14 Creative ways to engage students • center for excellence in learning and teaching • iowa state what are some ways to make money university

Fostering creativity can range from simple team-building exercises to complex, open-ended problems that may require a semester to solve. An instructor that presents innovative and challenging prompts will encourage what are some ways to make money students to work creatively through a problem to a solution. These creative techniques must be done in a supportive course what are some ways to make money environment with appropriate time allocated for students to discover and what are some ways to make money develop creative ways to solve a problem. Here are 14 creative ways to engage students in discussions, problem-solving, critical thinking, and more: assumption busting

Assumption busting is particularly effective when one is stuck in what are some ways to make money current thinking paradigms or has run out of ideas. Everyone makes assumptions about how the world around us, which in creative situations, can prevent seeing or generating possibilities. Deliberately seeking out and addressing previously unquestioned assumptions stimulates creative what are some ways to make money thinking.

How: list assumptions associated with a task or problem, for example, that a solution is impossible due to time and cost what are some ways to make money constraints; something works because certain rules or conditions; and people believe, need or think of certain things. Then ask under what conditions these assumptions are not true, continue the process of examination as old assumptions are challenged what are some ways to make money and new ones are created. Brain-sketching

How: students sit in a group of 6-8 around a table or in a circle. Questions or problems should be well explained and understood by what are some ways to make money each student. Each participant privately makes one or more sketches and passes what are some ways to make money the sketch to the person on the right when it what are some ways to make money is finished or when a brief set time has passed. Participants develop or annotate the sketches passed to them, or use them to inspire new sketches which are also what are some ways to make money passed in turn. Brainstorming

Brainstorming, a useful tool to develop creative solutions to a problem, is a lateral thinking process by which students are asked what are some ways to make money to develop ideas or thoughts that may seem crazy or what are some ways to make money shocking at first. Participants can then change and improve them into original and what are some ways to make money useful ideas. Brainstorming can help define an issue, diagnose a problem, or possible solutions and resistance to proposed solutions.

How: define the problem clearly lay out any criteria to be what are some ways to make money met. Keep the session focused on the problem, but be sure that no one criticizes or evaluates ideas what are some ways to make money during the session, even if they are clearly impractical. Criticism dampens creativity in the initial stages of a brainstorming what are some ways to make money session. Ideas should be listed, rather than developed deeply on the spot; the idea is to generate possibilities. Accordingly, participants should be encouraged to pick up on ideas offered what are some ways to make money to create new ones. One person should be appointed as note-taker, and ideas should be studied and evaluated after the session. Concept mapping

Concept maps represent knowledge graphic form. Networks consist of nods, which represent concepts, and links, which represent relationships between concepts. Concept maps can aid in generating ideas, designing complex structures, or communicating complex ideas. Because they make explicit the integration of old and new what are some ways to make money knowledge concept maps can help instructors assess students’ understanding.

How: create a focus question specifying the problem or issue the what are some ways to make money map should help resolve. List the key concepts (roughly 20-25) that apply to the area of knowledge. Put the most general, inclusive concepts at the top of the list, and most specific at the bottom. Build a hierarchical organization of the concepts, using post-its on a wall or whiteboard, large sheets of paper, etc. Revision is a key element in concept mapping, so participants need to be able to move concepts and what are some ways to make money reconstruct the map. Seek cross links between concepts, adding linking words to the lines between concepts. Exaggeration

Exaggeration includes the two forms of magnify (or “stretch”) and minimize (or “compress”), part of the SCAMPER heuristic. This method helps in building ideas for solutions. It is useful to illustrate a problem, by testing unspoken assumptions about its scale. It helps one think about what would be appropriate if what are some ways to make money the problem were of a different order of magnitude.

How: on a broad sheet of paper, draw a long arrow horizontally across the middle of the what are some ways to make money page pointing to the right. Label the arrowhead with the title of the issue to what are some ways to make money be explained. This is the “backbone” of the “fish.” draw “spurs” from this “backbone” at about 45 degrees, one for every likely cause of the problem that the what are some ways to make money group can think of; and label each. Sub-spurs can represent subsidiary causes. The group considers each spur/sub-spur, taking the simplest first, partly for clarity but also because a simple explanation may what are some ways to make money make more complex ones unnecessary. Ideally, the fishbone is redrawn so that position along the backbone what are some ways to make money reflects the relative importance of the different parts of the what are some ways to make money problem, with the most important at the head. Kipling questions or preliminary questions method

Laddering or the “why method” involves toggling between two abstractions to create ideas. Laddering techniques involve the creation, reviewing and modification of hierarchical knowledge. In a ladder containing abstract ideas or concepts, the items lower down are details or sub-sets of the ones higher up, so one moves between the abstract and concrete. Laddering can help students understand how an expert categorizes concepts what are some ways to make money into classes, and can help clarify concepts and their relationships.

How: beginning with an existing idea, “ladder up” by asking, of what wider category is this an example? “ladder down” by finding more examples. Then “ladder up” again by seeking an even wider category (big picture) from the new examples obtained from step 2. Generally, “laddering up” toward the general allows expansion into new areas while “laddering down” focuses on specific aspects of these areas. Why questions are ladders up; so-what questions are ladders down. Negative (or reverse) brainstorming

Negative brainstorming involves analyzing a short list of existing ideas, rather than the initial massing of ideas as in conventional what are some ways to make money brainstorming. Examining potential failures is relevant when an idea is new what are some ways to make money or complex or when there is little margin for error. Negative brainstorming raises such questions as: “what could go wrong with this project?” reverse brain-storming is valuable when it is difficult to identify direct what are some ways to make money solutions to a problem.

How: each student is given a stack or note-pad of at least 25 small slips of paper or what are some ways to make money post-it note pad. The pads can contain idea-jogging graphics or be designed so that ideas can be what are some ways to make money sorted and separated easily. A question or problem is read to the group (e.G., “how do we?” or “what would it take to?”). Students write down one idea per sheet, in any order. Once the writing begins to slow down students can post what are some ways to make money their ideas on a wall or flip-chart paper. Then, the students work as a group to discover and explore what are some ways to make money themes. Storyboarding

Storyboarding can be compared to spreading students’ thoughts out on a wall as they work on a what are some ways to make money project or solve a problem. Story boards can help with planning, ideas, communications and organization. This method allows students to see the interconnections, how one idea relates to another, and how pieces come together. Once the ideas flow, students become immersed in the problem and tag-team off other ideas.

How: use a cork board or similar surface to pin up what are some ways to make money index cards or use post-it notes on a whiteboard. Begin with a set of topic cards, and under each place header cards for general points, categories, etc. Under these, place sub-heading cards that will be contain ideas and details generated what are some ways to make money that support the headers. During a story board session, consider all ideas relevant, no matter how impractical they appear. Reversal

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