Synectics

1. Synectics IDT – 535 Dr. Cynthia Gautreau July 15, 2008 Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa Click to begin…

2. What is Synectics? Active, creative process of creating meaning through metaphoric activity. Creating mental imagery of one idea based on another idea

3. Metaphors are made of… Tenor: subject to which the metaphor is applied Vehicle: term through which tenor is applied Ground: similarity between vehicle and ground + + You are my sunshine, my only sunshine. You make me happy when skies are gray.

4. Analogy = similarity in function Comparing one thing to another using: Simileclick for an example Metaphorclick for an example

5. Why…he doth bestride the narrow worldlikea Colossus. Simile Simile Expressed Analogy

6. 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 Implied Analogy Metaphor

7. Three Analogies in Synectics Direct analogy: Two things compared to create tenor and vehicle Chili peppers are hot as a fire. I feel hot.I make your mouth burn.I’m burnin’ up!Please don’t grill me. Personal analogy: Learner takes on the identity of the vehicle Compressed conflict: Descriptive oxymoron of the tenor nourishing flame

8. Two Strategies (click one) Strategy 2: Make the strange familiar Substantive input Direct Analogy Personal Analogy Re-examineOriginal Task Comparing Analogy Direct Analogy Learner-directed Explaining Differences Instructor-directed Compressed Conflict Exploration Personal Analogy Generating Analogy Direct Analogy Description of Present Condition Strategy 1: Creating something new

9. Strategy 1: Create something new Re-examineOriginal Task 6. Students use the new analogy to re-examine or resolve the original situation or problem. 5. Students create a new direct analogy based on the compressed conflict. Direct Analogy Learner-directed 4. Students use descriptions from phases 2 and 3, to create compressed conflicts, and choose one. Compressed Conflict 3. Students try on the direct analogy;they “become” the thing. Personal Analogy 2. Students suggest direct analogies, choose one, and describe it in detail. Direct Analogy 1. Students describe a situation or topic as they see it now. Description of Present Condition Click each step starting here. Creating something new

10. Strategy 2: Make the strange familiar Make the strange familiar ? 1. Teacher presents information for a new topic or subject matter. Click each step starting here. Substantive input 2. Teacher suggests a direct analogy, and students describe the analogy. Direct Analogy 3. Teacher directs students to “become” the direct analogy. Personal Analogy 4. Students describe similarities between the analogy and the new topic. Comparing Analogy 5. Students explain ways in which the analogy does not fit the new topic. Explaining Differences Instructor-directed 6. Students re-explore the original topic on its own terms, free from analogy. Exploration 7. Students create their own direct analogy, and describe similarities and differences with the topic. Generating Analogy

11. Synectics & Learners What I Do Know 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 New Knowledge Synectics What I Don’t Know

12. Learning Styles & Strategy 2 Phases Auditory learners “hear” the examples and analogies given Visual Phase 1 Phases2-6 learners “see” what they are trying to learn Kinesthetic Phase 7 learners “do” activities to help them understand the new information Synectics is an effective way to teach new or unfamiliar concepts because it appeals to all types of learners.

13. Visual Kinesthetic Auditory Visual Strategy 2 Phases as Steps Generating Analogy Exploration ExplainingDifferences ComparingAnalogies PersonalAnalogy Direct Analogy Present New Topic

14. If motor oil keeps the car lubed, what does canola oil do for a cake? Case Study: Strategy 2 • 3 lessons • Utensils for baking a cake • Cake ingredients • Kitchen appliances • Audience:High school students • Prior knowledge: • Likely know something about baking. • Likely know something about cars. • Probably not proficientwith either baking or cars.

15. Lesson 2: Cake to Car Analogy How’s a cake like a car? Isa cake like a car?

16. 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.

17. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies PersonalAnalogy Direct Analogy Teacher presents students with a cake recipe and introduces the topic: Understanding the roles of the basic ingredients required to bake a cake. Present New Topic

18. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies PersonalAnalogy 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. Direct Analogy Present New Topic

19. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies Teacher instructs the students to consider and discuss what it is like to be a car. PersonalAnalogy Direct Analogy Present New Topic

20. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies 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. PersonalAnalogy Direct Analogy Present New Topic

21. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies 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. PersonalAnalogy Direct Analogy Present New Topic

22. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies 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. PersonalAnalogy Direct Analogy Present New Topic

23. Pedagogy Synectics Cooperative Learning Generating Analogy Exploration ExplainingDifferences ComparingAnalogies PersonalAnalogy Students work individually to generate and describe a different direct analogy for a cake, including: Direct Analogy 1. At least three similarities between a cake and the analogous subject/item. 2. At least three differences. Present New Topic

24. 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

25. 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 Benefits

26. 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

27. 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.

28. 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 Start over… close