Dean Kindig and Moira Prister » brainstorming https://sites.harleyschool.org/dkindig The Harley School - Rochester, NY Mon, 26 Oct 2015 16:28:13 +0000 en-US hourly 1 http://wordpress.org/?v=3.9.2 Rainstorm of Brainstorms https://sites.harleyschool.org/dkindig/2011/05/23/rainstorm-of-brainstorms/ https://sites.harleyschool.org/dkindig/2011/05/23/rainstorm-of-brainstorms/#comments Mon, 23 May 2011 18:52:07 +0000 http://sites.harleyschool.org/dkindig/?p=129 Continue reading →]]>
  • What are all the things you can do with a ball? (marble, stick, book, elastic, apple, etc.)
  • How many things are white? blue? green? etc.
  • What are all the methods of travel?
  • How many types of insects, animals, flowers, trees do you know?
  • How many ways can you describe the way something is said? (whispered, shreiked, bellowed, yelled, retorted etc.
  • How many things can you think of that are sweet? salty? sour? bitter? etc.
  • How many ways can you describe the ocean? mountains? etc.
  • What if there were no cars? rain? butterflies, cigarettes?
  • What if all cars were yellow?
  • What if you were caught in a tornado?
  • What if it never stopped raining? What if the school day was only half days? went all year?
]]> https://sites.harleyschool.org/dkindig/2011/05/23/rainstorm-of-brainstorms/feed/ 0 Some Brain Games For Spring and Summer https://sites.harleyschool.org/dkindig/2011/04/08/some-brain-games-for-spring-and-summer/ https://sites.harleyschool.org/dkindig/2011/04/08/some-brain-games-for-spring-and-summer/#comments Fri, 08 Apr 2011 12:34:00 +0000 http://sites.harleyschool.org/dkindig/?p=79 Continue reading →]]> • BRAINSTORM GAME – “What could we use this brick for?” Start with a prop and a question. Learner has to think of as many ways to use that brick as possible. You can’t help, but you can suggest places for his brain to look: “What could we use a brick for in your bedroom? In the garage? In your sandbox?” This builds cognitive flexibility.

• WHAT ARE THEY THINKING? – Use photos, pictures, or the actual game (Webber Photo Cards order here ). Learner guesses by face expression and the props in the picture what the person was thinking.

• PROBLEM SOLVING – Move from math story problems (http://www.ixl.com/math/grade-2 – Try B7, E14, or F9 ) to more and more involved or abstract problems that crop up around the house (Example: “My pots and pans are so hard to get out of the bottom cabinet. What could we do?”). Use brainstorming whenever possible, and use sketch paper to make it more visual.

• CAUSE-EFFECT ACTIVITIES – http://www.quia.com/mc/94601.html The Learner connects possible effects to a given cause, then learns possible causes of a given effect.

• WHAT’S THE WORST THAT COULD HAPPEN? – Talking with Learners about the worst that can happen is a slippery slope, because the objective should be to show that a disappointment or unmet need might not be all that bad.

• WHAT’S MY PLAN? HOW DID MY PLAN WORK? WHAT WILL I DO DIFFERENTLY? Getting Learners to be strategic (more task-involved, less ego-involved) is a matter of being a guide on the side, constantly reminding the Learner to have a Plan before they start, and reflect on the Plan after they finish. When the Learner realizes that their ego isn’t being criticized and that the focus is on making better and better Plans for things, the Learner’s “Worry Channel” can be used as a “Planning channel” instead. Learners who have trouble getting started aren’t planful; they don’t how to start because they don’t know what it is they need to start.

]]> https://sites.harleyschool.org/dkindig/2011/04/08/some-brain-games-for-spring-and-summer/feed/ 0