An advanced classroom is not always an easy one. They may move at a faster pace, but, I have found after many years of teaching various levels of science, they also can get stuck if you do not force them out of their comfort zone. They want to get an A. In order to do this they are often hyper-vigilant about staying the course, doing what they have always done because it works and they usually get the A. But this stagnate way of thinking is detrimental because students need to adjust and alter their way of thinking, stay open-minded and flexible in order to keep up with the ever changing world around them. Synectics is designed to activate a students creativity by presenting them with the old way of dong things, their comfort zone per se and see these procedures in new ways through employing analogous and metaphoric thinking. Letting new strategies to come to the surface.
Within any classroom creativity levels vary. Some students are curious and innovate, stepping well outside their comfort zones on a daily basis. While others, stick firmly to their zones and would rather follow then lead. The Synectics Module has the ability to awaken inspiration and creativity in every student, using guided techniques and activities. Synetics is not about letting go of what works, or tossing out old strategies but rather thinking about things we already know in a new way. Having the whole class look at a problem and brainstorm solutions. Listening to a debate and figuring out that there is no correct answer and that the process of argumentation is far deeper then any right or wrong conclusion. Deeper thinking, viewing old things from a new perspective, and class dialogue are just a few of the benefits of synetics. Once the conversation is not about natural selection or classification but becomes about change in general and how all things evolve and change over time, the question is no longer what is....but what if...this is deeper thinking.
How can we integrate synetics into our classroom? There are four main steps: direct analogy, personal analogy, analog contrast and new analogy. Through direct analogy, a teacher identifies the concept to be explored by creating a direct analogy, a cell is like the human body and invites students to think of characteristics for each. For example, the cell has organelles, the human body has organ systems. These both have jobs or tasks they must perform to keep the organism alive. Personal analogy occurs when students are challenged with the question this applies to me personally because: I am made of different types of cells, each with a task to keep me alive, such as, brain cells, skin cells, and heart cells that form tissue and then ultimately my heart. Personal analogies are a great tool when used in an Edcamp or debate style discussion.
Analogue contrast occurs when students compare and contrast: cells are live unlike atom. They are both considered building blocks while atoms make up cells they are not alive, merely the essence or chemicals that create cells which in turn are alive with a purpose. Finally, new analogy arrives when students have the opportunity of creating their own analogy or a group analogy. Being the last step of synetics, students are likely to be excited about presenting their new idea to the classroom. Let them this is the time when interaction and collaboration make this process a cohesion of personal and community growth. Cells are like a city because each organelle has a specific function that unify the cell into a community of individual parts. Like a city, each component working together for the whole, not an individualized part but a complete machine. Bringing the whole idea in unison with the big picture. Atoms make up cells, cells make up tissue, tissue makes up organs, and organs together a system leading to an organism- the sum of its parts. Using analogy is a great synetic way to bring the abstract into focus in order for students to make larger connections, find deeper meaning, and discover the larger scale of how the natural world fits together.
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