Brainstorming is a great way of solving problems and coming up with new ideas.
It allows you to examine the problems from outside the boundaries of normal thinking, and understand the issues and root causes, and come up with alternative solutions. Brainstorming can also be used for impact analysis and decision making.
In the project management context, you can brainstorm from the objectives and goals down to the tasks to explore new ideas, possibilities and alternatives. It gives us a much more understandable and complete plan than what you would get if you just stuck to task level planning.
Brainstorming can be great for team building where you have shared discussions, and also for individual ideation, and has the benefits of improving initiative
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Then, create sub-branches that stem from the main branches to further expand on ideas and concepts. These sub-branches will also contain words that elaborate on the topic of the branch it stems from. This helps develop and elaborate on the overall theme of the mind map. Including images and sketches can also be helpful in brainstorming and creating the sub-branch topics.
Mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. Mind maps are particularly helpful in the writing process and provide students with a natural way of thinking and building thoughts on a story plot or theme. Mind maps also provide teachers with insight into their students’ thought process regarding a specific topic. By asking students to create mind maps demonstrating their comprehension of a concept, teachers are able to understand what a student’s prior knowledge was and how well the student understands the assignment or the material being taught. This is a very effective way of evaluating students’ understanding.
Now when you are mind mapping in a group, you need some structures and methods in place to make sure that the whole process goes
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Because concept maps are constructed to reflect organization of the declarative memory system, they facilitate sense-making and meaningful learning on the part of individuals who make concept maps and those who use them.
Concept maps are used to stimulate the generation of ideas, and are believed to aid creativity. Concept mapping is also sometimes used for brain-storming.
Although they are often personalized and idiosyncratic, concept maps can be used to communicate complex ideas.
Formalized concept maps are used in software design, where a common usage is
Unified Modeling Language diagramming amongst similar conventions and development methodologies.
Concept mapping can also be seen as a first step in ontology-building, and can also be used flexibly to represent formal argument.
Concept maps are widely used in education and business.
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To establish a concept map, start with a main idea, topic, or issue to focus on. A helpful way to determine the context of your concept map is to choose a focus question—something that needs to be solved or a conclusion that needs to
Also, good planning and effective leadership keeps a team of people motivated and intact. Empowering the team to do what they think is right for the project is the plan because this will keep the members motivated and in line. By allowing the team to manage their own decisions, helps on completing tasks based on their knowledge while motivated to do so. Also, the key to resolve any team conflicts and to keep all members intact is an effective team communication. This includes issues and concerns saved for discussions in our daily morning roundup as well as discussions of what the plan is for each
When I had first approached this project, my first task was to define each of the words for more clarity as to what they meant and how they related to each other. After defining them, I decided to categorize every word plus an additional word in order to have 4 groups that all contained 5 words each. I admit that I am more of a categorical person, and group and placing things together has always worked out better for me. This part was based on my opinion as I group together words with similar themes or meanings or by how easy they could connect to each other. Simultaneously, while categorizing the words together, I was planning out how to make my actual map look presentable.
Project proposals are used for the client or company to better explain the issue and how you intend to fix it. You will want to persuade the target that you are more than capable of completing the task. Small projects require small proposals while larger projects need to be more detailed and
Strategy #1: Modeling / PORPE tool (e.g., Predict, Organize, Review, Practice, and Evaluate) will be used to provide students support when explaining in greater detail the concept development process, using examples of text such as books and articles that are relevant to the assignment (Allan & Miller, 2005). Strategy #2: Reciprocal Questioning: Reciprocal questioning will be used to check for understanding throughout the lesson. This will support the student's learning by allowing them to formulate their own list of questions to deepen their learning. Additionally, Reciprocal questioning improves student’s questioning and reasoning skills (Manzo, 1968).
The types of concepts used with thinking are formal and natural concepts. When using problem solving this relates to thinking and behavior that is directed towards attaining a goal that is not always readily available. Some types of strategies that
For example, while I was looking at Mr.Tassel’s field, “[my] imagination expanded with the idea that the land might easily be turned into cash. [I] dreamed how the money could be invested in huge areas of wild land and palaces in the wilderness.” This states that my intelligence created a plan that
The Concept Attainment Model includes following steps: Step 1. Gather Data: Select and Define a Concept through the Concept’s Essential Characteristics Determine if the concept is appropriate and teachable according to this model. The definition should be clear, and the attributes should be identifiable. Determine those qualities that are essential.
Thus, we created 16 different PowerPoints that varied in order of the stories and word-lists, and whether those were in either a verbal or visual format. In total, each participant encountered 4 different conditions. After each individual condition, they were given a short distractor task that involved answering three math questions and then were provided with a link to a google form with a memory recall test. Each memory recall test consisted of seven questions which asked if they could recall a particular word from the stimulus they previously encountered. Five questions were critical lure words and the remaining two were thematic words from the previous story or
2. For General Education Competencies what I demonstrated in my artifact is using Critical Thinking: Learners will demonstrate the ability to draw conclusions based
The article, “ Identifying Thinking Skills for Instruction in Your Classroom,” written by Deborah E. Burns, addresses and explains the taxonomy of Thinking Skills by focusing on the four major thinking skill categories, including: Analytical Reasoning Skills, Critical Thinking Skills, Organizational Thinking Skills, and Creative Thinking Skills. In the article, Burns explains the purpose of the taxonomy was to identify, “thinking skills that were most frequently addressed in the professional literature and within the various thinking skills programs and materials” (Burns D.E., 1993). Burns uses the article to provide strategies and examples in order for educators to successfully implement the taxonomy and thinking skills in different classroom settings. The article provides multiple outlets to provide the stimulus needed to exercise the Thinking Skills highlighted in the article.
The purpose of group learning and development is to ensure that all learning styles are catered for and the ultimate goal of sharing knowledge is achieved. When using a group to deliver something new each individual can call on a fellow participant to confirm understanding. 1.2 Explain why delivery of learning and development must reflect group dynamics When delivering to a group it is important to consider, what is the normal behaviour within the group? Who plays what role?
Most Efficient forms of the learning process: - Acc. to Lewin, learning is best facilitated in an environment where there is dialectic tension and conflict between immediate, concrete experience and analytic detachment. By bringing together the immediate experiences of the trainees and the conceptual models of the staff in an open atmosphere where inputs from each perspective could challenge and stimulate the other, a learning environment occurred with remarkable vitality and creativity. (Kolb.) Pillars of an efficient learning mechanism in group settings:- o Feedback:-There was a concern that organizations, groups and relationships generally suffered from a lack of accurate information about what was happening around their performance. Feedback became a key ingredient of T-groups and was found to ‘be most effective when it stemmed from here-and-now observations, when it followed the generating event as closely as possible, and when the recipient checked with other group members to establish its validity and reduce perceptual distortion’ (Yalom 1995: 489). o Unfreezing:-This was taken directly from Kurt Lewin’s change theory.
Technology could help people adapt in ways that could help them change the way they live and think. Although, it could negatively affect the way people process information through the internet such as having problems with literacy and distractions. In “Smarter than You Think”, Clive Thompson claims that technology can help humans be smarter. Technology such as computers to mentally challenge themselves, so they can improve. Thompson talks about how playing a computer in any sort of game like chess could be a game changer for humans to help them improve their performance and overcome their mistakes.
This applies the same goes for transference insight whereby in group process, members are instruct to say whatever comes to their mind even though it might seems irrelevant or illogical. Techniques are applied in the group session but it will be open to other members in a group. After the end of the session, client is not advisable to stay in contact with one another. The goal is to encourage clients to go further to achieve something that they have been aiming for (Kleinberg, 2011).
For example, my students learnt how to write an essay by undergoing some cognitive processes such as thinking, remembering, memorizing and problem solving. Making Sense of Our World: The Role of Representation. There are internal and external representation. While we think, imagine or learn something, we create the internal representation in our mind which we always call them as concepts or schemas. It is