5th Grade Evaluative Thinking Synectics III – Intro for Teachers CCSD Advanced Learning: Talent Development

WHAT IS SYNECTICS? Synectics (Gordon, 1961) provides an approach to creative thinking that depends on looking at unrelated phenomenon and making a relevant connection.

Advantages to Using Synectics 1. Increases creativity in individuals and groups. 2. Works well as a cooperative learning exercise. 3. Encourages community togetherness. 4. Allows divergent thinking processes. 5. Reaches students with different learning styles. 6. Allows for use of imagination and the senses. 7. Useful in problem solving and brainstorming endeavors. 8. Broadens concept attainment.

Disadvantages to Using Synectics Students trained in the rigors of left brain concrete sequential thinking may be temporarily stretched out of their comfort zone

Core Concept Brainstorming is the backbone of Synectics. Students can work as a class, groups, pairs, or individually. Brainstorming allows students to discover what they know already about the topic and explore their own thoughts and ideas about the connections between subjects. The teacher becomes the facilitator guiding the process and assessing students for understanding.

Synectics & Graphic Organizers A variety of resources can be used to record student responses. However, graphic organizers are a good way to help students make connections regardless of what Synectics strategy you are using. Graphic organizers help students visualize and categorize similarities/differences in order to make connections between themes and objects

What will students do? Students will engage in evaluative thinking by using Synectics Students will choose a Synectics Task Card and accompanying organizer Students will use the organizer to brainstorm facts they know, descriptions, thoughts and ideas related to each topic on the task card. After reviewing their brainstorm responses, students will create their own analogies: Robots are like the moon because____________________________________.

Implementing the Lesson Prepare: Print and laminate each 2-sided task card. Photocopy organizers for students to use with task cards. Present: 5th Grade Synectics Part III Mini Lesson Practice: Allow students to work in pairs or individually on each consecutive task. There are no right or wrong answers. These tasks encourage and promote individual, creative and lateral thinking. 

Assessment Students will be observed as they engage in the brainstorming process and creating their own analogies. Students will use an organizer to scaffold them through the problem solving process. The teacher will evaluate students as they display their ability to: Brainstorm effectively Create analogies that demonstrate how the items are connected

5th Grade Synectics Part III Mini Lesson CCSD Advanced Learning: Talent Development

Today we will learn about a certain way of thinking that will… Help us think of new ideas Help you stretch your thinking.

SYNECTICS syn·ec·tics The name Synectics combines Greek word parts and suggests, "the bringing together of diverse elements."

WHAT IS SYNECTICS? Synectics is a strategy for creative thinking that involves comparing unrelated things and making a valid connection.

How Does It Work?

Synectics Sample Task Card Topic: Volcano Definition: Direct Analogies Personal Analogies Compressed Conflict New Analogies Key Words & Theme Similar Feels Like Opposite Synthesis Use the dictionary to fully define the word(s). Synectics Sample Task Card

Synectics Task Card #2 After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. A volcano is like a _________________, because_________________________________________ __________________________________________________________________________________

How to do it After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. Create direct analogies: What words have the same or similar meaning?(try synonyms) * Describe personal analogies: What would it feel like to have the characteristics or traits of —–?( describe emotions and physical attributes) * Identify compressed conflicts; What words have the opposite meaning or characteristics? (Use antonyms) * Create new direct analogy: What words have the similar or same meaning? This repeats the prompt from the second step. The difference after going through the first three lists you will have gone deeper into the subject and this list will reflect that depth. Synthesis: Evaluate all the four steps and find key words or phrases, expand on those to generate more. Finally, focus on a theme that may incorporate several elements based on the final list.

5th Grade Synectics III Printable Task Cards CCSD Advanced Learning: Talent Development

Bill of Rights Prism Synectics Task Card #1 Use the organizer to brainstorm facts you know, descriptions, thoughts and ideas related to each topic.

Synectics Task Card #1 After reviewing your brainstorm responses, create your own analogies: The Bill of Rights is like a prism because__________________________________________________ ___________________________________________________________________________________. __________________________________________________________________________________.

Four Box Synectics for: Telegraph Salad Bowl A Telegraph is like a salad bowl because… _______________ A Telegraph is like a ____________ because… Rocket A Telegraph is like a rocket because… Synectics Task Card #2 Use the organizer to brainstorm facts you know, descriptions, thoughts and ideas related to each topic.

Synectics Task Card #2 After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. A telegraph is like a _________________, because_________________________________________ __________________________________________________________________________________

Four Box Synectics for: Gravity Mousetrap Gravity is like a mousetrap because… _______________ Gravity is like a ____________ because… Go-Cart Gravity is like a go-cart because… Synectics Task Card #3 Use the organizer to brainstorm facts you know, descriptions, thoughts and ideas related to each topic.

Synectics Task Card #3 After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. Gravity is like a _________________, because_________________________________________ __________________________________________________________________________________

Four Box Synectics for: Laws Steam Ship Laws are like a steam ship because… _______________ Laws are like a ____________ because… Lamp Laws are like a lamp because… Synectics Task Card #4 Use the organizer to brainstorm facts you know, descriptions, thoughts and ideas related to each topic.

Synectics Task Card #4 After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. Laws are like a _________________, because____________________________________________ __________________________________________________________________________________

Synectics Task Card #5 Four Box Synectics for: The Solar System Eye Glasses The Solar System is like a eye glasses because… _______________ The Solar System is like a ____________ because… Bicycle The Solar System is like bicycle because… Synectics Task Card #5 Use the organizer to brainstorm facts you know, descriptions, thoughts and ideas related to each topic.

Synectics Task Card #5 After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. The Solar System is like a _________________, because___________________________________ __________________________________________________________________________________

Four Box Synectics for: Colony Skyscraper A colony is like a skyscraper because… _______________ A colony is like a ____________ because… Cuckoo Clock A colony is like a cuckoo clock because… Synectics Task Card #6 Use the organizer to brainstorm facts you know, descriptions, thoughts and ideas related to each topic.

Synectics Task Card #6 After evaluating your brainstorming responses, select one analogy and write a paragraph expanding upon your comparison. A colony is like a _________________, because_________________________________________ __________________________________________________________________________________

Synectics is a problem solving strategy that uses metaphor and analogy to stimulate diverse and creative thinking to deepen the understanding of concepts.

Describe the Topic: The facilitator selects a word or topic then asks students to describe the topic, either in small group discussions or by individually writing a paragraph; e.g., MUSIC. Create Direct Analogies: The facilitator selects another word or topic then asks the students to generate a list that would have the same characteristics as those words or phases listed in Step 1 (a direct analogy is set up to make comparisons between the two words, images, or concepts). How are MUSIC and BIAS alike? Ask them to generate vivid mental images. Mental images are powerful tools in the process. Describe Personal Analogies: Have students select one of the direct analogies and create personal analogies. Students "become" the object they choose and then describe what it feels like to be that object. How would it feel to be music that is biased? Identify Compressed Conflicts: Ask the students to pair words from the list generated in Step 3 which seem to fight each other. Always have the students explain why they chose the words which conflict. Then have the students choose one by voting. How are auditory symbolism and personal inclination different? Create a New Direct Analogy: With the compressed conflict pair voted upon by the students, ask them to create a different direct analogy by selecting something that is described by the paired words. How are auditory symbolism and personal inclination like a painting, poem, movie, political party, etc.? Reexamine the Original Topic: Return to the original idea or problem so that the student may produce a product or description that utilizes the ideas generated in the process. They may concentrate on the final analogy or use analogies created in the other four steps (Gunter, et al., 1990).

For the same thing just different try the following For the same thing just different try the following. For best results go through each step, then put it away for a while, then go through the next step. Don't look at any list until you get to the last step, redefine. Use the dictionary to fully define the word(s). Generate a list of words or topics that: are similar to the original word(s); describe what it would feel like to be the original word(s); are opposite to the original words(s); Once again, are similar to the original word(s). Look at each list and find words that help you redefine the direction of your quest.

Steps of the Model to be followed in the Classroom Describe the topic Create direct analogies Describe personal analogies Identify compressed conflicts Create new direct analogy Re-examine the original topic Evaluate Step I : The teacher asks the students to describe a given topic. This can be done orally or the students can write down the topic. Descriptive words are then listed on the board.  Example: The topic is ‘Feelings’ Descriptive words: love, hate, anger, sadness, guilt, happy, remorse, joy, satisfaction etc. Step II Students examine the descriptive words and form analogies between the words and an unrelated category such as plants, animals or machines. After all students have given an analogy, the best one is voted on by the class. Example: Think of a plant that reminds you of the listed words. Analogies:         ‘A rose reminds me of Love’                         ‘ Jasmine reminds me of Valentines’ Day  and happiness’                         ‘Lily reminds me of death and sadness.’ Step III: The teacher asks students to think about how he/she would feel to be the object chosen in Step II. Students must also tell why they have that particular feeling. Students responses are recorded. Example: How would it feel to be a ‘Rose’? Responses: alive, happy, safe, smelled, plucked, ignored, curdled, held on, dead, recognized, good, loved, bad, crushed. Step IV: The students are asked to review their responses to find pairs of words which seem to ‘fight’ or are in opposition to one another. The class votes for the pair of words that represent the best compressed-conflict. Example: ignored- loved , good- bad, happy- sad, alive-dead,   held on- crushed Step V: The teacher asks for another category for a direct analogy and the class must think of example of that category which are best described by the compressed category chosen in Step IV. Example: “Animal” is the analogy, “alive- dead’ are the characteristics. Direct Analogies: lion, dog, cat, bear, dinosaur etc. Step VI: The class talks about the original topic by comparing the last direct analogy to the original topic New images are created. Example “Feelings are like lions. They are alive but, sometimes appear to be dead.” “Feelings are like Roses and Lilies. Sometimes they make you happy and some times they make you sad”. Step VII: Students evaluate the writing done before and after the model to see if more creative insight has been added. The must also analyse the thought process involved. Tips for the Teacher: * Create direct analogies: What words have the same or similar meaning?(try synonyms) * Describe personal analogies: What would it feel like to have the characteristics or traits of —–?( describe emotions and physical attributes) * Identify compressed conflicts; What words have the opposite meaning or characteristics? (Use antonyms) * Create new direct analogy: What words have the similar or same meaning? This repeats the prompt from the second step. The difference after going through the first three lists you will have gone deeper into the subject and this list will reflect that depth. Synthesis: * Look at all the four steps and find key words or phrases, expand on those to generate more. Finally, focus on a theme that may incorporate several elements based on the final list.