Teaching Talia

Archive for the ‘Creative/Lateral Thinking’ Category

accuracy
apply past knowledge to new situations
communicating with clarity and precision
creating, imainging and innovating
Thinking Flexibly
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Managing Impulsivity
Thinking Interdependently
Listening with Understanding and Empathy
Remaining open to continuous learning
Persisting
Questioning and posing problems
Taking responsibly risks
Gathering knowledge through all the senses
Thinking about thinking
Responding with wonderment and awe

So, after last week’s SCAMPER introduction, we looked at it again this week.

During the week I had made some mini-posters to put up in the room as prompts for staff, and also as reminders for when we’re working through the process.

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You can download the resource pack here.

Reflections on the Teaching Process:

Earlier in the morning Graham had spoken to me about a problem he had with the introductions to subjects. We nutted out what specifically the problem was, and decided to use this as our focus for this week’s SCAMPER teaching. It was really powerful to have this real-life problem we were trying to solve. We ended up with an entire whiteboard FULL of ideas. Some went a little off track, but we still recorded them and decided we would talk about those in more detail later. I think that managing the process like this- keeping people on track etc. is vital in any creative thinking process wehre you have ‘rules’ to follow.

Having the prompts on the wall worked well, because people could read and soak the questions in at their own pace, and still be involved in the conversation. I think it was important that i was the ‘scribe’ as I had a clear idea of where we were headed with it already, and could devleop a big of a mind-map to record our thoughts. I wrote on a blank whiteboard, and having this big space was pretty important for two reasons:

1. I need a LOT of space to write everything down.

2. Everyone could clearly see/read the points already discussed.

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Some staff members didn’t really participate, which was dissapointing. Even when they were called upon directly they didn’t have anything to say. This was frustrating, because I had no idea if they were understanding the SCAMPER process or not. To combat this next time I am going to ask them frequently if they have a suggestion, that way they can’t just sit there and not participate. It’s a different ball game with staff, as opposed to students. You can just be disappointed in them and not let them go out to lunch until they participate! Lol

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Reflections on the SCAMPER process:

I found that by the time we got to “E” and “R” we had already covered them (partly). This was because of the natural ‘flow’ of the thought process- one thing leading to another. Sometimes when we adapted things we accidentally eliminated things… etc.

I would definitely use this again, and will continue to teach the session over and over until we have full participation, and people are using it of their own accord.

I found that some of the steps weren’t as relevant to our situation as others. When this happens to people, do they just look at it briefly and ignore, or are we just not looking hard enough at the step?

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RESOURCE PACK

The resource pack includes:

  • SCAMPER pdf with focus questions for each letter.
  • Titles page to cut out and place under letters.

Today I introduced the SCAMPER method to our staff today. I wasn’t completely familiar with it myself, but had done some research during the week, and prepared a keynote presentation to work through the steps.

Reflections on the ‘teaching’ process

As a whole, i was relatively happy with how the session went. I felt like my performance wasn’t the best, but the outcomes of the session (from discussion with people later) gave me insight into how things could have been done better, and that maybe things weren’t as bad as I thought they were initially after I was done. I was prepared with the presentation, which included the focus questions for each aspect of SCAMPER. This helped me to keep the session moving, and gave it a difinitive end as well.

*After the session I had a discussion with Luke about why people weren’t very involved (the session very much relied on people interacting and being involved). He suggested that it could have been a confidence thing- people weren’t yet familiar with the process, so weren’t sure what type of answers were required/acceptable. Also, the problem/issue wasn’t defined well enough at the beginning. Also, because people weren’t 100% confident with these two things, the topic/issue changed part way though. If I did this again I would make sure that I was consitent with the topic/issue, so that we could process it properly.

I changed two parts of my plan half way through. The first was the topic/issue, explained above, which just sort of… happened, because I let other people ‘lead’ it, and didn’t take control of their responses. The second was the actual structure of the session. I thought that using an example to explain the different steps would be better, and put it into context. On reflection I think that this is true, but it wasn’t wise to ask the participants to engage in the presentation. This first session should have been much more informative, and less interactive. If I had of done it this way then I would have got more confident answers when we did an example.

Even though I felt a bit flustered and un-composed throughout the presentation, Graham (boss) could see the potential of the SCAMPER method, and asked that I continue to follow up with more SCAMPER lessons to practice. I’m doing that next week (7/5/2010)

Reflections on the SCAMPER method

I think the SCAMPER method will be really beneficial for us at ELA. A core aspect of our business is thinking of new, alternate ways to do online training, and this is the perfect tool for modifying and improving current ways of doing things.


Talia

Just finished my Graduate Certificate in Cross Disciplinary Art and Design with UNSW.

Love.

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