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Transcript of Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello,...
![Page 1: Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa.](https://reader036.fdocuments.us/reader036/viewer/2022062404/5519e18d5503468b0c8b4d47/html5/thumbnails/1.jpg)
SynecticsSynectics
IDT – 535
Dr. Cynthia Gautreau
July 15, 2008
Click to begin…
Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa
![Page 2: Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa.](https://reader036.fdocuments.us/reader036/viewer/2022062404/5519e18d5503468b0c8b4d47/html5/thumbnails/2.jpg)
What is Synectics?
Active, creative process of creating meaning through metaphoric activity.
Creating mental imagery of one idea
based on another idea
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Metaphors are made of…
Vehicle:term through which
tenor is applied
Ground:similarity between vehicle and ground
+ +Tenor:
subject to which the metaphor is applied
You are my sunshine, my only sunshine. You make me happywhen skies are gray.
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Analogy = similarity in function
Comparing one thing to another using:
Simileclick for an example
Metaphorclick for an example
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Sim
ile
Exp
ressed A
nalo
gy
Exp
ressed A
nalo
gy
SimileSimile
Why…he doth bestride the narrow world like a
Colossus.
Why…he doth bestride the narrow world like a
Colossus.
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Implied AnalogyImplied Analogy
All the world's a stage,And all the men and women merely players;
They have their exits and their entrances;~Wm Shakespeare, As You Like It
MetaphorMetaphor
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Three Analogies in Synectics
Direct analogy: Two things compared to create tenor and vehicle
Personal analogy:Learner takes on the identity of the vehicle
Compressed conflict:Descriptive oxymoron of the tenor
Chili peppers are hot as a fire.
I feel hot.I make your mouth burn.I’m burnin’ up!Please don’t grill me.
nourishing flame
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Strategy 1: Creating something newStrategy 1: Creating something new
Personal Analogy
Direct Analogy
Compressed Conflict
Direct Analogy
Description of Present Condition
Re-examineOriginal Task
Substantive input
Direct Analogy
Explaining Differences
Personal Analogy
Comparing Analogy
Strategy 2: Make the strange familiarStrategy 2: Make the strange familiar
Exploration
Generating Analogy
Lear
ner-
dire
cted
Inst
ruct
or-d
irec
ted
Two Strategies (click one)
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2. Students suggest direct analogies, choose one, and describe it in detail.
Click each step starting here.1. Students describe a situation or topic as they see it now.
3. Students try on the direct analogy;they “become” the thing.
4. Students use descriptions from phases 2 and 3, to create compressed conflicts, and choose one.
5. Students create a new direct analogy based on the compressed conflict.
6. Students use the new analogy to re-examine or resolve the original situation or problem.
Creating something new
Personal Analogy
Direct Analogy
Compressed Conflict
Direct Analogy
Description of Present Condition
Re-examineOriginal Task
Lear
ner-
dire
cted
Strategy 1: Create something new
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Click each step starting here.
2. Teacher suggests a direct analogy, and students describe the analogy.
3. Teacher directs students to “become” the direct analogy.
4. Students describe similarities between the analogy and the new topic.
5. Students explain ways in which the analogy does not fit the new topic.
6. Students re-explore the original topic on its own terms, free from analogy.
7. Students create their own direct analogy, and describe similarities and differences with the topic.
1. Teacher presents information for a new topic or subject matter. Substantive input
Direct Analogy
Explaining Differences
Personal Analogy
Comparing Analogy
Make the strange familiar
Exploration
Generating Analogy
Inst
ruct
or-d
irec
ted
Strategy 2: Make the strange familiar
??
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Synectics & Learners
Synectics can be used with Children as well Adults because Synectics:• Is based on creativity, and creativity is ageless• Is a creative way to learn new information, or solve complex problems• Incorporates new concepts in what the learner already knows, which
increases the transfer of knowledge
What I Don’t Know
What I Do Know
Synectics New Knowledge
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Learning Styles & Strategy 2 Phases
Kinesthetic
Auditory
Visual
Synectics is an effective way to teach new or unfamiliar concepts because it appeals to all types of learners.
Phases2-6
Phase 1
Phase 7
learners “see” what they are trying to learn
learners “hear” the examples and
analogies given
learners “do” activities to help
them understand the new information
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KinestheticA
uditory
Visual
Visual
Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Strategy 2 Phases as Steps
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Case Study: Strategy 2
• 3 lessons
1. Utensils for baking a cake
2. Cake ingredients
3. Kitchen appliances• Audience: High school students• Prior knowledge:
– Likely know something about baking.– Likely know something about cars. – Probably not proficient with either baking or cars.
If motor oil
keeps the car
lubed, what
does canola oil
do for a cake?
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Lesson 2: Cake to Car Analogy
How’s a cake like a car?Is a cake like a car?
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Lesson Objectives
Describe the purpose of the ingredients in a basic cake recipe.
Compare the functions of cake ingredients to the functions of things that make a car run.
Identify missing ingredients based on a cake’s characteristics.
Identify the cause-and-effect relationship between baking
ingredients and characteristics of the
finished cake.
Identify the cause-and-effect relationship between baking
ingredients and characteristics of the
finished cake.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Synectics
Cooperative Learning
Pedagogy
Teacher presents students with a cake recipe and introduces the topic: Understanding the roles of the basic ingredients required to bake a cake.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Synectics
Cooperative Learning
Pedagogy
Teacher initiates a class discussion to draw a direct analogy between the ingredients of a cake and the fluids (ingredients) that make a car run.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Synectics
Cooperative Learning
Pedagogy
Teacher instructs the students to consider and discuss what it is like to be a car.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Synectics
Cooperative Learning
Pedagogy
Students identify and explain the points of similarity between the new material and the direct analogy, or how a cake and a car are alike.
For example, vegetable oil moistens the cake and motor oil keeps the car’s engine lubed.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Synectics
Cooperative Learning
Pedagogy
Students, still in groups, explain where the analogy does not fit, or how a car and a cake are not alike.
For example, cakes are not built to last.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Generating Analogy
Synectics
Cooperative Learning
Pedagogy
Students work in dyads to re-explore the cake and the role of the ingredients on their own terms as unique phenomena.
The dyads identify missing ingredients based on descriptions of cakes that are doomed to the dumpster.
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Present New Topic
Direct Analogy
PersonalAnalogy
ComparingAnalogies
ExplainingDifferences
Exploration
Synectics
Cooperative Learning
Pedagogy
Students work individually to generate and describe a different direct analogy for a cake, including:
1. At least three similarities between a cake and the analogous subject/item.
2. At least three differences.
Generating Analogy
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Synectics in Mixed Environments
Synectics can be used:• In the classroom as a creative
learning technique that can be used with other models and a wide variety of subjects
• In business as a tool for brainstorming, idea-generation and problem-solving
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Ben
efits
Ben
efits
Ben
efits
Ben
efits
Summary
Works well with all ages Works well with diverse groups Participants share different backgrounds Creates fun, energizing, and bonding experience Enhances ability to apply knowledge Learners discover what they already know Fosters new ideas Learners internalize abstract concepts Helps to overcome mental blocks Promotes freethinking Increases understanding of subject Enhances divergent thinking and problem-solving skills
Works well with all ages Works well with diverse groups Participants share different backgrounds Creates fun, energizing, and bonding experience Enhances ability to apply knowledge Learners discover what they already know Fosters new ideas Learners internalize abstract concepts Helps to overcome mental blocks Promotes freethinking Increases understanding of subject Enhances divergent thinking and problem-solving skills
![Page 26: Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Click to begin… Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa.](https://reader036.fdocuments.us/reader036/viewer/2022062404/5519e18d5503468b0c8b4d47/html5/thumbnails/26.jpg)
Next steps…
We hope that this presentation has helped you achieve a better understanding of Synectics.
Please join us in the Discussion Board to share some ideas about using Synectics.
~ Team N-SYN-C~ Team N-SYN-C
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References
Bob, T. (n.d.) Metaphor. Retrieved July 1, 2008 from T. Bob's Home Page Web site: http://www.cod.edu/people/faculty/bobtam/website/metaphor.htm
Cooper, T. (2007, June 28). Synectics. Retrieved July 7, 2008, from Helping Students Education Corporation Web site: http://helpingstudents.org/JSPWiki/Wiki.jsp?page=Synectics.
Dallas, J. E. (n.d.) How To: Adjust Your Teaching Style to Your Students' Learning Style. Debriefing During and After Instruction. Retrieved July 2, 2008, from teachers
network Web site: http://www.teachersnetwork.org/ntol/howto/adjust/c17207,.htm
Dallman-Jones, A. (1994). The Expert Educator: A Reference Manual of Teaching Strategies for Quality Education. Fond Du Lac, WI: Three Blue Herons Publishing.
Douglas, J. H. (1977). The Genius of Everyman (2): Learning Creativity. Science News, 111 (18), 284-287.
Gautschi, T. F. (1990, September 3). How to improve Group Decisions. Design News, 188.
Hummett, L. (2006, November). Synectics for Creative Thinking in Technology Education. The Technology Teacher, 22-27.
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References (continued)
Jeter, D. (2000, September 10). The Mozart Effect and More. Retrieved July 7, 2008, from suite101.com Web site:
http://www.suite101.com/article.cfm/diversified_learning/47735/1
Kelly, P. (1997, September). Introduction to Synectics Methodology. Retrieved July 7, 2008, from Facilitator Plus Web site: http://facplus.com/thfac2.html.
McKinstry, M. J. (n.d.) Synectics: Graphic Organizers. Retrieved July 7, 2008, from Write Design Online Web site: http://www.writedesignonline.com/organizers/synectics.html.
Meek, L. (2007, August 6). Visual Metaphors: 7 rockstar examples on the web. Retrieved June 28, 2008, from Devlounge Web site:
http://www.devlounge.net/articles/visual-metaphors-7-rockstar-examples-on-the-web
Saba, F. (n.d.) Synectics…a Brainstorming Tool. Retrieved June, 27, 2008, from Farhad Saba's EDTEC 596 Introduction to Distance Education Web site:
http://edweb.sdsu.edu/courses/ET650_online/MAPPS/Synectics.html
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