Synectics is an instructional model designed to activate students’ creativity and help them see old ideas in new ways through employing various forms of metaphoric thinking to activate “generative thinking.”
Although some students may very well be more creative than others, the Synectics Module has the ability to awaken the “creative thinker”in every student, using guided techniques and activities. With this module, it’s not about“re-inventing the wheel” but thinking about things we already know in a new way using metaphoric thinking! To put it simple, “It’s one big brainstorming party!” To create a safe environment for all students, the Synectics Module can
be introduced through a class brainstorming activity that sets the tone for smaller group and individual activities designed to help students learn in a
more creative and fun way. Deeper thinking, viewing old things from a new perspective, and class dialogue are just a few of the benefits of this Module.
It’s easy as 1-2-3-4. Really! Using four main steps, the Synectics Module can help any teacher turn a “boring or complicated”subject or concept into something creative and interesting! 1) Direct Analogy – Teacher identifies the concept to be explored by creating a direct analogy (e.g. “Learning is a circus.”) and invites students to think of characteristics for each. 2) Personal Analogy – Although some students may find this step challenging at first, this is where student creativity is ignited and birthed by “becoming” the conceptual object and analog. (e.g. “Learning – I feel shunned and very
unappreciated at times.” Circus– “I feel excited because I’m the life of the party!”) Group sharing and class dialogue is also a benefit! 3) Analog Contrast –Students compare and contrast the analog and conceptual objects. Again, other opportunity for students to express their various creative and different thoughts. (e.g. “Learning is not like a circus because it’s not always entertaining and exciting!”) 4) New Analogy – Students have the pleasure of creating their own analogy or a group analogy. Being the last step of the module, students are likely to be excited about presenting their new idea to the classroom! (e.g. “Learning is like a box of chocolates.”) As a side note, teachers can also glean from their new analogies to use for future classes!
Teaching resource websites/activity examples for Synectics:
http://facstaff.bloomu.edu/dwalker/Conference%20Information/IUT/Synectics.pdf.
http://www.populationme.com/All/Literature/ReadingStrategies.pdf
http://eltnotes.wordpress.com/2010/05/13/8-the-synectic-model-for-teaching-english/
http://www.paksplace.com/synectics.htm
Although some students may very well be more creative than others, the Synectics Module has the ability to awaken the “creative thinker”in every student, using guided techniques and activities. With this module, it’s not about“re-inventing the wheel” but thinking about things we already know in a new way using metaphoric thinking! To put it simple, “It’s one big brainstorming party!” To create a safe environment for all students, the Synectics Module can
be introduced through a class brainstorming activity that sets the tone for smaller group and individual activities designed to help students learn in a
more creative and fun way. Deeper thinking, viewing old things from a new perspective, and class dialogue are just a few of the benefits of this Module.
It’s easy as 1-2-3-4. Really! Using four main steps, the Synectics Module can help any teacher turn a “boring or complicated”subject or concept into something creative and interesting! 1) Direct Analogy – Teacher identifies the concept to be explored by creating a direct analogy (e.g. “Learning is a circus.”) and invites students to think of characteristics for each. 2) Personal Analogy – Although some students may find this step challenging at first, this is where student creativity is ignited and birthed by “becoming” the conceptual object and analog. (e.g. “Learning – I feel shunned and very
unappreciated at times.” Circus– “I feel excited because I’m the life of the party!”) Group sharing and class dialogue is also a benefit! 3) Analog Contrast –Students compare and contrast the analog and conceptual objects. Again, other opportunity for students to express their various creative and different thoughts. (e.g. “Learning is not like a circus because it’s not always entertaining and exciting!”) 4) New Analogy – Students have the pleasure of creating their own analogy or a group analogy. Being the last step of the module, students are likely to be excited about presenting their new idea to the classroom! (e.g. “Learning is like a box of chocolates.”) As a side note, teachers can also glean from their new analogies to use for future classes!
Teaching resource websites/activity examples for Synectics:
http://facstaff.bloomu.edu/dwalker/Conference%20Information/IUT/Synectics.pdf.
http://www.populationme.com/All/Literature/ReadingStrategies.pdf
http://eltnotes.wordpress.com/2010/05/13/8-the-synectic-model-for-teaching-english/
http://www.paksplace.com/synectics.htm