Synectics

Abstract: Each chapter concludes with "Summary" and "Notes." I.PLANNING FOR INSTRUCTION. 1.Describing Educational Goals: The Learner, Society, and the Subject Matter. Setting Goals. National, State, and Local Standards. Developing a Rationale. Web Resources 2.Determining Learning Outcomes and Evaluation Strategies: Cognitive, Affective, and Psychomotor Objectives. Defining Objectives. Drafting Objectives. Types of Objectives. Determining Evaluation Strategies. Web Resources 3.Organizing Content: Course, Unit, and Lesson Design. Analyzing Content. Ordering Content. Unit Design. Developing Lesson Plans. Sample Outline for Lesson Planning. Web Resources Summary of Part One. II.MATCHING OBJECTIVES TO INSTRUCTION: A MODELS APPROACH. 4.The Direct Instruction Model: Teaching Basic Skills, Facts, and Knowledge. Steps in the Direct Instruction Model. Summary of Steps in the Direct Instruction Model. Basis for the Direct Instruction Model. Scenario. 5.The Concept Attainment Model: Defining Concepts Inductively. Steps in the Concept Attainment Model. Summary of Steps in the Concept Attainment Model. Variations on the Concept Attainment Model. Basis for the Concept Attainment Model. Scenario. 6.The Concept Development Model: Analyzing the Relationships between Parts of a Concept. Understanding Concepts. Steps in the Concept Development Model. Summary of Steps in the Concept Development Model. Basis for the Concept Development Model. Scenario. Benefits of Using the Concept Development Model. 7.The Suchman Inquiry Model: Teaching Problem Solving through Discovery and Questioning. Steps in the Suchman Inquiry Model. Summary of Steps in the Suchman Inquiry Model. Basis for the Suchman Inquiry Model. Scenario. 8.Synectics: Developing Creative Thinking and Problem Solving. Version One: Making the Familiar Strange. Steps in Synectics: Making the Familiar Strange. Summary of Steps in Making the Familiar Strange. Version Two: Making the Strange Familiar. Steps in Synectics: Making the Strange Familiar. Summary of Steps in Making Strange Familiar. Version Three: The Synectics Excursion. Steps in the Synectics Excursion. Summary of Steps in the Synectics Excursion. Basis for Synectics. Scenario for Making the Familiar Strange. 9.The Cause and Effect Model: Influencing Events by Analyzing Causality. Steps in the Cause and Effect Model. The Steps in More Detail. Summary of Steps in the Cause and Effect Model. Comments on Conducting the Model. Variations of the Cause and Effect Model. Basis for the Cause and Effect Model. Scenario. 10.The Classroom Discussion Model: Conducting Classroom Discussions Based on the Preparation of Factual, Interpretive, and Evaluative Questions. Steps in the Classroom Discussion Model. Summary of Steps in the Classroom Discussion Model. Basis for the Classroom Discussion Model. Scenario. 11.The Vocabulary Acquisition Model: Learning the Spellings and Meanings of Words. Steps in the Vocabulary Acquisition Model. Summary of Steps in the Vocabulary Acquisition Model. Basis for the Vocabulary Acquisition Model. Instructional Resources and Tools for Vocabulary Acquisition. Scenario. 12.The Resolution of Conflict Model: Reaching Solutions through Shared Perspectives. Choosing a Conflict. Steps in the Conflict Resolution Model. The Steps in More Detail. Summary of Steps in the Resolution of Conflict Model. Basis of the Resolution of Conflict Model. High School Scenario. Elementary School Scenario. 13.The Values Development Model: Mining the Curriculum for Ethical and Social Values. Steps in the Values Development Model. Summary of Steps in the Values Development Model. Basis for the Values Development Model. Scenario. Web Resources. 14.Cooperative Learning Models: Improving Student Achievement Using Small Groups. Model One: The Jigsaw Model. Steps in the Jigsaw Model. Summary of Steps in the Jigsaw Model. Model Two: The Role Playing Model. Steps in the Role Playing Model. Summary of the Steps in the Role Playing Model. Additional Models. The Team Interview Model. The Graffiti Model. The Think, Pair, Share Model. Pointers for Using Cooperative Learning Teams Effectively. Basis for the Models. Scenario. 15.Models for Memory: Techniques for Improving the Recall of Information. Conditions That Affect Memory. Model One: The Link Model. Steps in the Link Model. Variations on the Link Model. Summary of Steps in the Link Model. Model Two: The Loci Model. Steps in the Loci Model. Summary of Steps in the Loci Model. Model Three: The Memory through Motion Model. Steps in the Memory through Motion Model. Variations on the Memory through Motion Model. Summary of Steps in the Memory through Motion Model. Model Four: The Names and Faces Memory Model. Steps in the Names and Faces Model. Variations on the Names and Faces Model. Summary of Steps in the Names and Faces Model. Basis for the Memory Models. Scenario. Web Resources. Summary of Part Two. III.PUTTING IT ALL TOGETHER: MATCHING OBJECTIVES TO INSTRUCTIONAL MODELS. 16.A Kindergarten Case Study. Miss Abbott's Plan. Unit: Lines That Draw Us Together. Notes on Lessons One and Two. Epilogue. 17.A Middle School Case Study. The Mumford Plan. Unit: Perspective-It All Depends on Where You Were When. Epilogue. 18.A High School Case Study. Mr. Samuels's Plan. Unit: Macbeth-A Study in Ambition Turned to Avarice. Epilogue. 19.The Wisdom of Practice: Creating a Positive Learning Environment. Good Teachers Are in Charge of Their Classrooms. Good Teachers Create a Pleasant Physical Environment for Learning. Good Teachers Manage Human Relations Effectively. Good Teachers Engage Learners in the Process of Their Own Learning. Good Teachers Teach Up. Good Teachers Are Good Learners. Good Teachers Develop Instructional Objectives with Learners. Good Teachers Find Out Why a Plan Is Not Working. Good Teachers Strive to Make Their Teaching Interesting. Good Teachers Give Learners Access to Information and Opportunity to Practice. Good Teachers Teach for Two Kinds of Knowledge. Summary of Part Three. Index.

Abstract: In "Perspectives in Creativity", experts in the psychology of creativity take stock of the field by examining their own experiences. The contributors relate how they embarked on their work, how their ideas developed, what in their thinking remained the same, what had changed, and how they evaluate their successes and failures. The introductory chapter provides a historical context for subsequent contributions. J. P. Guilford then describes the development of the field of creativity from the perspective of the Structure of Intellect model. Donald W. MacKinnon describes his work at the Institute of Personality Assessment and Research. J. W. Getzels and Mihalyi Csikszentmihalyi recount in the following chapter how, though starting with a conception of creativity as a problem-solving process, they were driven through their work with artists to a conception of creativity as also a problem-finding process. In the fifth chapter, Frank M. Andrews describes his investigations of the social and psychological factors in scientific laboratories. Frank Barron examines the problem of creativity and alienation. Anne Roe analyzes the sources and development of paintings as reported by twenty artists. In the following chapter, Salvatore Maddi examines the widely held belief that social integration and a permissive environment are conducive to creative endeavor. In chapter 9, Calvin Taylor and Richard Ellison describe the development of the Utah program of assessment and intervention with regard to the creativity of children in the classroom. Next, Sidney Parnes discusses his work on "brainstorming" and its emphasis on a balance between imagination and judgment, freedom, and discipline. George Prince tells of the development of "synectics" since its early formulation and recounts its application to creative production in industry. E. Paul Torrance then examines recent creativity in the schools and describes his own efforts in devising diagnostic tests and educational methods. The varying perspectives of the contributors all point to a field of inquiry that is alive and well and still in a dynamic state open to conceptual and methodological transformation.

Abstract: 1. Creativity and its importance in business 2. Blocks to creativity 3. Theories of creativity and the creative problem solving process 4. Problem definition 5. Morphological analysis and related approaches 6. Brainstorming and its variants 7. Lateral thinking and associated methods 8. Synectics 9. Miscellaneous ideation 10. Evaluation 11. Implementing ideas 12. Computer assisted creative problem solving Appendices

Abstract: Point Books & Media, 2012, 0963878484, 9780963878489, 272 pages. Every meeting leader has faced groups that stagnate creatively, or worse turn acrimonious-a dullness or negativity stemming from the group's inability to pursue ideas productively and beyond their obvious limits. "The Practice of Creativity" offers a bold and time-tested approach to this problem, an approach both dependable and dynamic; one that uses a unique method of metaphorical thinking to stimulate creative response. Written by the former president of Synectics, Inc., this book provides detailed instructions on how to use a method already proven successful in many organizations, including some of the largest and most successful in the world. It explores the process of facing and understanding problems, eliminating inadequate ideas, and unifying the entire group to concentrate its collective intelligence and imagination on fresh solutions. The leader's role is also discussed. Showing leaders not only how to enhance and encourage imagination and flexibility, but to insure that the personal interactions remain open and constructive, that the discussion retains healthy momentum, and that the fear of being "wrong" will not inhibit open, creative expression. An invaluable book for business, government and other organizations, "The Practice of Creativity" is unique in the field of meaningful communications. George Prince was the co-founder and president of Synectics, Inc. Educated at Exeter and at Williams College, he lived in Winchester, Massachusetts until his death in 2009 at age 91. His work has appeared in many prominent publications, including the "Harvard Business Review, " which lists his article on running meetings as one of its all-time most requested reprints..