Here is my micro lesson teaching Synectics using Synectics.
Lesson Plan # 1 Teacher: Janelle Law
Grade: Date/Time: Feb 13th, 2012
Topic: Synectic Model Content: Instruction Textbook
1) Define analogy
2) Able to describe feelings associated with conflict
3) Think creatively
1) Students will think and share an analogy
2) Students will share feeling words associated with conflict
3) Students will show conflict can be varied
Set: Start off by saying an analogy
- Describe the topic
- Create direct analogies
- Describe personal analogies
- Identify compressed conflicts
- Create new direct analogy
- Re-examine the original topic
Step 1 : The teacher asks the students to describe a given topic. This can be done orally or the students can write down the topic. Descriptive words are then listed on the board.
Example: The topic is ‘Conflict’
Descriptive words: love, hate, anger, sadness, guilt, happy, remorse, joy, satisfaction etc.
Step 2 Students examine the descriptive words and form analogies between the words and an unrelated category such as plants, animals or machines. After all students have thought about an analogy, they are shared to the class.
Example: Think of a plant that reminds you of the listed words.
Analogies: ‘A rose reminds me of Love’
‘Lily reminds me of death and sadness.’
Step 3: The teacher asks students to think about how he/she would feel to be the object chosen in Step II. Students must also tell why they have that particular feeling. Write in paragraph form, draw a picture or explain to the group orally.
Example: How would it feel to be a ‘Rose’?
Responses: alive, happy, safe, smelled, plucked, ignored, curdled, held on, dead, recognized, good, loved, bad, crushed.
Step 4: The students are asked to review their responses to find pairs of words which seem to ‘fight’ or are in opposition to one another. The class votes for the pair of words that represent the best compressed-conflict.
Example: ignored- loved , good- bad, happy- sad, alive-dead, held on- crushed
Step 5: The teacher asks for another category for a direct analogy and the class must think of example of that category which are best described by the compressed category chosen in Step IV.
Example: “Animal” is the analogy, “alive- dead’ are the characteristics.
Direct Analogies: lion, dog, cat, bear, dinosaur etc.
Step 6: The class talks about the original topic by comparing the last direct analogy to the original topic new images are created.
Example “Feelings are like lions. They are alive but, sometimes appear to be dead.” “Feelings are like Roses and Lilies. Sometimes they make you happy and sometimes they make you sad”.
Step 7: Students evaluate the writing done before and after the model to see if more creative insight has been added. The must also analyse the thought process involved.
* Create direct analogies: What words have the same or similar meaning?(try synonyms)
* Describe personal analogies: What would it feel like to have the characteristics or traits of —–?( describe emotions and physical attributes)
* Identify compressed conflicts; What words have the opposite meaning or characteristics? (Use antonyms)
* Create new direct analogy: What words have the similar or same meaning?
* Look at all the four steps and find key words or phrases, expand on those to generate more. Finally, focus on a theme that may incorporate several elements based on the final list.
1) Ask students where they see conflict
2) Review feelings of conflict
3) Begin to brainstorm how to deal with conflict.
Materials: White board/ dry erase markers), student supplies – pen and paper.
The students created a synectic together that was “A Kleenex is like conflict, because it can hurt and heal”.
I believe this lesson went as planned. Although it was well planned it didn’t flow very well. I was not very familiar with synectics before this lesson which made it difficult to teach. Throughout my teaching career I am sure I will run into topics that I will need to become more knowledgeable about to teach. The most difficult aspect of the Synectic Model was when the students bridged their previous analogy with their new analogy as students tended to create an analogy and did not bridge it with another. I taught the lesson by going through each step of the Synectic Model with the students doing each step individually however if I was going through this lesson a lesson again with the students I would teach it together as group and do one full analogy together and write the steps on the board then they would have to create on individually. How the lesson worked out was one student created a good analogy and it helped the students create their analogy. Another major issue was the fact we weren’t in the classroom and it would have helped to write the steps on the board for the visual learners.