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FPSPI. Coach Training 2013-14. Future Problem Solving Program International. FPS Program : * Team Booklet * Individual Booklet * Scenario Writing * CmPS Team * CmPS Individual * AbPS (non-competitive). Process : Creative Problem Solving (CPS) Multiple steps CPS Tools.

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fpspi
FPSPI

Coach Training

2013-14

future problem solving program international
Future Problem Solving Program International
  • FPS Program:

* Team Booklet

* Individual Booklet

* Scenario Writing

* CmPS Team

* CmPS Individual

* AbPS (non-competitive)

Process:

  • Creative Problem Solving (CPS)

Multiple steps

CPS Tools

Components

6 Step Process

generating focusing ideas
Generating & Focusing Ideas . . .
  • Generating tools are used to create new & unique ideas.
    • Brainstorming and its variations (most common)

Throughout the process

*******************************************

  • Focusing tools are used to evaluate, compare, categorize, & highlight generated ideas.
    • Hits & Hot Spots (UP); Grid (Step 5)
prior to reading the future scene
Prior to reading the future scene . . .
  • Use creative and critical thinking tools
    • Know when to focus
    • and when to explore!
    • Get those brains working!
prior to reading the future scene1
Prior to reading the future scene . . .

Research, Research, Research . . .

Know your topic for success!

TIPPS - pages 20 & 41

form your teams
Form Your Teams
  • 1. Please list your strengths on the front of your card:

leader – team member – researcher – creative thinker – analyzer – time keeper – writer – supportive of others

  • Please list areas you least excel in on the back of your card.
  • Work well with (front ) Why?
  • Do not work well with (back) Why?

TIPPS – page 24, 21

the future scene
The Future Scene . . .

The future scene is an imagined future,

based on available research.

Key Parts:

  • FS Parameters – topic, place, time
  • The issues –

anything within the FS deemed important

  • The charge –

usually found near the end of the FS,

the CALL TO ACTION!

TIPPS – page 53

olympic fs parameters
Olympic FS Parameters:
  • Topic: Divided Olympics
  • Place: Moscow, Olympic Stadium, Olympics
  • Time: 2040 or future Divided Olympics

TIPPS = page 56

slide11

Unraveling a Future Scene – Figure One

Related research:

Main Ideas; issues raised; possible challenges:

Paste Future Scene

here

Who is involved? (People & Organizations):

Task :

Specific relevant vocabulary (From future scenes

Future Scene Parameters:

and research):

Time:

Place:

Topic:

olympic games directive or charge
Olympic Games – Directive or Charge
  • Reporter: “One of the main questions for the IOC is if this division embraces the Olympic Games’ fundamental principles which require, ‘mutual understanding with a spirit of friendship, solidarity, and fair play.’  We’ve asked FPS teams to use the first three steps of their six-step model to generate challenges, develop an underlying problem, and produce solution ideas to analyze the first Divided Olympics.”
step 1 identify challenges
STEP 1: Identify Challenges . . .
  • Objectives: Identify challenges within the FS & write 16 challenges in statement form.

***************************************

    • Issues
    • Concerns
    • Problems
    • Points of importance that need consideration

Use the Category List

to think of & identify challenges within the FS.

writing challenges
Writing Challenges . . .
  • Write challenges in statement form.
  • Use may, might, could, etc. rather than will.
  • Explain:
    • What the challenge is
    • Why it is a challenge
    • How it relates to the future scene
  • Include research (terms, sources, facts, etc.)

TIPPS – page 68

possible challenges what categories
Possible Challenges What categories?
  • Traditional forms of recreation for older or disabled people might be cast aside in favor of having enhancements to "repair" the natural aging process.
  • There is potential for damage due to protestors getting out of control.
  • The media may not be able to keep people interested in aging athletes when societies historically focused on youth.
  • Moscow may not be able to handle double the numbers of athletes and their followers, housing, food, facilities.
  • Protestors may endanger public safety and athlete safety.
  • Steroids are illegal in many countries and the Modified Division may create legal battles in other countries.
step 2 select an underlying problem
STEP 2: Select an Underlying Problem . .
  • Objective: To use a Step 1 challenge to identify & state an important part of the FS to solve

***************************************

The UP is –

- written as a question

- should address an important challenges which has a significant impact on the future scene.

IRS! Important

Relevant to FS

Solvable

4 elements of a up
4 Elements of a UP:
  • (CP) Condition Phrase: a lead-in fact from the FS that is the rationale for the selected UP
  • (S) + (KVP)
    • Stem: “HMW…” or “IWWMW…”
    • Key Verb Phrase: 1 active verb in a phrase mandating what must be done in Step 3
  • (P) Purpose: the outcome as the result of the UP
  • (FSP) Future Scene Parameters: time, place, topic
step 2 teeter totter up
Step 2 – Teeter-Totter UP

Students must find a balance between

- WHAT they want to accomplish

and

- WHY they wish to do whatever it is.

The teeter-totter must be in balance!

TIPPS – page 69

slide19

KVP purpose

how might we... so that...

  • After the students look over their step 1 challenges, ask them to think about:
  • WHAT THEY ARE MOST CONCERNED ABOUT?
  • What is an IMPORTANT PROBLEM AREA of the future scene?
  • What do they most wish to address?
  • What problem area is most “do-able”?
  • What problem area do they know the most about?
  • Each solution in Step 3 must honor BOTH parts of the teeter-totter.
slide20

Since this, in 2040, is the first Divided Olympics with few guidelines for the IOC to follow for Modified Division qualification, how might we structure the Modified division more effectively so that there is less dissension about the Divided Olympics in the future?

A 7 F 6

(Important problem; KVP is somewhat vague)

  • Since the Modified athletes in the Divided Olympics can use any technological or neurological enhancements, how might we improve the transparency of the Modification process so that the Divided Olympics are more publicly acceptable after 2040?

A 9 F 8

(condition phrase relates UP to larger ethical problems)

slide21

CHARTING AN UNDERLYING PROBLEM

Worksheet TIPPS – page 75

slide22

Since Olympic athletes can use any enhancement that allows them to regain natural functioning in 2040 in Moscow, how might we, the Divided Olympics committee, regulate the types of modifications allowed, so that the enhanced athletes are not putting their future health in danger?

A 7 F 6

(UP introduces Olympic politics by including the Divided Olympics Committee. Solutions may suffer from narrow focus.)

  • Since protestors both for and against the divisions are raising tensions in the 2040 Olympics, how might we improve communication between the IOC and the Olympic audience so that the Olympic spirit is less disrupted by protestors in the future?

A 6 F 7

(Interesting angle; be wary of generic media solutions that don’t address the specifics of future scene/current Olympics.)

slide23

The Olympic charter embraces the spirit of friendship, solidarity, and fair play, but research indicates that technologically-advanced countries may have an advantage in the Modified Division. How might we increase the ability of less technologically advanced countries to compete in the Modified division so that the Olympic goal of fairness can be upheld in the 2040 Olympic Games?

A 9 F 9

(Logical inference that anticipates future political concerns. Make sure solutions are relevant to current issues in the FS.)

  • Since the Modified Class has created a rift in the 2040 Olympics, how might we create a separate event for the Modified athletes, in order to uphold the integrity of the Natural Olympics?

A 1-3 F 1-3

(Negates the charge of the FS.)

  • Since many teenagers are attending the Divided Olympics, how might we decrease enhancement among high school athletes?

A 1 F 1

(Broadening/Not connected to FS; No purpose)

step 3 produce solution ideas
STEP 3: Produce Solution Ideas . . .
  • Objective: To create many, varied, & unusual solution ideas that respond to the UP

***************************************

Teams look for solutions that . . .

- respond to or solve the UP

- relate back to the future scene.

step 3 essentials
Step 3 Essentials
  • Solution Ideas are proposals & are stated in definite terms.
      • This solution WILL . . .
  • Solutions should be elaborately written to include:
    • WHO will carry out the solution idea
    • WHAT the solution idea is
    • HOW the idea will work
    • WHY the idea will solve the UP (KVP & Purpose)
slide26

WHAT’S WRONG

  • Since tardiness reduces the amount of class time and disrupts class, how might we reduce the number of students at our school who are often tardy so that productive school time will not be wasted?
  • Write each example solution on the board, one at a time. Each solution has at least one error. (The solution may use a pronoun instead of a specific who, it may not give a reason for the solution, or it may not be relevant to the UP.)
    • Tardy kids would have to go to the principal.
    • A committee of students should be established to judge the tardy students.
    • Rewards could be given to students who have no tardies on their records.
    • A school contest will be held to select the class that has the best attendance record.
    • Students with more than two tardies will have to stay after school and scrub floors.
  • Ask students to determine what is wrong with each solution.
  • After the students have determined the error in each solution, ask them to individually rewrite the solution so that it would be given credit for Relevancy and Elaboration and fit into different categories.
  • Ask for volunteers to share their corrected solutions.
  • Ask the class to create a composite solution.
  • Repeat the process using the next solution.
  • TIPPS – page 94
step 4 generate select criteria
STEP 4: Generate & Select Criteria
  • Objective: To develop yardsticks to determine the creative potential & importance of solution ideas

***************************************

Once an easy step, Step 4 has become more

sophisticated and allows the critical thinkers to gain

additional points.

BUT it’s also more difficult for students!

correctly written criteria
Correctly Written Criteria:
  • Address only 1 concern/dimension in each criterion.
    • Do not include both easiest to implement and least expensive.
  • Use superlatives in phrasing of criteria.
    • Use best or most rather than better or more.
  • Phrase your criteria in the desired direction.
    • Use least costly rather than most costly.
generic criteria 1 point each can be used with any topic
Generic Criteria = 1 point each - Can be used with any topic
  • CHEATS – this is NOT teaching teams to cheat!
    • C = cost (WSW cost the least to implement?)*must show that cost is a relevant factor to receive credit
    • H = humaneness (be the most humane?)
    • E = efficiency/effectiveness (be most efficient? Or be most effective once implemented?)
    • A = acceptance (be most accepted?)
    • T = time (be quickest to accomplish?) *must show that time is a relevant factor to receive credit
    • S = safety (be safest for the employees?)
modified 2 points each added words specific to the fs not including parameters
Modified = 2 points each - added words specific to the FS (not including parameters)

The Olympic charter embraces the spirit of friendship, solidarity, and

fair play, but research indicates that technologically-advanced countries

may have an advantage in the Modified Division. How might we increase

the ability of less technologically advanced countries to compete in the

Modified division so that the Olympic goal of fairness can be upheld in

the 2040 Olympic Games?

  • WSW cost the least for less technologically advanced countries?
  • WSW be the most humane for modified athletes?
  • WSW be the most efficient for the IOC to implement?
  • WSW be most accepted by the athletes of less advanced countries?
  • WSW be quickest for the IOC to accomplish?)
  • WSW be the safest for all athletes competing in the Olympics?
advanced 3 points goes beyond modified ideas
Advanced = 3 points Goes beyond modified ideas
  • The Olympic charter embraces the spirit of friendship, solidarity, and fair play, but research indicates that technologically-advanced countries may have an advantage in the Modified Division. How might we increase the ability of less technologically advanced countries to compete in the Modified division so that the Olympic goal of fairness can be upheld in the 2040 Olympic Games?

3 ways to write Advanced Criteria:

    • Based on the KVP or Purpose from the UP: WSW most enable technologically advance countries to compete in the Modified division of the Olympic Games?
    • Specific to the topic and not easily used with other topic areas: WSW provide the most enhancement technology to less advanced countries?

(next page for #3)

slide32

3. Generic but are justified with info from the future scene =

Since research ...advantage in the Modified Division,

WSW be the fairest for all athletes?

slide33

Criteria Grid –

  • Choosing the best cookie/bar for…………………
  • Write your five criteria here:
  • In the left hand column note names of the five bars.
  • Look at the first criterion and decide which bar best fits it. Give this bar a score of 5.
  • Decide which bar least fits the criterion and give this a 1.
  • Rank the other 3 bars.
  • Repeat for all of the criteria.
  • Each column should have 1, 2, 3, 4 and 5
  • Add the rows across and the highest scoring one would be the best one for you to choose.
  • Extension:
  • Get students to make up their own scenarios (not necessarily using food) and try them out with other students
  • TIPPS – page 97
step 5 apply criteria
STEP 5: Apply Criteria . . .
  • Objective: To select from your 16 most promising solution ideas, 8 that are the most intriguing, and to apply the criteria from Step 4 by using the evaluation matrix (grid)

***************************************

Once 8 ideas are noted on the grid, the solutions are

ranked according to each criterion.

The highest ranked solution must be used for AP.

step 6 develop an action plan
STEP 6: Develop an Action Plan . . .
  • Objective: To develop an action plan to explain & promote your highest ranking solution idea, and to show its relevance and importance to the UP and the FS.

***************************************

This is the final product of your problem solving

process. It is critical that teams leave time to develop

a well-defined plan.

step 6 essentials
Step 6 Essentials

Answer the following questions to develop the action plan:

  • Who will make the solution happen?
  • What will be done to solve the challenge?
  • When will results begin & will it continue?
  • Where will the plan be implemented?
  • Why will this positively impact the FS & topic?
  • How will the action plan be carried out?
add even more to the ap
Add even more to the AP . . .
  • Who will be the resistors and how can we work with them?
  • Who will be the assisters? Who or what can be of help in bringing about the action plan?
  • ALoU : What advantages will be recognized because of the Action Plan? What limitations may be encountered and how might we overcome them? What are the unique possibilities of this plan?
world wide action plan web creating connections topic activity unit 2008 09
WORLD WIDE ACTION PLAN WEBCreating ConnectionsTopic Activity Unit -2008-09

The last step of the FPS process is writing your action plan. Important

components of the plan are “linked” together to describe how your best

solution can be successfully implemented to solve your underlying problem.

  • Materials: A ball of black yarn; six pieces of legal size paper
  • Preparation:
  • Label each sheet of paper with one of the following terms:
  • Relevance, Effectiveness, Impact, Humaneness, Development of Action Plan
  • On the “Development of Action Plan” page, use a red magic marker to add the following terms: Who, What, How, Why, Obstacles, Resistors, Supporters
slide40

Directions:

1. Form a large circle and sit on the floor.

2. Create the Action Plan Web.

Begin the creation of the web by holding onto the end piece of the yarn and tossing the ball of yarn across the circle to a class member.

Instruct the student who catches the yarn ball to hold onto that section of the yarn and toss the ball across the circle to another class member.

Repeat this process two more times to begin to see the creation of the web.

Say “Stop Action.” Tell the students: “Whenever this command is given, the student with the ball of yarn will hold it until the ‘Continue Action’ command is given.” Each time the action is stopped relate an important step in writing an action plan.

slide41

3. Stop Action One: Your action plan must be relevant. It must solve the key verb phase and the purpose of your underlying problem. Remember the term RELEVANCY.

4. Stop Action Two: Your action plan must effectively solve your underlying problem and have an impacton issues related to the Future Scene. Remember the words EFFECTIVE and IMPACT.

5. Stop Action Three: Your action plan must be humane. This means it is not a negative or violent solution. Remember the term HUMANE.

other competitive components
Other Competitive Components
  • Register with your Affiliate Program to receive coach & evaluation guidelines.
  • 1,500 words maximum
  • Select 1 of the 5 topics of the year
  • Scenario due in at beginning of the calendar year
  • Divisions same as teams
  • Register with your Affiliate Program to receive coach & evaluation guidelines.
  • Highest form of service learning
  • Divisions same as teams
  • Project due in early spring
  • Students learn community involvement that lasts for a lifetime

Scenario Writing

Community Problem Solving