101 Activities For Teaching Creativity And Problem Solving Arthur VanGundy

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.We should be able tofree-associate so fast we don t have time to judge our ideas.This is especially true ingroups, in which people in glass houses shouldn t throw stones.If we criticize othersideas, we should criticize our own.Figures of speech liven up what we read and hear.They give substance to our com-munications and can convey intended meanings more clearly.They also can become tire-some if used repetitively or improperly, as illustrated in the previous paragraph (that is, a rolling stone. and people in glass houses. ).We all use clich�s, proverbs, and maxims as part of our everyday speech.However, ifwe want to use them to resolve our problems, we must use them systematically.That iswhere this exercise comes in handy.Objectives" To help participants generate as many creative ideas as possible" To help participants learn how to use the activities to generate ideasParticipantsSmall groups of four to seven people eachMaterials, Supplies, and Equipment" For each group: markers, two flip charts, and masking tape for posting flip-chartsheets" For each participant: one sheet each of three different colors of sticking dots(1D 2 diameter) and one pad of 4 x 6 Post-it� Notes.Handouts" Clich�s, Proverbs, and Maxims Handout" Say What? Handout101 Activities for Teaching Creativity and Problem Solving.Copyright � 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comTicklers: Related and Unrelated Stimuli105TLFeBOOK05 VG 77-118b 10/5/04 5:05 PM Page 106Time30 minutesRelated Activities" Picture Tickler [17]" Ideatoons [26]" Doodles [37]" Drawing Room [59]" Modular Brainstorming [62]Procedure1.Distribute the Clich�s, Proverbs, and Maxims Handout.2.Distribute the Say What? Handout and discuss it with the participants, answeringquestions they might have.3.After discussing a challenge to work on, instruct the groups to review the list ofClich�s, Proverbs, and Maxims and have each person select one that looks inter-esting.4.Tell the individuals to write down what they think is the intended meaningbehind the maxim or clich� they chose and to use as much detail as they can withtheir descriptions.5.Have the individuals in each group share their descriptions, in turn, with theother group members.6.Tell them to use the descriptions to brainstorm ideas as a group, write down ideason Post-it� Notes (one idea per note), and place them on a flip chart for evaluation.Debrief/DiscussionThis is an exercise in which the specific selections can determine the outcome.That is,some selections might result in a higher quantity and quality of ideas than others.Somepeople might be able to use the phrases more easily than others to trigger ideas, or somemay find this approach better than when using another technique using single words,such as the PICLed Brains [16] approach.Also consider having participants debrief using the following questions:" What was most helpful about this exercise?" What was most challenging?" What can we apply?" How would you rate the value of this exercise to helping us with this issue?" Will this exercise be helpful in the future for other sessions?101 Activities for Teaching Creativity and Problem Solving.Copyright � 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving106TLFeBOOK05 VG 77-118b 10/5/04 5:05 PM Page 107" What did you learn?" What will we be able to use from this exercise?" What ideas were generated, and which ones were most interesting?Ticklers: Related and Unrelated Stimuli107TLFeBOOK05 VG 77-118b 10/5/04 5:05 PM Page 108Clich�s, Proverbs, and Maxims Handout" A friend in need is a friend indeed." A penny saved is a penny earned." A rolling stone gathers no moss." A stitch in time saves nine." Absence makes the heart grow fonder." Actions speak louder than words." All roads lead to Rome." All that glitters is not gold." All work and no play makes Jack a dull boy." An ounce of prevention is worth a pound of cure." Beggars can t be choosers." Better late than never." Better safe than sorry." Big oaks from little acorns grow." Don t bite off more than you can chew." Don t borrow from Peter to pay Paul." Don t burn a candle at both ends." Don t put all your eggs into one basket." Don t rock the boat." Early to bed and early to rise makes a man healthy, wealthy, and wise." Every cloud has a silver lining." Experience is the best teacher." Familiarity breeds contempt." Fools rush in where angels fear to tread." For every drop of rain that falls, a flower grows." Forewarned is forearmed." Go ahead.Make my day!" Good fences make good neighbors." He who hesitates is lost." He who tends a fig tree will eat its fruit." His bark is worse than his bite." It never rains but it pours.101 Activities for Teaching Creativity and Problem Solving.Copyright � 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.com101 Activities for Teaching Creativity and Problem Solving108TLFeBOOK05 VG 77-118b 10/5/04 5:05 PM Page 109" It takes two to tango." It s easier to catch flies with honey than with vinegar." Jack of all trades, master of none." Keep your nose to the grindstone." Look before you leap." Loose lips sink ships." Misery loves company." Neither a borrower nor a lender be." Nothing ventured, nothing gained." Out of sight, out of mind." People who live in glass houses shouldn t throw stones." Rome wasn t built in a day." Seeing is believing." Something must be seen to be believed." Spare the rod and spoil the child." Stone walls do not a prison make." The early bird gets the worm." The grass is always greener on the other side of the fence." The meek shall inherit the earth." The pen is mightier than the sword." Too many cooks spoil the broth." Two heads are better than one." Two s company and three s a crowd." Waste not, want not." Where there s smoke there s fire." You can lead a horse to water, but you can t make him drink." You can t judge a book by its cover." You re barking up the wrong tree.101 Activities for Teaching Creativity and Problem Solving.Copyright � 2005 by John Wiley &Sons, Inc.Reproduced by permission of Pfeiffer, an Imprint of Wiley.www.pfeiffer.comTicklers: Related and Unrelated Stimuli109TLFeBOOK05 VG 77-118b 10/5/04 5:05 PM Page 110Say What? HandoutTo illustrate this technique, consider the problem of how to recruit professional employ-ees.To generate ideas, you might select two proverbs [ Pobierz całość w formacie PDF ]

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