Coach Training

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FPSPI

• Coach Training
• 2008-09

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Future Problem Solving Program International

• Process
• Creative Problem Solving (CPS)
• Multiple steps
• CPS Tools

• FPS Program
• Team Booklet
• Individual Booklet
• Scenario Writing
• CmPS Team
• CmPS Individual
• AbPS (non-competitive)

• Components

• 6 Step Process

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Generating Focusing Ideas . . .

• Generating tools are used to create new unique
  ideas.
• Brainstorming and its variations (most common)
• Throughout the process
• Focusing tools are used to evaluate, compare,
  categorize, highlight generated ideas.
• Hits Hot Spots (UP) Grid (Step 5)

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Prior to reading the future scene . . .
Use creative and critical thinking tools Know
when to focus and when to explore! Get
those brains working!

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Prior to reading the future scene . . .

• Research, Research, Research . . .
• Know your topic for success!
• TIPPS - pages 20 41

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Form Your Teams

• 1. Please list your strengths on the front of
  your card
• leader team member researcher creative
  thinker analyzer time keeper writer
  supportive of others
• Please list areas you least excel in on the back
  of your card.
• Work well with (front ) Why?
• Do not work well with (back) Why?
• TIPPS page 24, 21

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The Future Scene . . .

• The future scene is an imagined future,
• based on available research.
• Key Parts
• FS Parameters topic, place, time
• The issues
• anything within the FS deemed important
• The charge
• usually found near the end of the FS,
• the CALL TO ACTION!
• TIPPS page 53

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Olympic FS Parameters

• Topic Divided Olympics
• Place Moscow, Olympic Stadium, Olympics
• Time 2040 or future Divided Olympics
• TIPPS page 56

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Unraveling a Future Scene Figure One
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Olympic Games Directive or Charge

• Reporter One of the main questions for the IOC
  is if this division embraces the Olympic Games
  fundamental principles which require, mutual
  understanding with a spirit of friendship,
  solidarity, and fair play.  Weve asked FPS
  teams to use the first three steps of their
  six-step model to generate challenges, develop an
  underlying problem, and produce solution ideas to
  analyze the first Divided Olympics.

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STEP 1 Identify Challenges . . .

• Objectives Identify challenges within the FS
  write 16 challenges in statement form.
• Issues
• Concerns
• Problems
• Points of importance that need consideration
• Use the Category List
• to think of identify challenges within the FS.

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Writing Challenges . . .

• Write challenges in statement form.
• Use may, might, could, etc. rather than will.
• Explain
• What the challenge is
• Why it is a challenge
• How it relates to the future scene
• Include research (terms, sources, facts, etc.)
• TIPPS page 68

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Possible Challenges What categories?

• Traditional forms of recreation for older or
  disabled people might be cast aside in favor of
  having enhancements to "repair" the natural aging
  process.
• There is potential for damage due to protestors
  getting out of control.
• The media may not be able to keep people
  interested in aging athletes when societies
  historically focused on youth.
• Moscow may not be able to handle double the
  numbers of athletes and their followers, housing,
  food, facilities.
• Protestors may endanger public safety and athlete
  safety.
• Steroids are illegal in many countries and the
  Modified Division may create legal battles in
  other countries.

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STEP 2 Select an Underlying Problem . .

• Objective To use a Step 1 challenge to identify
  state an important part of the FS to solve
• The UP is
• - written as a question
• - should address an important challenges which
  has a significant impact on the future scene.
• IRS! Important
• Relevant to FS
• Solvable

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4 Elements of a UP

• (CP) Condition Phrase a lead-in fact from the
  FS that is the rationale for the selected UP
• (S) (KVP)
• Stem HMW or IWWMW
• Key Verb Phrase 1 active verb in a phrase
  mandating what must be done in Step 3
• (P) Purpose the outcome as the result of the
  UP
• (FSP) Future Scene Parameters time, place,
  topic

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Step 2 Teeter-Totter UP

• Students must find a balance between
• - WHAT they want to accomplish
• and
• - WHY they wish to do whatever it is.
• The teeter-totter must be in balance!
• TIPPS page 69

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KVP purpose

how might we... so that...

• After the students look over their step 1
  challenges, ask them to think about
• WHAT THEY ARE MOST CONCERNED ABOUT?
• What is an IMPORTANT PROBLEM AREA of the future
  scene?
• What do they most wish to address?
• What problem area is most do-able?
• What problem area do they know the most about?
• Each solution in Step 3 must honor BOTH parts of
  the teeter-totter.

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• Since this, in 2040, is the first Divided
  Olympics with few guidelines for the IOC to
  follow for Modified Division qualification, how
  might we structure the Modified division more
  effectively so that there is less dissension
  about the Divided Olympics in the future?
• A 7 F 6
• (Important problem KVP is somewhat vague)
• Since the Modified athletes in the Divided
  Olympics can use any technological or
  neurological enhancements, how might we improve
  the transparency of the Modification process so
  that the Divided Olympics are more publicly
  acceptable after 2040?
• A 9 F 8
• (condition phrase relates UP to larger ethical
  problems)

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CHARTING AN UNDERLYING PROBLEM Worksheet TIPPS
page 75
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• Since Olympic athletes can use any enhancement
  that allows them to regain natural functioning in
  2040 in Moscow, how might we, the Divided
  Olympics committee, regulate the types of
  modifications allowed, so that the enhanced
  athletes are not putting their future health in
  danger?
• A 7 F 6
• (UP introduces Olympic politics by including the
  Divided Olympics Committee. Solutions may suffer
  from narrow focus.)
• Since protestors both for and against the
  divisions are raising tensions in the 2040
  Olympics, how might we improve communication
  between the IOC and the Olympic audience so that
  the Olympic spirit is less disrupted by
  protestors in the future?
• A 6 F 7
• (Interesting angle be wary of generic media
  solutions that dont address the specifics of
  future scene/current Olympics.)

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• The Olympic charter embraces the spirit of
  friendship, solidarity, and fair play, but
  research indicates that technologically-advanced
  countries may have an advantage in the Modified
  Division. How might we increase the ability of
  less technologically advanced countries to
  compete in the Modified division so that the
  Olympic goal of fairness can be upheld in the
  2040 Olympic Games?
• A 9 F 9
• (Logical inference that anticipates future
  political concerns. Make sure solutions are
  relevant to current issues in the FS.)
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• Since the Modified Class has created a rift in
  the 2040 Olympics, how might we create a separate
  event for the Modified athletes, in order to
  uphold the integrity of the Natural Olympics?
• A 1-3 F 1-3
• (Negates the charge of the FS.)
• Since many teenagers are attending the Divided
  Olympics, how might we decrease enhancement among
  high school athletes?
• A 1 F 1
• (Broadening/Not connected to FS No purpose)

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STEP 3 Produce Solution Ideas . . .

• Objective To create many, varied, unusual
  solution ideas that respond to the UP
• Teams look for solutions that . . .
• - respond to or solve the UP
• - relate back to the future scene.

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Step 3 Essentials

• Solution Ideas are proposals are stated in
  definite terms.
• This solution WILL . . .
• Solutions should be elaborately written to
  include
• WHO will carry out the solution idea
• WHAT the solution idea is
• HOW the idea will work
• WHY the idea will solve the UP (KVP Purpose)

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• WHATS WRONG
• Since tardiness reduces the amount of class time
  and disrupts class, how might we reduce the
  number of students at our school who are often
  tardy so that productive school time will not be
  wasted?
• Write each example solution on the board, one at
  a time. Each solution has at least one error.
  (The solution may use a pronoun instead of a
  specific who, it may not give a reason for the
  solution, or it may not be relevant to the UP.)
• Tardy kids would have to go to the principal.
• A committee of students should be established to
  judge the tardy students.
• Rewards could be given to students who have no
  tardies on their records.
• A school contest will be held to select the class
  that has the best attendance record.
• Students with more than two tardies will have to
  stay after school and scrub floors.
• Ask students to determine what is wrong with each
  solution.
• After the students have determined the error in
  each solution, ask them to individually rewrite
  the solution so that it would be given credit for
  Relevancy and Elaboration and fit into different
  categories.
• Ask for volunteers to share their corrected
  solutions.
• Ask the class to create a composite solution.
• Repeat the process using the next solution.
• TIPPS page 94

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STEP 4 Generate Select Criteria

• Objective To develop yardsticks to determine
  the creative potential importance of solution
  ideas
• Once an easy step, Step 4 has become more
• sophisticated and allows the critical thinkers to
  gain
• additional points.
• BUT its also more difficult for students!

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Correctly Written Criteria

• Address only 1 concern/dimension in each
  criterion.
• Do not include both easiest to implement and
  least expensive.
• Use superlatives in phrasing of criteria.
• Use best or most rather than better or more.
• Phrase your criteria in the desired direction.
• Use least costly rather than most costly.

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Generic Criteria 1 point each - Can be used
with any topic

• CHEATS this is NOT teaching teams to cheat!
• C cost (WSW cost the least to implement?)must
  show that cost is a relevant factor to receive
  credit
• H humaneness (be the most humane?)
• E efficiency/effectiveness (be most efficient?
  Or be most effective once implemented?)
• A acceptance (be most accepted?)
• T time (be quickest to accomplish?) must show
  that time is a relevant factor to receive credit
• S safety (be safest for the employees?)

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Modified 2 points each - added words specific
to the FS (not including parameters)

• The Olympic charter embraces the spirit of
  friendship, solidarity, and
• fair play, but research indicates that
  technologically-advanced countries
• may have an advantage in the Modified Division.
  How might we increase
• the ability of less technologically advanced
  countries to compete in the
• Modified division so that the Olympic goal of
  fairness can be upheld in
• the 2040 Olympic Games?
• WSW cost the least for less technologically
  advanced countries?
• WSW be the most humane for modified athletes?
• WSW be the most efficient for the IOC to
  implement?
• WSW be most accepted by the athletes of less
  advanced countries?
• WSW be quickest for the IOC to accomplish?)
• WSW be the safest for all athletes competing in
  the Olympics?

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Advanced 3 points Goes beyond modified ideas

• The Olympic charter embraces the spirit of
  friendship, solidarity, and fair play, but
  research indicates that technologically-advanced
  countries may have an advantage in the Modified
  Division. How might we increase the ability of
  less technologically advanced countries to
  compete in the Modified division so that the
  Olympic goal of fairness can be upheld in the
  2040 Olympic Games?
• 3 ways to write Advanced Criteria
• Based on the KVP or Purpose from the UP WSW
  most enable technologically advance countries to
  compete in the Modified division of the Olympic
  Games?
• Specific to the topic and not easily used with
  other topic areas WSW provide the most
  enhancement technology to less advanced
  countries?
• (next page for 3)

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• 3. Generic but are justified with info from the
  future scene
• Since research ...advantage in the Modified
  Division,
• WSW be the fairest for all athletes?

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• Criteria Grid
• Choosing the best cookie/bar for
• Write your five criteria here
• In the left hand column note names of the five
  bars.
• Look at the first criterion and decide which bar
  best fits it. Give this bar a score of 5.
• Decide which bar least fits the criterion and
  give this a 1.
• Rank the other 3 bars.
• Repeat for all of the criteria.
• Each column should have 1, 2, 3, 4 and 5
• Add the rows across and the highest scoring one
  would be the best one for you to choose.
• Extension
• Get students to make up their own scenarios (not
  necessarily using food) and try them out with
  other students
• TIPPS page 97

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STEP 5 Apply Criteria . . .

• Objective To select from your 16 most promising
  solution ideas, 8 that are the most intriguing,
  and to apply the criteria from Step 4 by using
  the evaluation matrix (grid)
• Once 8 ideas are noted on the grid, the solutions
  are
• ranked according to each criterion.
• The highest ranked solution must be used for AP.

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STEP 6 Develop an Action Plan . . .

• Objective To develop an action plan to explain
  promote your highest ranking solution idea, and
  to show its relevance and importance to the UP
  and the FS.
• This is the final product of your problem solving
• process. It is critical that teams leave time to
  develop
• a well-defined plan.

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Step 6 Essentials

• Answer the following questions to develop the
  action plan
• Who will make the solution happen?
• What will be done to solve the challenge?
• When will results begin will it continue?
• Where will the plan be implemented?
• Why will this positively impact the FS topic?
• How will the action plan be carried out?

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Add even more to the AP . . .

• Who will be the resistors and how can we work
  with them?
• Who will be the assisters? Who or what can be of
  help in bringing about the action plan?
• ALoU What advantages will be recognized
  because of the Action Plan? What limitations may
  be encountered and how might we overcome them?
  What are the unique possibilities of this plan?

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WORLD WIDE ACTION PLAN WEBCreating
ConnectionsTopic Activity Unit -2008-09

•  The last step of the FPS process is writing your
  action plan. Important
• components of the plan are linked together to
  describe how your best
• solution can be successfully implemented to solve
  your underlying problem.
• Materials A ball of black yarn six pieces of
  legal size paper 
• Preparation
• Label each sheet of paper with one of the
  following terms
• Relevance, Effectiveness, Impact, Humaneness,
  Development of Action Plan
• On the Development of Action Plan page, use a
  red magic marker to add the following terms Who,
  What, How, Why, Obstacles, Resistors, Supporters
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Directions 1. Form a large circle and sit on
the floor. 2. Create the Action Plan Web. Begin
the creation of the web by holding onto the end
piece of the yarn and tossing the ball of yarn
across the circle to a class member. Instruct
the student who catches the yarn ball to hold
onto that section of the yarn and toss the ball
across the circle to another class member. Repeat
this process two more times to begin to see the
creation of the web. Say Stop Action. Tell
the students Whenever this command is given,
the student with the ball of yarn will hold it
until the Continue Action command is given.
Each time the action is stopped relate an
important step in writing an action plan.  
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3. Stop Action One Your action plan must be
relevant. It must solve the key verb phase and
the purpose of your underlying problem. Remember
the term RELEVANCY.   4. Stop Action Two Your
action plan must effectively solve your
underlying problem and have an impact on issues
related to the Future Scene. Remember the words
EFFECTIVE and IMPACT.   5. Stop Action Three
Your action plan must be humane. This means it
is not a negative or violent solution. Remember
the term HUMANE.
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Other Competitive Components

• Register with your Affiliate Program to receive
  coach evaluation guidelines.
• 1,500 words maximum
• Select 1 of the 5 topics of the year
• Scenario due in at beginning of the calendar year
• Divisions same as teams

• Register with your Affiliate Program to receive
  coach evaluation guidelines.
• Highest form of service learning
• Divisions same as teams
• Project due in early spring
• Students learn community involvement that lasts
  for a lifetime

• Scenario Writing

• Community Problem Solving