Putting Zing

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Synectics
Putting Zing
into student writing
Presented by
Roger Cramer
Tim Johnson
Sonja Bertolucci
Mike Troiano
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Synectics
is a teaching approach using metaphors and
analogies as tools to help students gain new
insights and perspectives for use in the writing
process.
the basic tools of learning are analogies that
serve as connectors between the new and the
familiar. good teaching traditionally makes
ingenious use of analogies and metaphors to help
student visualize content. (Wm. J.J. Gordon)
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Synectics from the Greek word synectikos which
means bringing forth together or bringing
different things into unified connection
How long has Synectics been around?
Take a guess?
40 Years
Gordon, 1961
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Synectics
provides an approach to creative thinking that
depends on looking at what appears on the surface
as, unrelated phenomenon and drawing relevant
connections. It helps users break existing mind
sets and internalize abstract concepts. (Gordon,
1961) can be used with all ages and works
well with those who withdraw from traditional
methods. (Couch 1993) Synectics is
well-supported by research, and is easily
integrated with technology.
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The Teachers Challenge
How can we get students to think creatively?
Synectics opens the door to creative
thinking through metaphors and analogies.
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Unlocking Creative Thinking
Creative problem solving, breaking set, and
thinking outside the box...these are all
necessary skills in todays academic environment
and global business economy.
Synectics was developed by Wm. J.J. Gordon for
use in business and industry.
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Putting Zing
into student writing
Problem Statement
Students do not use adequate descriptive prose in
their writing.
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R e s e a r c h P r o b l e m
Will prior use of a Synectics activity,
facilitate higher order and creative thinking,
thus enabling students to use descriptive prose
in their writing?
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G o a l

• Integrating Synectics with technology to teach
  students a process that will help them develop
• concept clarity
• writing skills
• resulting in a measurable use of descriptive prose

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Identifying Student Knowledge
Student participants in this Synectics lesson are
in an English 9 or 10 class. Prior to the lesson
students have read the play Julius Caesar,
watched a video of the play, and engaged in a
discussion about the play. Students understand
the terms metaphor, analogy, simile, figure of
speech, and theme. Students have previously
written an essay on the topic of Julius Caesar as
a baseline for comparison for the post-synectics
writing assignment.
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Technology Skills

• using a word processor
• using a spreadsheet
• using PowerPoint
• using the Internet
• Some students may know the
• basics of
• Photoshop
• Inspiration

During the first activity, students take turns
using the computer, entering information in a
word processing table as the teacher writes words
on the board. (OR) Students use a spreadsheet to
guide them through the entry of words in the
appropriate columns.
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Advance Organizer The teacher describes and
defines Synectics, and then uses a simple example
to model the steps in the Synectics lesson.

• When I say____Teacher____ what do you think
  about?
• _____Teacher______is like what plant or animal?
• Describe (word from 2) and become that animal or
  plant. How do you feel? What do you think?
• Looking at the words in column 2 and column 3,
  find two words that are opposites (fight each
  other).
• What else can be (analogy from 4)?
• Teacher picks one of the examples and students
  describe
• that example in more detail.
• Tell me something about (word from 5).
• Now, look at everything on the board and see if
  there is anything else we can say about (1).
  Create a analogy (simile) that connects the
  original topic to one of the new words.
• Using the information on this chart or any
  personal information, write a poem about 1.

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English
The Synectics Lesson
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Our first time using Synectics to stimulate the
synapses.
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Lets apply the Synectics process to analyze the
themes presented in Shakespeares play Julius
Caesar.

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PRESENT SITUATION
Thinking about the play I. When I say
Julius Caesar, what words come to your mind?
dictatorship
democracy
power
senate
government
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DIRECT ANALOGY
II. The play Julius Caesar is like what
plant or animal?
cactus
poison ivy
snake
What can you think of ?
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PERSONAL ANALOGY
III. Describe a word (from II. Direct Analogy)
and become a (same word as above). How do you
feel? What do you think?
snake
Slimy Beautiful Stealthy Flexible Smooth
Scaly Aggressive Evil Powerful Afraid
What can you think of ?
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CONFLICT
IV. Looking at Direct Analogy (II) and the
Personal Analogy (III), find two words that seem
to fight each other. (Conflict)
Direct Analogy
Personal Analogy
Snake Poison ivy Cactus
Slimy Beautiful Stealthy Flexible Smooth
Scaly Aggressive Evil Powerful Afraid
What can you think of ?
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DIRECT ANALOGY Part 1
V. What else can be a smooth cactus?
What can you think of ?
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DIRECT ANALOGY Part 2
VI. Tell me something more about a smooth cactus
(from V, Direct Analogy). Apply more attributes
to conflicting words. Start your statement
with I am..
Stately Small Large Forbidding
Dry Juicy Prickly Hardy
Adaptive Old Alive Lonely
What can you think of ?
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RETURN TO THE ORIGINAL ANALOGY
VII. Now look at everything on the board., and
see if there is anything else we can say about
Julius Caesar ( I).
Julius Caesar is like Julius Caesar resembles
What can you think of ?
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First PORTFOLIO PRODUCT
VIII. Using information from this chart or any
other information you have, write a poem about
Julius Caesar
Students print a copy of the finished list from
the Synectics activity as a reference for writing
their poem.
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(No Transcript)
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Class Discussion Students evaluate and reflect
on the Synectics activity and how it contributed
to their understanding of the major themes in
Julius Caesar .
A good metaphor is enriching and says more than
a logical explanation. (deMink 1995)
Students use Internet resources to locate further
information about Julius Caesar.
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Synectics,Technology and the Writing Process
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TECHNOLOGY TOOLS

• Word Processor
• PowerPoint
• Spreadsheet Application
• Web Authoring Software
• Inspiration Software
• The Internet
• PhotoShop

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Pre-writing Activity Students explore, in depth,
the attributes of the themes in Julius
Caesar. Students work in small, cooperative
groups using Inspiration or Word to create a
Julius Caesar themes graphic organizer.
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Example outcomes of Student-centered
constructivist activity
Social Order
Chaos results when the prescribed social order is
broken.
Power of Language
Stable Rule
Themes in Julius Caesar
Language is a powerful weapon in the hands of a
skilled orator.
Is dictatorship preferable to social chaos?
Morality
Power
Democracy
Violence and bloodshed can never have morally
good results.
Absolute power corrupts absolutely?
What is the price of democracy?
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POSSIBLE STUDENT PROJECTS

• Students develop a photo essay using
• PowerPoint
• word processing
• web authoring software
• Internet resources
• Students draft, edit, revise and publish
• their Julius Caesar theme essay.

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Integrating Synectics and Technology in Paragraph
Development
Student paragraph development guide using the
Inspiration.
Haynes, Charles Mcmurdo, Kathleen "Using
Inspiration Software to Teach Paragraph
Development" Iste publications. 
http//www.iste.org
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Integrating Synectics and Technology in Essay
Writing
Student essay development guide using the
Inspiration.
Haynes, Charles Mcmurdo, Kathleen "Using
Inspiration Software to Teach Paragraph
Development" Iste publications. 
http//www.iste.org
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Concept Mapping Research
Concept maps provide teachers with an avenue for
developing insight into student
understanding. Edmundson (2000)
effects of cognitive mapping on science content
comprehension of low-achieving seventh grade
students from urban parochial school. Improvement
of reading performance of students Efficacy of
the concept maps Use of cognitive maps for
spatial configurations. Guastello (2000)  
Advanced organizers are the primary means of
strengthening Cognitive structure the most
effective organizers are those that use concepts,
terms, and propositions that are already familiar
to the learners (Joyce Weil p.253)
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California Language Arts Standards addressed in
this Synectics lesson and subsequent assignment
1.0 Word Analysis, Fluency, and Systematic
Vocabulary Development 1.2. Distinguish between
the denotative and connotative meanings of words
and interpret the connotative power of
words. 2.0 Reading Comprehension (Focus on
Informational Materials) 2.6 Demonstrate use of
sophisticated learning tools by following
technical directions (e.g., those found with
graphic calculators and specialized software
programs and in access guides to World Wide Web
sites on the Internet). 3.0 Literary Response
and Analysis 3.12 Analyze the way in which a
work of literature is related to the themes and
issues of its historical period.
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California Language Arts Standards continued 1.0
Writing Strategies 1.1 Establish a controlling
impression or coherent thesis that conveys a
clear and distinctive perspective on the subject
and maintain a consistent tone and focus
throughout the piece of writing.1.2 Use precise
language, action verbs, sensory details,
appropriate modifiers, and the active rather than
the passive voice. 1.6 Integrate quotations and
citations into a written text while maintaining
the flow of ideas. 1.8 Design and publish
documents by using advanced publishing software
and graphic programs. 2.0 Writing Applications
2.2 Write responses to literature a.
Demonstrate a comprehensive grasp of the
significant ideas of literary works. 2.3 Write
expository compositions, including analytical
essays and research reports d. Include visual
aids by employing appropriate technology to
organize and record information on charts, maps,
and graphs.
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California Language Arts Standards continued 1.0
Written and Oral English Language Conventions
Students write and speak with a command of
standard English conventions. (ALL 1.1
1.5) 1.0 Listening and Speaking Strategies 1.1
Formulate judgments about the ideas under
discussion and support those judgments with
convincing evidence.1.7 Use props, visual aids,
graphs, and electronic media to enhance the
appeal and accuracy of presentations. 2.0
Speaking Applications 2.4 Deliver oral responses
to literature a. Advance a judgment
demonstrating a comprehensive grasp of the
significant ideas of works or passages (i.e.,
make and support warranted assertions about the
text).b. Support important ideas and viewpoints
through accurate and detailed references to the
text or to other works. http//www.cde.ca.gov/sta
ndards/reading/grade910.htm l
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• Measurement
• Post-Synectics Activity Writing Assignment
• Quantitative
• Metaphor Count
• Adjective Count
• Qualitative
• Students demonstrate use of advanced concepts
  in their writing, relative to their own
  understanding
• Students use of technology as a learning tool
  and presentation and/or publishing tool
• Questionnaire related to students perception of
  activity
• Observation of student engagement in all
  activities
• Student demonstration of creative thinking
  through class discussion
• Students self-evaluation/reflection on products

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• Survey Questions
• Post-Synectics Activity Writing Assignment
• What do you do before a writing assignment?
• Have you used technology for writing before?
  Explain
• Have you ever participated in a synectics
  activity before? Explain
• Did you feel more prepared to write your essay
  after having participated in the synectics
  activity? Explain
• Explain how the concept mapping activity assisted
  your writing.
• Would you use any of these activities when
  presented with a writing assignment in the
  future. Explain

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The abilities to think creatively, to analyze,
synthesize, apply and evaluate information are
the skills needed both for today and even more so
for the future. (Morrison 1996)
Synectics allows one to think creatively.
Concept mapping allows one to analyze and
evaluate.
Technology allows one to synthesize and apply.
Synectics Concept Mapping Technology
Meaningful Learning
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Original Problem Statement Will prior use of a
Synectics activity, facilitate higher order and
creative thinking, thus enabling students to use
descriptive prose in their writing?
Unlock the door to creativity, understanding and
expressive writing for your students.
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When I say Synectics what do you think of ?

• In what ways can you use a synectics activity to
  guide your students to greater concept clarity
  and descriptive writing?
• Short story writing
• Expository writing across the curriculum
• Student created books (Young Authors)
• Where else can you envision Synectics may be
  applied, and how could you determine the
  usefulness of synectics in your classroom?

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Apple K-12 Effectiveness Reports.
http//www.apple.com/education/k12/leadership/effe
ct5.html Couch, Richard (1993) Synectics and
Imagery Developing Thinking Through Images. In
Art, Science Visual Literacy Selected Readings
from the Annual Conference of the International
Visual Literacy Association (24th, Pittsburgh,
PA, Sept. 30-Oct. 4, 1992). ERIC Document
Reproduction Service No. ED 363 330) deMink,
Frank. Metaphors as keys to creative thinking.
European Journal for High Ability. Vol 6(2),
(1995).(pp. 176-180). US Hogrefe Huber
Publishers. www.hhpub.com/catalogue/order.html Ed
mondson, Katherine M. Assessing science
understanding through concept maps. Affiliation
Cornell U, School of Veterinary Medicine, Ithaca,
NY, US Source Mintzes, Joel J. (Ed), Wandersee,
James H. (Ed), et al.(2000). Assessing
science understanding A human constructivist
view.Educational psychology press. (pp.
15-40). San Diego, CA, US Academic Press, Inc.
xxii, 386 pp Gordon, W. J. J. (1961) Synectics.
New York Harper Row Guastello, E. Francine
Concept Mapping Effects on Science Content
Comprehension ofLow-Achieving Inner-City Seventh
Graders.Remedial Special Education,
Nov/Dec2000, Vol. 21 Issue 6,p356, 9p, 1 chart, 1
diagram.
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More resources Prakarnkaeo, Pornthip. The Use
of Synectics as an Aid to Thinking for Creative
Writing of Mathayo Suksa 3 Students.
http//www.chiangmai.ac.th/abstract1999/edu/abstr
act/edu990192.html Thomas, Gregory P.
McRobbie, Campbell J. Using a metaphor for
learning to improve students metacognition in
the chemistry classroom Journal of Research in
Science Teaching. Vol. 38(2), Feb. 2001 US
John Wiley Sons Inc. Wolfe, Edward W. Bolton,
Sandra Feltovich, Brian Bangert, Art W. A
Study of word processing experience and its
effects on student essay writing. Journal of
Education Computing Research. US Baywood
Publishing Co. Inc