SynecticsSynectics

IDT – 535

Dr. Cynthia Gautreau

July 15, 2008

Click to begin…

Bianca Panariello, Christine Meneses, Cindy Edwards, Manjeet Randhawa

What is Synectics?

Active, creative process of creating meaning through metaphoric activity.

Creating mental imagery of one idea

based on another idea

Metaphors are made of…

Vehicle:term through which

tenor is applied

Ground:similarity between vehicle and ground

+ +Tenor:

subject to which the metaphor is applied

You are my sunshine, my only sunshine. You make me happywhen skies are gray.

Analogy = similarity in function

Comparing one thing to another using:

Simileclick for an example

Metaphorclick for an example

Sim

ile

Exp

ressed A

nalo

gy

Exp

ressed A

nalo

gy

SimileSimile

Why…he doth bestride the narrow world like a

Colossus.

Why…he doth bestride the narrow world like a

Colossus.

Implied AnalogyImplied Analogy

All the world's a stage,And all the men and women merely players;

They have their exits and their entrances;~Wm Shakespeare, As You Like It

MetaphorMetaphor

Three Analogies in Synectics

Direct analogy: Two things compared to create tenor and vehicle

Personal analogy:Learner takes on the identity of the vehicle

Compressed conflict:Descriptive oxymoron of the tenor

Chili peppers are hot as a fire.

I feel hot.I make your mouth burn.I’m burnin’ up!Please don’t grill me.

nourishing flame

Strategy 1: Creating something newStrategy 1: Creating something new

Personal Analogy

Direct Analogy

Compressed Conflict

Direct Analogy

Description of Present Condition

Re-examineOriginal Task

Substantive input

Direct Analogy

Explaining Differences

Personal Analogy

Comparing Analogy

Strategy 2: Make the strange familiarStrategy 2: Make the strange familiar

Exploration

Generating Analogy

Lear

ner-

dire

cted

Inst

ruct

or-d

irec

ted

Two Strategies (click one)

2. Students suggest direct analogies, choose one, and describe it in detail.

Click each step starting here.1. Students describe a situation or topic as they see it now.

3. Students try on the direct analogy;they “become” the thing.

4. Students use descriptions from phases 2 and 3, to create compressed conflicts, and choose one.

5. Students create a new direct analogy based on the compressed conflict.

6. Students use the new analogy to re-examine or resolve the original situation or problem.

Creating something new

Personal Analogy

Direct Analogy

Compressed Conflict

Direct Analogy

Description of Present Condition

Re-examineOriginal Task

Lear

ner-

dire

cted

Strategy 1: Create something new

Click each step starting here.

2. Teacher suggests a direct analogy, and students describe the analogy.

3. Teacher directs students to “become” the direct analogy.

4. Students describe similarities between the analogy and the new topic.

5. Students explain ways in which the analogy does not fit the new topic.

6. Students re-explore the original topic on its own terms, free from analogy.

7. Students create their own direct analogy, and describe similarities and differences with the topic.

1. Teacher presents information for a new topic or subject matter. Substantive input

Direct Analogy

Explaining Differences

Personal Analogy

Comparing Analogy

Make the strange familiar

Exploration

Generating Analogy

Inst

ruct

or-d

irec

ted

Strategy 2: Make the strange familiar

??

Synectics & Learners

Synectics can be used with Children as well Adults because Synectics:• Is based on creativity, and creativity is ageless• Is a creative way to learn new information, or solve complex problems• Incorporates new concepts in what the learner already knows, which

increases the transfer of knowledge

What I Don’t Know

What I Do Know

Synectics New Knowledge

Learning Styles & Strategy 2 Phases

Kinesthetic

Auditory

Visual

Synectics is an effective way to teach new or unfamiliar concepts because it appeals to all types of learners.

Phases2-6

Phase 1

Phase 7

learners “see” what they are trying to learn

learners “hear” the examples and

analogies given

learners “do” activities to help

them understand the new information

KinestheticA

uditory

Visual

Visual

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Strategy 2 Phases as Steps

Case Study: Strategy 2

• 3 lessons

1. Utensils for baking a cake

2. Cake ingredients

3. Kitchen appliances• Audience: High school students• Prior knowledge:

– Likely know something about baking.– Likely know something about cars. – Probably not proficient with either baking or cars.

If motor oil

keeps the car

lubed, what

does canola oil

do for a cake?

Lesson 2: Cake to Car Analogy

How’s a cake like a car?Is a cake like a car?

Lesson Objectives

Describe the purpose of the ingredients in a basic cake recipe.

Compare the functions of cake ingredients to the functions of things that make a car run.

Identify missing ingredients based on a cake’s characteristics.

Identify the cause-and-effect relationship between baking

ingredients and characteristics of the

finished cake.

Identify the cause-and-effect relationship between baking

ingredients and characteristics of the

finished cake.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Synectics

Cooperative Learning

Pedagogy

Teacher presents students with a cake recipe and introduces the topic: Understanding the roles of the basic ingredients required to bake a cake.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Synectics

Cooperative Learning

Pedagogy

Teacher initiates a class discussion to draw a direct analogy between the ingredients of a cake and the fluids (ingredients) that make a car run.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Synectics

Cooperative Learning

Pedagogy

Teacher instructs the students to consider and discuss what it is like to be a car.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Synectics

Cooperative Learning

Pedagogy

Students identify and explain the points of similarity between the new material and the direct analogy, or how a cake and a car are alike.

For example, vegetable oil moistens the cake and motor oil keeps the car’s engine lubed.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Synectics

Cooperative Learning

Pedagogy

Students, still in groups, explain where the analogy does not fit, or how a car and a cake are not alike.

For example, cakes are not built to last.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Generating Analogy

Synectics

Cooperative Learning

Pedagogy

Students work in dyads to re-explore the cake and the role of the ingredients on their own terms as unique phenomena.

The dyads identify missing ingredients based on descriptions of cakes that are doomed to the dumpster.

Present New Topic

Direct Analogy

PersonalAnalogy

ComparingAnalogies

ExplainingDifferences

Exploration

Synectics

Cooperative Learning

Pedagogy

Students work individually to generate and describe a different direct analogy for a cake, including:

1. At least three similarities between a cake and the analogous subject/item.

2. At least three differences.

Generating Analogy

Synectics in Mixed Environments

Synectics can be used:• In the classroom as a creative

learning technique that can be used with other models and a wide variety of subjects

• In business as a tool for brainstorming, idea-generation and problem-solving

Ben

efits

Ben

efits

Ben

efits

Ben

efits

Summary

Works well with all ages Works well with diverse groups Participants share different backgrounds Creates fun, energizing, and bonding experience Enhances ability to apply knowledge Learners discover what they already know Fosters new ideas Learners internalize abstract concepts Helps to overcome mental blocks Promotes freethinking Increases understanding of subject Enhances divergent thinking and problem-solving skills

Works well with all ages Works well with diverse groups Participants share different backgrounds Creates fun, energizing, and bonding experience Enhances ability to apply knowledge Learners discover what they already know Fosters new ideas Learners internalize abstract concepts Helps to overcome mental blocks Promotes freethinking Increases understanding of subject Enhances divergent thinking and problem-solving skills

Next steps…

We hope that this presentation has helped you achieve a better understanding of Synectics.

Please join us in the Discussion Board to share some ideas about using Synectics.

~ Team N-SYN-C~ Team N-SYN-C

References

Bob, T. (n.d.) Metaphor. Retrieved July 1, 2008 from T. Bob's Home Page Web site: http://www.cod.edu/people/faculty/bobtam/website/metaphor.htm

Cooper, T. (2007, June 28). Synectics. Retrieved July 7, 2008, from Helping Students Education Corporation Web site: http://helpingstudents.org/JSPWiki/Wiki.jsp?page=Synectics.

Dallas, J. E. (n.d.) How To: Adjust Your Teaching Style to Your Students' Learning Style. Debriefing During and After Instruction. Retrieved July 2, 2008, from teachers

network Web site: http://www.teachersnetwork.org/ntol/howto/adjust/c17207,.htm

Dallman-Jones, A. (1994). The Expert Educator: A Reference Manual of Teaching Strategies for Quality Education. Fond Du Lac, WI: Three Blue Herons Publishing.

Douglas, J. H. (1977). The Genius of Everyman (2): Learning Creativity. Science News, 111 (18), 284-287.

Gautschi, T. F. (1990, September 3). How to improve Group Decisions. Design News, 188.

Hummett, L. (2006, November). Synectics for Creative Thinking in Technology Education. The Technology Teacher, 22-27.

References (continued)

Jeter, D. (2000, September 10). The Mozart Effect and More. Retrieved July 7, 2008, from suite101.com Web site:

http://www.suite101.com/article.cfm/diversified_learning/47735/1

Kelly, P. (1997, September). Introduction to Synectics Methodology. Retrieved July 7, 2008, from Facilitator Plus Web site: http://facplus.com/thfac2.html.

McKinstry, M. J. (n.d.) Synectics: Graphic Organizers. Retrieved July 7, 2008, from Write Design Online Web site: http://www.writedesignonline.com/organizers/synectics.html.

Meek, L. (2007, August 6). Visual Metaphors: 7 rockstar examples on the web. Retrieved June 28, 2008, from Devlounge Web site:

http://www.devlounge.net/articles/visual-metaphors-7-rockstar-examples-on-the-web

Saba, F. (n.d.) Synectics…a Brainstorming Tool. Retrieved June, 27, 2008, from Farhad Saba's EDTEC 596 Introduction to Distance Education Web site:

http://edweb.sdsu.edu/courses/ET650_online/MAPPS/Synectics.html

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