Instructional+Strategies+by+Stage

=TO DO ON THIS PAGE:= = = = ** What can we, as instructors, do to promote: ** = = ** 1) AWARENESS ** =
 * 1) find other resources for strategies
 * Question Assumptions
 * Define and Redefine Problems (Break down the problem)
 * Tolerate Ambiguity
 * Identify and Surmount Obstacles
 * Imagine Other Viewpoints, Polarization
 * Provide Examples & Counter-examples
 * Consider these 6 questions: What? Who? When? How? Where? Why?

Alternative scenarios - simplify and add example Analogies - shorten Backwards forwards planning - add example Bug listing - keep as is Casual Mapping - shorten and add example Cherry Split - improve description and add example Clarification - keep as is Concept fan - keep as is Controlling Imagery - redefine and combine with: [|Visualising a Goal] Dialectical approaches - revise and add example Essay writing - add example, keep in this section? [|Laddering] - keep as is [|Multiple Redefinition] - simplify and add example [|Idea Advocate] - add example [|Thril] - keep as is
 * Activities that promote Awareness:**

= ** 2) IMAGINATION ** = =keep in bold, bold and italic good but not awesome= //**attribute listing** -// simplify or remove //**boundary relaxation**// - simplify or remove //**component detailing**// - simplify or remove
 * attribute listing
 * mind mapping
 * Prediction (future scenarios)
 * random stimulation
 * forced connections, cross-fertilize ideas
 * planned mistakes
 * Activities that promote Imagination:**
 * assumption busting -** keep as is
 * circle of opportunity -** keep as is
 * [|Disney Creativity Strategy]** - keep as is
 * [|Scamper] -** keep as is
 * [|Similarities and Differences]** - simplify
 * [|Why Why Why]** - simplify
 * [|Morphological Forced Connections]** - keep as is
 * [|Pin Cards]** - add example
 * [|Gallery Method]** - keep as is
 * [|Talking Pictures]** - keep as is

[|Listing] - MOVE TO BRAINSTORMING - IMAGINATION [|Trigger Method] - MOVE TO BRAINSTORMING [|Trigger Sessions] - MOVE TO BRAINSTORMING = ** 3) ACTION ** = = = Consider using this in place of instructional strategies (or other info about environment): Help children realize when creativity is needed and when it is not. For example, teachers should stress that creativity is most needed when there is no single correct answer, when past experience is not a useful guide, and when there are no cut-and-dried rules to be applied to the task. =from= [] =4) Reflection= = = [|SWOT Analysis] - re-write to frame in context of education [|Force Field Analysis] - simplify and add example [|Tug of War] - keep as is Assumption surfacing - simplify and add example Bulletproofing - keep first 3 bullets and last 3 bullets, add example Boundary examination - simplify, no example needed [|Sticking Dots] - keep as is
 * Brainstorming Sub-Category:**
 * brainsketching -** keep as is
 * brainwriting -** keep as is
 * [|RoleStorming]** - elaborate
 * [|Super Heroes]** - add example
 * Go beyond giving students instructions about how to carry out a mental operation and then having them practice it. Describe the strategy and then give examples of how to apply it in different contexts. This helps children transfer the strategies from the original setting to other novel situations.
 * Make children engaged in a creative task aware of the mental operations they are using, so that they can monitor their application. Ask such questions as: "What are you trying to do now? Why are you doing so? Are the available resources (time, materials, and so forth) enough to allow you to do so? Are you reaching the goal? Do you think that it is better to go ahead or to switch the strategy?"
 * Help students develop a reflective attitude so that, when they encounter a creative problem, they learn to ask themselves: "Which kind of situation is this? What strategies could I adopt? Which is the most relevant strategy?"
 * Help children recognize the attitudes and emotions that precede or follow the implementation of a creative strategy and to use them to their advantage as they work on a task. For instance, children should learn that, when trying to think creatively, they may have to deal with many confusing, conflicting, and ambiguous ideas, so a quick and precise response cannot be expected. Students need to learn to accept a period of uncertainty or anxiety, knowing that such troubles are necessary to develop creative approaches.

= = = = = 5 ) ENVIRONMENT - Remove? = = = Activities that promote a creative environment: = = = =
 * Modeling
 * Improvisation
 * Analogy
 * Metaphor
 * Multidisciplinary Connections
 * Risk taking
 * Planned mistakes
 * "spontaneity"
 * "unpacking" "uncovering" of a topic or subject in a constructivist manner
 * Passion towards a topic or subject
 * Encourage & give value to creative ideas and products

= =

= =

= = adaptive reasoning = = cognitive acceleration = = creative problem solving = = DO IT

[|Nominal Interacting Technique] = = **OTHER** (for future research/consideration) = = = =

removed from awareness: ([|Fishbone Diagram]) ([|Kepner & Tregoe Method]) ([|Lateral Thinking])

removed from imagination: advantages, limitations, unique qualities - move to reflection algorithm of inventive problem solving bodystorming - move to action brainstorming (variations on) classic constrained brutethink card story boards chunking (up/down) Crawford slip writing Do nothing Drawing Escape Thinking [|Six Thinking Hats] [|Synectics] [|Successive Element Integration] [|Stimulus Analysis] [|Using Crazy Ideas] [|Mind Mapping] [|Negative Brainstorming] [|Relational Words] [|Reversals] [|Observer and Merged Viewpoints] [|Force Fit Game] [|Free Association] removed from action: (7 step model ) (AIDA (Analysis of Interactive Decision Areas)) (Anonymous voting) (Browsing) (CATWOE) Cartoon Story Board - MOVE TO IMAGINATION (Charrette) Collective Notebook (Comparison Tables) (Consensus Mapping) (Contradiction Analysis) (Criteria for idea-finding potential) (Critical Path Diagrams) (Decision seminar) (Delphi) Dimensional Analysis - MOVE TO IMAGINATION [|Listing Pros & Cons] [|Value Engineering] [|Metaplan Information Market] [|NAF] [|Notebook] [|Problem Reversal] [|Implementation Checklists]

removed from reflection: ([|Simple Rating Methods]) ([|Reframing Values]) ([|Plusses Potentials and Concerns]) [|Strategic Choice Approach] - eliminate first paragraph, no example needed