle .4 .

Remind learners that this is silent brainstorming and they work alone . Soft, 5 . slow music may be played in the background .

Each learner has one6 . Brainwriting paper . One or two extra papers are placed in the center of the table .

Each learner writes one idea in each box across the top row, generating a total 7 . of three ideas, then places that paper in the middle of the table and takes another sheet .

The learner looks at the top three ideas generated on this second sheet, 8 . makes connections or simply thinks of other ideas . The learner then writes three different ideas on the second row of boxes . Learners write new ideas - not ideas they wrote on their first sheet .

All learners continue until all papers are completed .9 .

When collected, many ideas have been generated .10 .

The team now begins to focus on these ideas to see which best meet their 11 . needs .

Try This Out:Possible scenario:

DIrect DIposit• : Your team might use the Brainwriting Tool to choose the story about making big and little decisions .

DI-BOT• : Your team might use the Brainwriting Tool to generate a list of ideas about how a character’s life is changed by robotic technology .

You’re Gonna Flip!• : Your team could use Brainwriting to generate ideas about how a character can change (flip) from one point of view to another .

Do or DI• : Brainwriting can generate a list of ideas about how to impersonate the different Stock Characters .

Trekking ToolBrainwriting is a generating tool . It is similar to brainstorming in that there is a deliberate search to find multiple solutions .


Breaking DI News• : Your team might use Brainwriting to generate a list of Newsworthy Events from other countries .

Instant Challenge• : How might this assist your team in preparing for your Instant Challenge?

Notes:See pages 12-13 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Brainstorming tool . Brainwriting is similar to Brainstorming but it is done silently and ideas are written rather than spoken aloud .


Trekking Tool: Morphological MatrixStandards Addressed:

Problem Solving: Develop and apply strategies to solve a variety of problems•

Reasoning and Problem Solving: Think abstractly and creatively•

Introduction:Morphological Matrix is a generating tool . This tool helps you to generate many new options . Different attributes are generated in a number of columns . By randomly selecting one idea from each column, the learner creates hundreds of combinations . See the Appendix for Generating Guidelines and Morphological Matrix grid .

Get Moving:Decide what problem you are going to solve .1 .

Think of a few different categories that could combine together to solve your 2 . problem .

Using the Morphological Matrix grid3 . , fill in words under the selected categories .

Randomly select a word from each different column to find novel, 4 . imaginative, combinations .

Plan a solution using the combinations chosen .5 .

Try This Out:Possible Scenario:

DIrect DIposit• : Your team can use the Morphological Matrix tool to generate ideas about the design of the Delivery Device .

DI-BOT• : Your team might use Morphological Matrix to design and create the DI-BOT

You’re Gonna Flip!• : Your team could use Morphological Matrix to generate ways to create the puppet(s) used in the Presentation .

Do or DI• : Morphological Matrix can help your team determine creative ways to include props and/or scenery into the presentation .

Breaking DI News• : Your team might use the Morphological Matrix tool to generate ideas for designing original costumes for your Characters .


Notes:See pages 16-17 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Morphological Matrix tool .

Trekking ToolMorphological Matrix is a generating tool . This tool helps you to generate many new options .


Trekking Tool: SCAMPERStandards Addressed:

Thinking and Reasoning: Effectively uses mental processes that are based on •identifying similarities and differences

Introduction:SCAMPER is a generating tool. This tool encourages you to think of new options . The letters in the word SCAMPER actually represent different words . Each letter stands for a word to help elicit new ideas . It is a checklist in the form of an acronym . The letters represent S-Substitute; C-Combine; A-Adapt; M-Magnify, Minify, Modify; P-Put to other uses; E-Eliminate; R-Reverse or Rearrange . Each of these words suggests a way you might generate new ideas to open a range of possibilities . See the Blank Forms and Mini Posters section for SCAMPER Poster .

Get Moving:It is helpful to use a chart for this tool . If the group is going to be working together, use a large chart for all to see . List the letters of SCAMPER individually . Leave space next to each letter (or words they represent) so you can write in the suggested ideas .

State the challenge or problem .1 .

Choose one letter from SCAMPER . Thinking of the word the letter represents, 2 . ask the group what new ideas might this word suggest? For example, if you chose the M, you might ask, “How could we make the prop bigger? Smaller? Changed in some way to make it more interesting?

Continue with all of the letters of the word SCAMPER .3 .

Review the entire list of suggested ideas to see which are most appealing .4 .

Decide what your next step will be to assist in your original challenge or 5 . problem .


Direct DIposit• : Your team might use SCAMPER to develop creative designs for the Target Locating System .

DI• -BOT: Your team might use the SCAMPER Tool to design and create the Scene-Change Transition .

You’re Gonna Flip!• : Your team could use SCAMPER to generate many original ways to create Live Visual Art .

Do or DI• : You might use SCAMPER to develop ways to practice with Unimpressive Superpowers .

Breaking DI News• : Your team might use SCAMPER to generate ideas of how to build props and scenery that will fit into a container described in the Breaking DI News Challenge .


See pages 18-19 in The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the SCAMPER tool .

Trekking ToolSCAMPER is a generating tool . This tool encourages you to think of new options . SCAMPER is a checklist in the form of an acronym .


Trekking Tool: Paired Comparison Analysis (PCA)Standards Addressed:

Thinking and Reasoning: Understands and applies basic principles of logic •and reasoning

Introduction:Paired Comparison Analysis, also known as PCA, is a focusing tool. This tool allows you to prioritize a small number of workable options . This is done by comparing one pair of options at a time until all of the options have been analyzed . This is a good tool to use when you have a small number of appealing options but you want to select the most promising option . See the Blank Forms and Mini Posters section for the PCA form .

Get Moving:It is helpful to use a ranking form for this tool . If the group is going to be working together and evaluating the options as a group, you may want to make the matrix on an overhead transparency or a large chart for all to see . If individual learners or small groups of learners are going to evaluate the options, the form can be written on a sheet of paper .

Create the PCA ranking form . (See Blank Forms and Mini Posters) .1 .

List each option you want to evaluate and identify them by a letter . Compare 2 . option A to all of the others by circling the preference and by rating the strength of the preference (3=very ease choice, 2=fairly easy choice, and 1=a very close call) .

After comparing A to all of the other options, move on to B and do the same 3 . type of comparison . After all of the options have been compared, add the scores for each preferred option in each pairing . Add all of the circled A’s and write that number for the A total . Continue adding all of the numbers for each circled letter .

Identify the ranking from the highest to the lowest numbered totals .4 .

Decide the next step . What might you do if there are two options that both 5 . rank with a high priority score?

Trekking ToolPCA is a focusing tool . This tool allows you to produce a small number of workable options . This is done by comparing one pair of options at a time until all of the options have been analyzed .



Direct DIpost• : Your team could use PCA to select the how the team is going to launch .

DI-BOT• : Your team might use the PCA Tool to choose ways to do a scene change that enhances the Presentation .

You’re Gonna Flip!• Your team could use PCA to determine the situation in which the main character will flip .

Do or DI• : PCA can be used to decide how to work the different choices for the Stock Character into the solution .

Breaking DI News• : Your team might use PCA to choose the final design for your Structure .


Notes:See pages 28-29 in • The Problem Solver’s Practical Toolbox (2003) for additional examples of uses for the Paired Comparison Analysis tool .


Trekking Tool: Solution StepsStandards Addressed:

Thinking and Reasoning: Applies decision-making techniques•

Introduction:Solution Steps is a focusing tool. This tool helps teams identify the original problem, examine the problem limitations (Considerations), generate a list of possibilities (How Might We…) and finally, come to a plausible solution . See the Blank Forms and Mini Posters section for Focusing Guidelines and the Solution Steps form .

Get Moving:Use the Solution Steps form from the Blank Forms and Mini Posters section in 1 . this book .

The problem or task is written in the box under the title “Problem .” Team 2 . members analyze the problem they need to solve .

In the box labeled, “Considerations,”3 . the team analyzes the limitations and the problems they face in finding a solution . They generate a list of things that are hampering a quick decision .

Next the team generates a list of possibilities . How might we…? They examine 4 . the limitations listed in the previous box and determine possible ways to overcome these problems . They ask questions such as How might we…, In what ways might we…, and What if we…?

Finally, they determine a solution that solves the initial problem . They 5 . come to this solution by the previous steps of stating the problem, listing the limitations, thinking of ways to overcome these limitations, and finally determining a plausible solution .


Direct DIposit• : Your team might use Solution Steps to select your Story about making decisions .

DI-BOT• : Your team might use the Solution Steps tool to determine the original story about how a character’s life is changed by robotics .

You’re Gonna Flip• !: Your team could use the Solution Steps tool to select the method of making the Live Visual Art .

Do or DI• : The Solution Steps tool can help your team decide how to incorporate the research about the Threatened Things into your skit .

Breaking DI News• : Your team might use Solution Steps to focus in on a story from the Newsworthy Event .


Trekking ToolSolution Steps is a focusing tool . This tool helps teams identify the original problem, examine the problem limitations (Considerations), generate a list of possibilities (How Might We…) and finally, come to a plausible solution .


Pit StopsAuto racers pull in to a pit stop when they need a quick change . They have a short amount of time and need to work quickly . Just what are Pit Stops for a Destination ImagiNation team? Pit Stops are short activities that adapt the Instant Challenge concept and connect it to the Challenges . Team members listen carefully to the directions, think quickly on their feet, learn to generate options rapidly and come to a quick focused decision . They work together with their teammates and solve the Challenge in a short amount of time .

The Pit Stops presented in this guide relate to the Challenges . The general concepts relate to one of the elements in a Team Challenge .

By practicing Pit Stops, teams learn to think quickly, listen to their teammates, analyze the situation in a short amount of time, prioritize the necessary tasks, and work toward a creative solution . It is our hope that team members will enjoy working together, learn to generate and focus in a short amount of time, and have fun while working on these Pit Stops .

Pit Stop: You’ve Got Mail!Relates to the DIrect DIposit ChallengeChallenge: Every day mail carriers deliver mail to homes all around the world . The Postmaster General is bored with how mail is delivered . He is asking the public to submit creative ideas of how mail carriers should place the mail in boxes . Your task is to create new delivery system for mail carriers to place the mail in the mailboxes .

Time: You will have up to 6 minutes to create the delivery system .•You will have up to 3 minutes to use the delivery system to place envelopes in •boxes .

Materials:These materials can be altered:

6 straws �

6 paper clips �

10 mailing labels (may not be used on the yardstick) �

1 12ft (3 .66m) piece of string �

1 paper plate �

2 balloons �

3 sheets of newspaper �

1 yardstick �

1 12in (30 .48cm) �

1 4in (10 .16cm) square cardboard �

What are Pit Stops?Short activities•

Adapt the • Instant Challenge concept

Connect to a particular •Challenge

Encourage listing to teammates•

Allows for prioritizing and •delegating tasks

Celebrates creative solutions•

Pit StopPit Stop: You’ve Got Mail!Relates to the DIrect DIposit Challenge


These materials cannot be altered:20 envelopes (to be delivered to the boxes)•

a pair of scissors •

Directions:Use the materials to create a Delivery System that will carry envelopes to 1 . either Box 1 or Box 2 .

Teams have 20 envelopes to deliver . You will have 6 minutes to create the 2 . delivery system .

Box 1 will be located 3ft ( .91m) from the Delivery Zone . The team will earn 1 3 . point for each envelope that is successfully delivered to Box 1 .

Box 2 will be located 6ft (1 .83m) from the Delivery Zone . The team will earn 2 4 . points for each envelope that is successfully delivered to Box 2 .

The team will have 3 minutes to use the Delivery System to deliver the 5 . envelopes to the boxes . The team will decide which box they want to try to deliver the envelopes .

Team members must stay in the Delivery Zone . No part of the team members’ 6 . body may cross the boundary of the Delivery Zone .

Scoring:You will receive:

1 point (20 points maximum) for each envelope placed in Box 1•

2 points (40 points maximum) for each envelope placed in Box 2•

40 points for the creativity of the Delivery System•

20 points for how well the team works together•

Site Setup:Delivery Zone

(No part of the team members’ bodies may cross the

ˇ

ˇ

Box 13ft (.91m) from Delivery Zone

Box 26ft (1.83m) from

Delivery Zone


Pit Stop: IncreDIble InventionRelates to the DI-BOT Challenge

Challenge: Students have been complaining that school is too hard . Your team will invent a device to make school easier for kids . The team will also create a commercial to advertise your invention .

Time: You will have up to 5 minutes to create your invention and plan the •commercial .

You will have up to 2 minutes to present the commercial .•

Materials:10 sheets of newspaper �

24in (60 .96cm) of masking tape �

3 empty tin cans �

3 yards of string �

2 pieces of dowel �

10 chenille stems �

5 sheets colored tissue paper �

2 cardboard boxes �

5 wrapping paper tubes �

5 toilet paper tubes �

Scissors to be used to make the props, not to be used �

Directions:The team will use the materials to create an invention that will make life easier 1 . for students in school .

The team will develop a commercial to advertise the invention .2 .

Present the commercial to an audience .3 .


Up to 30 points for the creativity of the invention•

Up to 30 points for the creativity of the commercial•

2 points for each type of material used (20 points maximum)•

20 points for how well the team worked together•

Pit StopPit Stop: IncreDIble InventionRelates to the DI-Bot Challenge


Pit Stop: Puppet PlayRelates to the You’re Gonna Flip! Challenge

Challenge: The writers of a well-known children’s television show are in need of ideas for upcoming telecasts . Your task is to use the materials to create two puppets and use the puppets and other team members to teach a lesson to the children of the world .

Time: You will have up to 5 minutes to make your props and plan your performance .•

You will have up to 3 minutes to present your performance .•

Materials:These materials can be altered:

1 paper lunch bag (any color) � 2 paper plates

4 chenille sticks � 3 plastic coffee stirrers

5 rubber bands � 24in (60 .96cm) string

1 paper cup � 4 mailing labels

2 binder clips � 6 index cards

These materials cannot be altered:A set of magic markers �

A pair of scissors �

Directions:The writers of a well-known children’s television show need your help . The 1 . team needs to assist them in developing an episode for their show .

Your team will use the materials to create two puppets .2 .

Your team will create and present an episode, using the puppets, that will 3 . teach a lesson to children . The lesson can be about anything the team desires .


Up to 20 points for the creativity of the first puppet•

Up to 20 points for the creativity of the second puppet•

2 points for each type of material used (maximum 20 points)•

Up to 10 points for the creativity of the lesson•

Up to 10 points for how well the lesson was delivered •

Up to 20 points for how well your team worked together•

Pit StopPit Stop: Puppet PlayRelates to the You’re Gonna Flip! Challenge


Pit Stop: Where, Oh Where Has Our Little….Gone ?Relates to the Do or DI Challenge

Challenge: We are living in a technological world . Technology is EVERYWHERE! What would happen if televisions, cell phones, and iPods were to become extinct? Your task is to create a performance to show what life would be like if a piece of technology were to become extinct .

Time: You will have up to 5 minutes to plan your performance .•

You will have 3 minutes to present your performance .•

Materials:Event Cards �

Directions:The team will plan a performance about what the world would be like if a 1 . piece of technology was to become extinct . The team will have 5 minutes to plan .

The team will present the performance . During the performance the team 2 . will turn over 2 Event Cards . The team will do so at the times of the team’s choosing . After the team has turned over a card, the team must immediately incorporate what is on the Event Card creatively into the performance .


5 points each (10 points total) for each Event integrated into your •performance

Up to 30 points for the creativity of how the Events are integrated into the •performance

Up to 30 points for the creativity of the story . •

Up to 20 points for how well your team works together•

Pit StopPit Stop: Where, Oh Where Has Our Little… Gone ?Relates to the Do or DI Challenge


Notes:To the Team Manager:

1. Option #1.

Make 2 Event Cards for the team from index cards . On each card, write one of the following Clues:

Suddenly, the extinct technology becomes popular and is not in danger of 1 . extinction .

Something called a Critopod becomes the new hit .2 .

2. Option #2

Before the team begins the Challenge, have each team member write a 1 . specific Event on an index card . They cannot tell the other team members about the Event they wrote .

Shuffle the cards .2 .

The team randomly chooses 2 of the cards to use in their Performance .3 .


Pit Stop: 1-2-3 Presto! Change-O!Relates to the Breaking DI News Challenge

Challenge: Your task is to create a structure that will be taken apart and put together into a second structure . The team will present a story to explain why the structure has changed .

Time: You will have 5 minutes to plan and create the structure and presentation .•

You will have up to 3 minutes to present the story and add weights .•

Materials:12in (30 .48cm) piece of string � 10 paper clips

20 straws � 2 pieces of newspaper

4 rubber bands � 1 egg carton

5 chenille stems �

10 fishing weights to be used as the weights �

Scissors provided: not to be used in the solution �

Directions:The team will create a structure using the materials . The structure must be 1 . built so that it can be taken apart and built into another structure .

The team will begin the presentation and add the weights to the first 2 . structure .

During the presentation, the team will take off the weights and take apart the 3 . first structure and use the same materials to create a brand new structure .

The presentation will continue and the team will add the weights to the 4 . second structure .

Scoring: You will receive:

Up to 20 points for the creativity of the first structure•

Up to 20 points for the creativity of the second structure•

2 points for each fishing weight added to the first structure (20 points •maximum)

2 points for each fishing weight added to the second structure (20 points •maximum)

Up to 20 points for how well the team worked together•

Pit StopPit Stop: 1-2-3 Presto! Change-O!Relates to the Breaking DI News Challenge

Creativity Teamwork Problem SolvingCreativity Teamwork Problem Solving

2009 -10


Blank Forms and Mini Posters


Generating Guidelines

Many ideas 9

Zany, wild ideas 9

Defer judgment 9

Piggyback on Ideas 9


Focusing Guidelines

Use affirmative judgment 9

Be deliberate 9

Stay on course 9

Consider novelty 9


Solution Steps Problem Considerations

How Might We…? Solution


Brainwriting


Morphological Matrix

1.

2.

3.

4.

5.

6.


SCAMPER

S- Substitute

C- Combine

A- Adapt

M- Magnify, Minify, Modify

P- Put to other uses

E- Eliminate

R- Reverse or Rearrange


Using the PCA Tool To Focus Options

List the options to be compared.

A B C

D E F

Look at all the pairs:For each pair below, choose the one you prefer . Circle it . Enter a number to indicate how strongly you feel about your choice . (3 = very strongly prefer, 2 = moderate, 1 = close call)

A/B A/C A/D A/E A/F

B/C B/D B/E B/F

C/D C/E C/F

D/E D/F E/F

Use the results to rank order or prioritize the options.

Total scores for: A B C D E F

Rank or priority: My top choice was:

2nd choice was : 5th choice was:

3rd choice was: 6th choice was:

4th choice was: Source: Treffinger & Nassab (1977), Thinking Tools Lessons; Adapted from Treffinger (1994), Creative Problem Solver’s Guidebook. Reproduced with permission from Thinking Tool Guides (1998), Center for Creative Learning .


ReferencesBognar, Rosemary L .; Guy, Mo; Purifico, SusanBeth S .; Redmond, Lindy T .; Schoonmaker, Jill; Schoonover, Patricia F .; Treffinger, Donald J .(2003) . The Problem Solver’s Practical Toolbox. Glassboro, NJ: Destination ImagiNation, Inc .

Treffinger, D .J .; Isaksen, Scott G .; and Dorval, Brian K . (2000) Creative Problem Solving; an Introduction, 4th edition. Waco, TX: Prufrock Press .

Treffinger, D .J ., and Young, G .C . (2002) . Building Creative Excellence. Glassboro, NJ: Destination ImagiNation, Inc .

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