What is
Brainstorming?
Brainstorming is the name given to a
situation when a group of people meet to generate new ideas around a specific
area of interest. Using rules which remove inhibitions, people are able to
think more freely and move into new areas of thought and so create numerous new
ideas and solutions. The participants shout out ideas as they occur to them and
then build on the ideas raised by others. All the ideas are noted down and are
not criticized. Only when the brainstorming session is over are the ideas evaluated.
This is the traditional way brainstorming is done. The aim of this website is to train you in the methods of traditional brainstorming and then to move on and discover a series of advanced techniques available to you.
Some other definitions:
This is the traditional way brainstorming is done. The aim of this website is to train you in the methods of traditional brainstorming and then to move on and discover a series of advanced techniques available to you.
Some other definitions:
1.
Brainstorming is a process for generating new
ideas
2.
Brainstorming is "a conference technique
by which a group attempts to find a solution for a specific problem by amassing
all the ideas spontaneously by its members" - Alex Osborn
To brainstorm is to use a set of specific
rules and techniques which encourage and spark off new ideas which would never
have happened under normal Traditional Brainstorming
The normal view of brainstorming is where a group of people sit in
a room and shout out ideas as they occur to them. They are told to lose their
inhibitions and that no ideas will be judged so that people are free to shout
out any ideas at all without feeling uncomfortable. People should build on the
ideas called out by other participants. The purpose of this is to gain as many
ideas as possible for later analysis. Out of the many ideas suggested there
will be some of great value. Because of the free-thinking environment, the
session will help promote radical new ideas which break free from normal ways
of thinking.
Advanced
Brainstorming
The model we propose is an extension of the traditional
brainstorming scenario and makes the whole process easier and more effective.
Advanced brainstorming builds on the current methods of brainstorming to
produce more original ideas in a more efficient
way. Specialized techniques, better processes and better awareness, combined
with new technologies, make traditional brainstorming a less frustrating
process. Most of the problems associated with traditional brainstorming disappear
as a more effective process is used. Keep on reading for more details of how
you can do advanced brainstorming for great profit to you and your
organization.
Advanced brainstorming uses:
Advanced brainstorming uses:
1. New processes and new training to reduce inhibitions
2. Creative and lateral thinking techniques
3. Brainstorming
software (computer-aided creativity). Try a 30 day trial of our
brainstorming software (Brainstorming
Toolbox).
4. new materials for stimulation and recording ideas
5. Materials from this website. While we provide free training at
this site, if you or your organisation want to use this information on your own
PC or network or as in-house training then we require you to purchase a
license for it. This money will be used to fund expansion of this
website and the training you will be receiving.
BRAINSTORMING
Brainstorming was
developed by Alex F. Osborn in 1939 to enhance the ability of work groups to
solve problems creatively. The participants in his early groups called his
process "brainstorming" because it seemed to them that they were
using their brains "to storm a creative problem and to do so in commando
fashion, with each stormer audaciously attacking the same objective."
According to David Whetten and Kim Cameron, there are four cardinal principles that
govern effective brainstorming processes:
- No evaluation of the
effectiveness of any given alternative is to be undertaken while the group
is generating alternatives. Evaluation of alternatives must come at a
later stage in the problem-solving process.
- The leader of the group must
place no parameters upon the group regarding what kinds of alternatives or
solutions should be suggested; in fact, the team leader should encourage
the group to come up with novel ideas that normally would not receive
consideration in the organization.
- The quantity of ideas should
initially take precedence over the quality of ideas; that is, the leader
should push the group to produce a large number of ideas irrespective of
their quality.
- Participants should feel free to
add to or modify previous ideas proposed by others; it is often the case
that marginal ideas that are added upon or altered in some fashion become
transformed into powerful solutions. It should be emphasized that ideas do
not belong to the individual who presents them, but to the group.
In order to facilitate success, leaders of brainstorming sessions
should do the following:
- Facilitators should teach the
principles and objectives of brainstorming to the group before beginning
the brainstorming session. Unless all group members understand these
rules, the brainstorming effort will fail.
- Facilitators must enforce the
rules during the brainstorming session. Inevitably, people will begin
evaluating suggestions during the "generation" phase of
brainstorming or violate one of the other principles. When such violations
occur, the leader must reteach the principle in question that has been
violated, and relaunch the brainstorming process in the group.
- Facilitators must ensure that the
ideas are listed so that they can be referred to later when the group
analyzes the ideas that it has generated. Idea records are often kept on
flip charts, but an individual can record the information and the results
photocopied and distributed to the participants as well.
- Facilitators should try to encourage
all group members to get involved in the session and contribute ideas.
Some group members may be reluctant to share their thoughts, which could
lead to one or two participants dominating the session. A good facilitator
finds ways to draw out ideas from all group members.
- Facilitators need to keep the
group focused and prevent participants from getting discouraged.
Typically, participants offer several ideas at the beginning of a session;
often these are the more obvious alternative solutions to the problem at
hand. After these initial ideas are offered, the session might get bogged
down as the quantity of ideas subsides. Facilitators should assist the
group to push past this initial stage and continue working to come up with
other alternatives, because it is at this point where truly creative
solutions to problems may be offered.
- Facilitators need to be able to
restate and distill poorly articulated ideas in a way that clarifies
without altering their meaning.
Brainstorming
Brainstorming is a group creativity technique by which efforts are made to find a conclusion for a
specific problem by gathering a list of ideas spontaneously contributed by its
members.
In other words, brainstorming is a situation where a group of
people meet to generate new ideas and solutions around a specific domain of
interest by removing inhibitions. People are able to think more freely and they
suggest many spontaneous new ideas as possible. All the ideas are noted down
and are not criticized and after brainstorming session the ideas are evaluated.
The term was popularized by Alex Faickney Osborn in the 1953 book Applied Imagination.
Methods to improving brainstorming
sessions[edit]
There a number of ways that groups can improve the effectiveness
and quality of their brainstorming sessions.[10]
·
Avoiding face-to-face groups:
Using face-to-face groups can increase production blocking, evaluation
apprehension, social matching and social loafing.
·
Stick to the rules:
Brainstorming rules should be followed, and feedback should be given to members
that violate these rules. Violations of brainstorming rules tend to lead to
mediocre ideas.
·
Pay attention to everyone’s
ideas: People tend to pay more attention to their own
ideas, however brainstorming requires exposure to the ideas of others. A method
to encourage members to pay attention to others’ ideas is to make them list the
ideas out or ask them to repeat others’ ideas.
·
Include both individual and
group approaches: One method that helps members
integrate their ideas into the group is brainwriting. This is where members
write their ideas on a piece of paper and then pass it along to others who add
their own ideas.
·
Take breaks:
Allow silence during group discussions so that members have time to think about
things through.
·
Do not rush:
Allow lots of time for members to complete the task. Although working under
pressure tends to lead to more solutions initially, the quality is usually
lower than if more time is spent on the task.
·
Stay persistent:
Members should stay focused and persist at the task even when productivity is
low.
·
Facilitate the session:
A skilled discussion leader should lead and coordinate the brainstorming
sessions. This leader can motivate members, correct mistakes, and provide a
clear standard of work. They can also be used to keep track of all the ideas
and make sure that these ideas are available to everyone.
Alternatives to brainstorming[edit]
If brainstorming does not work for your group, there are some
alternatives that you could use instead.[10]
·
Buzzgroups:
Larger groups can form subgroups that come up with ideas when the larger group
is stumped. Afterwards, these subgroups come back together and discuss their
ideas as a whole group.
·
Bug list:
Group members write down all the little problems or irritations concerning the
issue they are working on, and then the group discusses solutions for each of
these “bugs”.
·
Stepladder technique:
A method where new members state their ideas before listening to the group’s
position.
·
Synectics:
A leader guides the group and discusses their goals, wishes, and frustrations
using analogies, metaphors, and fantasy.
6 Types of Brainstorms that Help Create Awesome Ideas
The Calm Before the Storm
Here
are some key things to consider before an ideation session:
1.
Understand
that brainstorming is about generating as many ideas as possible. Save the
analysis and decision-making process about which ideas to pursue for after the
brainstorm.
2.
Clearly
define the objective and intended results of the brainstorm to the group.
3.
Choose
a facilitator and a scribe. The facilitator upholds the rules and keeps
everyone on task and on time. The scribe records the ideas and disseminates
them to the group.
4.
Explain
the rules to everyone. For example, say “Yes, and” instead of “No, but” to make
sure no one’s feelings get hurt and all ideas are weighted equally. Another
example, don’t bring your smartphones and laptops into the brainstorm.
5.
Remember:
This should be fun.
There
is a bevy of brainstorming techniques you can do in person and online. Here’s a
small variety that might work for your company or content marketing agency:
1. Speedstorming
Aim: Depth
Great
for: Small
groups; People who have a small number of “brainstormers” and small window of
time with which to work.
How
it Works: Give
six people the prompt and a piece of paper. Those six people each generate
three ideas within five minutes —the 6-3-5 speedstorm. Then each
person passes their three pieces of paper to the right and the second person
then builds on the initial person’s ideas for the next five minutes. Continue
for four more rounds (for a total of six rounds) until you all have spent 30
minutes fleshing out 18 ideas.
Get
more ideas by increasing the number of ideas each person has to generate. For
instance, implement the 6-5-5 method (6 people each generate 5 ideas in 5
minutes). That way you can get 30 ideas in 30 minutes! Also, writing down ideas
allows everyone to contribute, not just the person who’s very vocal and doesn’t
mind sharing ideas openly in verbal brainstorming sessions.
2. Brain Writing
Aim: Breadth
Great
for: Small
groups; People who need a large quantity of ideas in a short amount of time.
How
it Works: To
start a session of brain writing, give six people pieces of paper, give them
the prompt and ask them to jot down as many ideas on sticky notes as possible
within five minutes. Then each person passes his/her ideas to the next person.
Within the next five minutes, the next person reads the original suggestions
and generates three additional ideas. After six rounds (30 minutes), the group
will have generated 108 ideas.
If
you have more time, go a step further and read the ideas aloud. Place the
sticky notes on a wall or board, and group like ideas together. As a group, try
to vote on the top categories or ideas to pursue.
3. Reverse Brainstorming or Reverse
Thinking
Aim: Depth
Great
for:
Small or large groups; People who find it difficult to create ideas or identify
solutions to a problem directly, or people who already have an asset but want
to optimize it.
How
it Works: Reverse
brainstorms find
ways to prevent what you are trying to achieve. Then you reverse those actions
to actually help you solve the problem. First, identify the problem. Then,
reverse the problem. For example, if you’re trying to create an awesome piece
of branded content to increase conversions and brand recognition, you might
ask: “How can we get 1 million hits on this content?” But rephrase the question
to: “How can we make sure no one engages with this content?” If you already
have a piece of content and want to optimize it, then ask: “How can I make this
asset worse?”
Brainstorm
the reverse problem and generate ideas. Don’t reject anything at this stage.
Now, reverse those ideas into solutions for the original problem. You might end
up with
a table like this based
on the first example:
|
Reverse Brainstorming
Ideas
|
Converted Ideas
|
|
Discuss a topic that
no one cares about.
|
Choose a hot topic and
use a catchy headline.
|
|
Make it hard to find
the products mentioned in the content.
|
Include hyperlinks to
products and a product grid.
|
|
Use only text.
|
Include
high-resolution, engaging images or graphics.
|
|
Include language that
is hard for people to understand.
|
Speak human and make
it simple to understand.
|
|
Make it hard for
people to share the content via social media.
|
Add social share
buttons to the content.
|
4. Content Brainstorming Key
Aim: Depth
Great
for: Small
or large groups; Facilitators and brainstorm participants who thrive on
structure.
How
it Works: The Content
Brainstorming Key from HubSpot is a visual used to frame how one thinks. The key is a
spreadsheet that defines the topic,
the audience, the content structure (i.e. list, how-to, Q&A, etc.) and the content medium
or format (i.e. blog post, graphic, video). Using the four criteria, the
“brainstormers” write down as many headlines as possible. Then you will have a
clear record of the prompt and the content suggestions. Change the criteria to
get even more ideas.
5. Focus Group
Aim: Breadth
Great
for: Small
groups; People looking to target a specific demographic or subset.
How
it Works: This
may seem like a no-brainer technique, but some companies and agencies sometimes
forget that they can find a lot of material within their building. If you have
a project in which you’re trying to reach moms, college students or cooking
enthusiasts, then ask people who fit those descriptions to convene for
ideation. Get people from different departments. Use note cards, sticky notes
or white boards to jot down ideas. I’ve been a participant of brainstorms at
Pace for simply being a Millennial and for being a person who recently moved.
You never know how personal experiences will come in handy.
6. Team Brainstorming
Aim: Breadth
Great
for: Large
groups; People with competitive spirits or a facilitator with a large number of
brainstormers.
How
it Works: Break
the team into small groups or pairs to meet for a few minutes and generate as
many ideas as possible within a certain timeframe. The teams can each have
their own dry erase board, poster board or large sheet of paper. The small
groups will naturally try to come up with the best ideas or the highest number
of ideas. When time is up, each team presents their ideas, also within an
allotted timeframe. I’ve participated in this type of brainstorm at Pace. It
was fun to try and best the other teams by coming up with the most or the
greatest ideas.
Organization of
brainstorming technique
4 Steps to
Successful Brainstorming
1. Lay out the problem you want to solve.
This may be easier
said than done. Keeney describes a doctoral student who is at sea while
trying to come up with a dissertation topic and advisor. The student
grasps for ideas with only the vaguest idea of a goal, stated as negatives
rather than positives. “I don’t think I could do it,” “it is not interesting to
me,” “it seems too hard,” and “it would be too time consuming.” Then finally
someone suggests an idea that doesn’t have any of those negatives. The doctoral
student grabs the topic. But Keeney says this is a poor way to make a major
decision. Instead the student should keep pushing until they come up with at
least five more alternatives, and then, considering all those, “identify your
objectives for your dissertation, evaluate the alternatives and select the
best.” It will be well worth the effort.
2. Identify the objectives of a possible solution.
This is what Keeney
did for the German energy company and what he’s done for several government
agencies, including the Department of Homeland Security and the energy department. It’s not easy and it takes time
but if you can approach your goals critically and hone in on what you want to
achieve, your brainstorming session will be much more effective.
Keeney offers a
great example of this process. David Kelley, the founder of renowned design
firm IDEO, wanted to design a product that would enable cyclists to transport
and drink coffee while they were riding. A couple of ways to describe
what he wanted to design: “spill-proof coffee cup lids,” or “bicycle cup
holders.” But a much better description is the following objective:
“helping bike commuters to drink coffee without spilling it or burning their
tongues.” Keeney likes this statement because it clearly lays out IDEO’s
objectives, to help bike commuters 1) drink coffee, 2) avoid spills, 3)
not burn their tongues. He even contributes a few objectives of his own: avoid
distractions while biking, don’t contribute to accidents, keep the coffee hot
and minimize costs. Going into that much detail before brainstorming
about ways to design the cup holder makes IDEO much more likely to succeed.
3. Try to generate solutions individually.
Before heading into
a group brainstorming session, organizations should insist that staffers first
try to come up with their own solutions. One problem with group brainstorming
is that when we hear someone else’s solution to a problem, we tend to see it as
what Keeney calls an “anchor.” In other words, we get stuck on that objective
and potential solution to the exclusion of other goals. For instance, when
Keeney was consulting with a cell phone maker years ago, the company had
numerous objectives. It wanted to produce a lightweight phone that also had GPS
capabilities (Keeney did this consulting gig some time ago, but he insists the
example remains illustrative). When company executives got together to
brainstorm ideas about how to build a better phone, one person brought up the
issue of weight. Suddenly everyone became fixated on that idea and forgot about
their other objectives. Coming into a meeting with potential solutions reduces
the risk that participants will get bogged down on one objective.
4. Once you have gotten clear on your problems, your objectives
and your personal solutions to the problems, work as a group.
Though he
acknowledges that it’s a challenge not to “anchor” on one solution in a
brainstorming session, Keeney believes that if participants have done their
homework, clarifying the problem, identifying objectives, and individually
trying to come up with solutions, a brainstorming session can be extremely
productive.
At the end of the
paper, he describes a 2008 workshop he held to try to come up with ways to
improve evacuations in large buildings in case of a terrorist attack, based on
a recommendation from the National Institute of Standards and Technology.
Keeney brainstormed for two-and-a-half days with 30 people with expertise in
everything from firefighting and building codes to handicapped people and human
behavior. The result, after going through Keeney’s four-step process: a list of
300 new alternative ways to speed evacuation. Then the participants evaluated
the many ideas, which included using cell phone alarms to guide people to exits
and building linked sky bridges on every fifth floor. The hope, of course, is
that these solutions will never be tested. But Keeney’s brainstorming method
helped the group find effective suggestions.
Here are several things to keep in mind when organizing a
creative brainstorming session:
- Identify the
goals before you call a session. To
assist the creative brainstorming process, you should identify the goals
of the session before you gather together your team so as to maximize your
efforts.
- Prep the
group prior to getting together. In
addition to identifying goals prior to meeting, you should also prep your
group before getting together. Send out a meeting invite with notes on the
intent of the session and the goals you’ve set to achieve during that
time.
- Appoint a
leader/moderator of the session. To
help the session flow and stay on track, you should always appoint a
leader or moderator to guide the group through the meeting.
- Invite a
diverse group of people. When
you are thinking about calling a brainstorming session, consider a diverse
group of people that will be able to give unique perspectives on the
challenge at hand.
- Set a time
limit. Always
set a time limit for your creative brainstorming sessions, 1-2 hours is
usually ideal. This is enough time to keep the group engaged without
leading to frustrations if goals are not being accomplished the first time
around. Call a second session if needed.
- Write
everything down. As you
proceed through the creative brainstorming process, have a designated note
taker that will record everything you discuss. After the meeting, send the
notes around to the team and let them know that any additional feedback is
welcome.
What
is the importance of Brainstorming?
The
importance of brainstorming is that it will use to generate ideas or solution
for specific problem. Project manager using this technique to create list of
solution for a difficult risk in the context of the qualitative and quantative
risk analysis processes. A brainstorming session should be managed by an
experience facilitator who will introduce the potential risks and keep the
ideas flowing. But follow the psychology literature show that people who
working alone will produce a greater number of ideas than the same people
working in small or face-to-face groups by using brainstorming method
How to run a successful brainstorming session
Location is important
Don't undermine the value of a suitable room for brainstorming
sessions. If you try to organise it in the same hurdle room where most of the
employees are criticised, condemned and complained every month due to various
reasons, you won't get 100 percent results. If possible, arrange a separate
room with big whiteboards, open windows, ample space, coffee machine (yes
caffeine is essential) and everything else that can be substantial and sparkle
positive ene
Assign a session moderator
Brainstorming sessions are to find creative solutions to everyday business problems. They are meant to witness the free flow of ideas. However, this
free flow can damage the whole purpose if not given a particular direction.
That's where a session moderator is needed who can effectively communicate,
control and direct the session. Someone who's loved by the staff and carry
authoritative status in the organisation is best suitable for this role.
Specific purpose
Although everyone is expected to come up with their
own set of creative ideas during a brainstorming session, they're of no use
unless the end objective isn't achieved. Make sure each brainstorming session
has a specific purpose and all the ideas/suggestions revolve around it.
Set ground rules and
keep the session organised
Is it mandatory for every team member to attend the
session? Should people participate in the discussion by raising their hands?
Who will take the initiative to write down all the ideas? Can a participant
interrupt other while he's speaking? Is yelling allowed? These questions can
create confusion and spoil the session. So it’s better to set some ground rules
and follow them in order to get maximum out of a brainstorming session.
No idea is a dumb
idea
"There's no such term as dumb ideas. Just poorly
executed awesome ideas."
Every team has a few team members who lack confidence. In order to make them participate in the session, you'll need to
boost their confidence and convince them to express their thoughts. It's a
brainstorming session and not a serious month-end hurdle. So, they can say
whatever they want as long as it's related to the subject.
Note down all the
ideas
No idea should go unnoticed. It's moderator's duty to
note down all the ideas on a whiteboard or anything else as per the convenience
and discuss them with the participants. For this, a brainstorming session can
be divided into two or more sub-sessions. While the first half can be dedicated
to the idea-sharing activity, the other half can be devoted to discussing the pros and cons of
those ideas.
Take action
"An ideal brainstorming session starts with an
objective and end with a solution."
Once all the ideas are shared, discussed and analysed,
the moderator should give his opinion on the same and select one or more ideas
that can be implemented.
As they say, "The only way to get good ideas is
to discuss lots of ideas and then throw the bad ones away."
Every organisation has its own way of conducting
brainstorming sessions. However, if you follow these steps, you can get maximum
out of such sessions. Share your experience and inputs on how brainstorming
sessions s
Buzz
session
Buzz
sessions are short participative sessions that
are deliberately built into a lecture or larger group exercise in order to
stimulate discussion and provide student feedback.
Buzz
group:
A buzz group is a small, intense discussion group usually
involving to 3 persons responding to a specific question or in search of very
precise information. The full plenary group is subdivided into
the small groups. It's called a 'buzz' groupbecause
it mimics the sound of people in intense discussion!
Buzz
method of teaching
;
Buzz group
discussion is a method in which small groups of 2-3 participants
discuss a specific question or issue in order to come up with many ideas in a
short time. • Since the small groups produce buzzing sound
while discussing, thismethod is known as buzz group.
simulation
A simulation is an imitation
of the operation of a real-world process or system. The act of simulating
something first requires that a model be developed; this model represents the
key characteristics, behaviors and functions of the selected physical or
abstract system or process.
A simulation technique uses a
probability experiment to mimic a real-life situation. ... The Monte Carlo
method is a simulation technique using random numbers. Monte
Carlo simulation techniques are used in business and industry
to solve problems that are extremely difficult or involve a large number of
variables.
How to Conduct a Simulation
1.
Describe
the possible outcomes.
2.
Link
each outcome to one or more random numbers.
3.
Choose
a source of random numbers.
4.
Choose
a random number.
5.
Based
on the random number, note the "simulated" outcome.
6.
Repeat
steps 4 and 5 multiple times; preferably, until the outcomes show a stable
pattern.
Importance
of Simulation
They provide the most detailed objective
operational analysis technique available for evaluating design
and traffic control features. Traffic simulation models play a
vital role in allowing the transportation engineer to evaluate
complex traffic situations that cannot be analyzed directly with other means.
Types of Simulation
Simulation is a training and feedback method in
which learners practice tasks and processes in lifelike circumstances using
models or virtual reality, with feedback from observers, peers, actor-patients,
and video cameras to assist improvement in skills.
There are five different types of models that
are used within the different simulation programs and centers
here at OHSU.
Task
Trainer Simulation
This type of training improves critical thinking,
decision making, and clinical techniques all without risk to a real patient.
Manikin-based
Simulation
Standardized
Patient Simulation
Virtual
Reality Simulation
Tissue-based
Simulation
Symposium
Symposium Method of Teaching. ...
Symposium is defined as
a teaching technique that serves as an excellent method for
informing the audience, crystallizing their opinion and preparing them for
arriving at decision regarding a particular issue or a topic
a meeting or conference for the discussion
of some subject, especially a meeting at which several speakers talk on or
discuss a topic before an audience. a collection of opinions expressed or
articles contributed by several persons on a given subject or topic.
A symposium is
a public meeting about a topic in which people give presentations.
... Many people who attend symposiums will be part of the audience for many of
thepresentations, but during the course of the event, give their
own presentation or be part of a panel discussion.
"A Symposium is
a formal gathering in an academic setting where participants
are experts in their fields. These experts present or deliver their opinions or
viewpoints on a chosen topic of discussion. It would be correct to label
a symposium as a small scale conference as
the number of delegates is smaller.
What is the difference between these four: conference, workshop,
symposium and seminar?
"A Symposium is a
formal gathering in an academic setting where participants are experts in their
fields. These experts present or deliver their opinions or viewpoints on a
chosen topic of discussion. It would be correct to label a symposium as a small
scale conference as the number of delegates is smaller. There are the usual
discussions on the chosen topic after the experts have presented their
speeches. The chief characteristic of a symposium is that it covers a single
topic or subject and all the lectures given by experts are completed in a
single day. A Symposium - prestigious conferences, generally leading venues in
their respective fields.
A Conference refers to a formal meeting where participants exchange their views on various topics. Conference can take place in different fields, and it need not be academic in nature all the time. Thus, we have parent teacher conferences, sport conferences, a trade conference, a conference of journalists, conference of doctors, a conference of research scholars, and so on. A conference is a meeting that has been prearranged and involves consultation and discussion on a number of topics by the delegates.Conference and symposium are similar events where speakers come together and give their opinions on a chosen subject. Symposium can be described as a smaller conference that gets over in a single day with a lesser number of delegates.
A Seminar is a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. The Instructor has prepared the concepts and techniques they will present and discuss through a combination of visual materials, interactive tools or equipment, and demonstrations. It includes some take home material for the participants that relates to the lecture. A full laboratory phase is not a requirement.
A Workshop includes all the elements of the Seminar, but with the largest portion being emphasized on “hand-on-practice” or laboratory work. The Lab work is designed to reinforce, imprint and bring forward an immediate functioning dimension to the participant’s eye and hands by implementing and practicing the actual concept or technique that was taught through the lecture and demonstration process."
A Conference refers to a formal meeting where participants exchange their views on various topics. Conference can take place in different fields, and it need not be academic in nature all the time. Thus, we have parent teacher conferences, sport conferences, a trade conference, a conference of journalists, conference of doctors, a conference of research scholars, and so on. A conference is a meeting that has been prearranged and involves consultation and discussion on a number of topics by the delegates.Conference and symposium are similar events where speakers come together and give their opinions on a chosen subject. Symposium can be described as a smaller conference that gets over in a single day with a lesser number of delegates.
A Seminar is a form of academic instruction, either at a university or offered by a commercial or professional organization. It has the function of bringing together small groups for recurring meetings, focusing each time on some particular subject, in which everyone present is requested to actively participate. The Instructor has prepared the concepts and techniques they will present and discuss through a combination of visual materials, interactive tools or equipment, and demonstrations. It includes some take home material for the participants that relates to the lecture. A full laboratory phase is not a requirement.
A Workshop includes all the elements of the Seminar, but with the largest portion being emphasized on “hand-on-practice” or laboratory work. The Lab work is designed to reinforce, imprint and bring forward an immediate functioning dimension to the participant’s eye and hands by implementing and practicing the actual concept or technique that was taught through the lecture and demonstration process."
Conference :
A conference is “a formal meeting in with many folks roll up order to speak
aboutsame reasonably issues and have discussions of latest innovations and
trends in business. It ought to be run many days. Conference a may be a
universal word ..it ought to be a IT Confrence and it ought to be a Medical Conferences, usually we tend to referred to as supported business kind.
Workshop : It’s a
gathering at that a gaggle of individuals interact in robust discussion and
activity on a selected Topic or subject
Symposium : A conference
may be a formal gathering in a tutorial setting wherever participants ar
consultants in their fields. These consultants gift or deliver their opinions
or viewpoints on a selected topic of debate.
Seminar : A seminar
could be a type of educational instruction, either at a tutorial establishment
or offered by an ad or organization.
Organisation
of symposium:
Here I provide an insider's view
of key items to consider when organizing a local meeting:
1.
Decide
on the symposium topic. ...
2.
Pick
a symposium name. ...
3.
Consider
your budget. ...
4.
Obtain
additional sponsors. ...
5.
Decide
on major speakers. ...
6.
Give
students, postdocs, and junior faculty a chance to shine.
How to Organise a Conference:
Step-By-Step Guide
1.
Step
1: Decide on a theme. ...
2.
Step
2: Assemble your A-team. ...
3.
Step
3: Prepare a budget & business plan. ...
4.
Step
4: Find sponsors & grants [optional] ...
5.
Step
5: Settle on a date.
6.
Step
6: Book the venue. ...
7.
Step
7: Arrange catering & other vendors [optional] ...
8.
Step
8: Line up your speakers.
How to organize seminar?
The sooner you can check these
tasks off your seminar planning list, the better!
1.
Establish
your goals and objectives. Write down your seminar's purpose. ...
2.
Put
together a rough budget. Set your ticket prices. ...
3.
Select
a date. ...
4.
Choose
a location, venue, and vendors. ...
5.
Research
speakers. ...
6.
Start
your sponsor search.
The importance of the symposium
The
importance of this symposium is closely linked with the pivotal role the
Humanities Research Center plays in conducting research at both SQU and across
the national, local, regional and global levels. Humanities and social science
studies are of national importance due to their role in generating and
reinforcing knowledge, empowering Omanis, increasing their levels of knowledge
and understanding of the social world, promoting values of citizenship and
identity and, finally, giving them a stronger voice across various social and
academic fields within Oman and around the world. The symposium, therefore,
allows for this unique voice to express the rich history of the country and its
culture, people, land and geography and the ways that these impact upon social
life in this period of continued development. The symposium seeks to draw a
clearer picture of Oman and its people, and to build a deeper understanding of
the humanities and their importance on the nation at this time. It also aims to
explore some of the challenges that are present across various branches of the
humanities, and to offer recommendations which will contribute to Oman’s
development.
What is the importance of Seminars, Workshops and Symposia for a
Teacher?
Teachers are expected to conduct certain other activities than
teaching such as seminars, workshops and symposia.
(i) Seminars:
Seminars are
basically arranged to discuss current issues and problems or to share ideas. A
seminar is a small group discussion in a formal setting with clear agenda. In a
seminar a speaker present a theme or a set of papers and it is discussed by all
those who participate.
The
chairman/chairperson of the seminar guides, directs, coordinates and organizes
the discussion in a systematic manner in order to optimize time, resources and
get more benefits. In a seminar, teachers can discuss problems regarding
admission, staff, development, evaluation, new idea of teaching or relevant
innovations etc. In a seminar a teacher may contribute a paper or an idea,
constructively criticize or review a conventional approach.
A seminar can also
be organized by a group of teachers. The required resources of a seminar are
finance, facilities to sit and discuss facilities to present. The agenda of
seminar to be discussed earlier the general themes to be discussed, dates and
time need to be communicated to participants giving adequate time for
preparation including the date, time, and theme presentation.
All the papers
received for presentation need to be classified and made available at die
requisite time in the format required to facilitate clear presentation. A
report of the proceedings of the seminar needs to be prepared and distributed
to all the participants of different institutions for their observations and to
further channelize the thoughts through certain experiments, activities or
teaching.
(ii) Workshops:
It is generally
organized by an institution or association in order to develop certain
instructional materials, book, resources material, supportive material, work
book etc. Workshops can be organized to develop certain skills of teachers.
Teachers could be
trained in certain new laboratory skills, develop a question bank, analyse
question in set different examinations and suggest reforms. A workshop could
mean hard and concentrated work on the part of experienced teachers to create
certain educational materials. A workshop comprises a small, selected group of
teachers or experts drawn from actual working situations or related experts who
theories on the activities.
(iii) Symposia:
It can be organized
by a group of teachers in a resourceful institution to focus on important
issues that are related for the professional growth of secondarily and senior
secondary teachers. The messages, issues, problems to be discussed need to be
systematically outlined for worthwhile discussions and for arriving at some
meaningful conclusions.
It comprises experts in a field which could be drawn from
different fields focusing the theme. The presentation could be in the form of a
research paper, a review, or a model to visualize professional problems and
issues in a given context.
Team Teaching -
Advantages, Disadvantages
Team teaching involves a group of
instructors working purposefully, regularly, and cooperatively to help a group
of students of any age learn. Teachers together set goals for a course, design
a syllabus, prepare individual lesson plans, teach students, and evaluate the
results. They share insights, argue with one another, and perhaps even
challenge students to decide which approach is better.
Teams can be single-discipline,
interdisciplinary, or school-within-a-school teams that meet with a common set
of students over an extended period of time. New teachers may be paired with
veteran teachers. Innovations are encouraged, and modifications in class size,
location, and time are permitted. Different personalities, voices, values, and
approaches spark interest, keep attention, and prevent boredom.
The team-teaching approach allows for
more interaction between teachers and students. Faculty evaluate students on
their achievement of the learning goals; students evaluate faculty members on
their teaching proficiency. Emphasis is on student and faculty growth,
balancing initiative and shared responsibility, specialization and broadening
horizons, the clear and interesting presentation of content and student
development, democratic participation and common expectations, and cognitive,
affective, and behavioral outcomes. This combination of analysis, synthesis,
critical thinking, and practical applications can be done on all levels of
education, from kindergarten through graduate school.
Working as a team, teachers model
respect for differences, interdependence, and conflict-resolution skills. Team
members together set the course goals and content, select common materials such
as texts and films, and develop tests and final examinations for all students.
They set the sequence of topics and supplemental materials. They also give
their own interpretations of the materials and use their own teaching styles. The
greater the agreement on common objectives and interests, the more likely that
teaching will be interdependent and coordinated.
Teaching periods can be scheduled
side by side or consecutively. For example, teachers of two similar classes may
team up during the same or adjacent periods so that each teacher may focus on
that phase of the course that he or she can best handle. Students can sometimes
meet all together, sometimes in small groups supervised by individual teachers
or teaching assistants, or they can work singly or together on projects in the
library, laboratory, or fieldwork. Teachers can be at different sites, linked
by video-conferencing, satellites, or the Internet.
Breaking out of the
taken-for-granted single-subject, single-course, single-teacher pattern
encourages other innovations and experiments. For example, students can be
split along or across lines of sex, age, culture, or other interests, then
recombined to stimulate reflection. Remedial programs and honors sections
provide other attractive opportunities to make available appropriate and
effective curricula for students with special needs or interests. They can
address different study skills and learning techniques. Team teaching can also
offset the danger of imposing ideas, values, and mindsets on minorities or less
powerful ethnic groups. Teachers of different backgrounds can culturally enrich
one another and students.
Advantages
Students do not all learn at the same
rate. Periods of equal length are not appropriate for all learning situations.
Educators are no longer dealing primarily with top-down transmission of the
tried and true by the mature and experienced teacher to the young, immature,
and inexperienced pupil in the single-subject classroom. Schools are moving
toward the inclusion of another whole dimension of learning: the lateral
transmission to every sentient member of society of what has just been
discovered, invented, created, manufactured, or marketed. For this, team
members with different areas of expertise are invaluable.
Of course, team teaching is not the
only answer to all problems plaguing teachers, students, and administrators. It
requires planning, skilled management, willingness to risk change and even
failure, humility, open-mindedness, imagination, and creativity. But the
results are worth it.
Teamwork improves the
quality of teaching as various experts approach the same topic from different
angles: theory and practice, past and present, different genders or ethnic
backgrounds. Teacher strengths are combined and weaknesses are remedied. Poor
teachers can be observed, critiqued, and improved by the other team members in
a nonthreatening, supportive context. The evaluation done by a team of teachers
will be more insightful and balanced than the introspection and self-evaluation
of an individual teacher.
Working in teams spreads
responsibility, encourages creativity, deepens friendships, and builds
community among teachers. Teachers complement one another. They share insights,
propose new approaches, and challenge assumptions. They learn new perspectives
and insights, techniques and values from watching one another. Students enter
into conversations between them as they debate, disagree with premises or
conclusions, raise new questions, and point out consequences. Contrasting
viewpoints encourage more active class participation and independent thinking
from students, especially if there is team balance for gender, race, culture,
and age. Team teaching is particularly effective with older and underprepared
students when it moves beyond communicating facts to tap into their life
experience.
The team cuts teaching burdens and
boosts morale. The presence of another teacher reduces student-teacher
personality problems. In an emergency one team member can attend to the problem
while the class goes on. Sharing in decision-making bolsters self-confidence.
As teachers see the quality of teaching and learning improve, their self-esteem
and happiness grow. This aids in recruiting and keeping faculty.
Disadvantages
Team teaching is not always
successful. Some teachers are rigid personality types or may be wedded to a
single method. Some simply dislike the other teachers on the team. Some do not
want to risk humiliation and discouragement at possible failures. Some fear
they will be expected to do more work for the same salary. Others are unwilling
to share the spotlight or their pet ideas or to lose total control.
Team teaching makes more demands on
time and energy. Members must arrange mutually agreeable times for planning and
evaluation. Discussions can be draining and group decisions take longer.
Rethinking the courses to accommodate the team-teaching method is often inconvenient.
Opposition may also
come from students, parents, and administrators who may resist change of any
sort. Some students flourish in a highly structured environment that favors
repetition. Some are confused by conflicting opinions. Too much variety may
hinder habit formation.
Salaries may have to reflect the
additional responsibilities undertaken by team members. Team leaders may need
some form of bonus. Such costs could be met by enlarging some class sizes.
Nonprofessional staff members could take over some responsibilities.
All things being considered, team
teaching so enhances the quality of learning that it is sure to spread widely
in the future.
What is Team Teaching Method
The Team Teaching
idea originated in USA in 1954 and it found its way to develop courses. It a
good innovation in teaching strategies. In simple words, team teaching
strategies are simplest form where all teachers of a subject collectively teach
a class in that subject. There are some definitions by educationists. Team
teaching is also called collaborative teaching or co teaching strategy. It is
used for different subjects especially in middle grades with the help of
different teaching method. To provide supportive environment, there are teams
of two or four teachers working collaboratively to prepare lesson plans.
Team Teaching Definitions
1. Spanish
defines it as “Team teaching is a type of instructional organization involving
teaching personnel and the students assigned to them in which two or more
teachers are given responsibility, looking together, for all or a significant
part of the instruction for some group students”.
2. Another
definition by educationist runs as follows, “In this teaching strategy two or
more than two teachers involve to make a plan of any given subject, or subjects
cooperatively, carry it out, and always evaluate its effect on the students
periodically”.
3. According
to David Warwick “It is a form of organization in which individual teachers
decide to pool resources, interest and expertise in order to device and
implement a scheme of work suitable to the needs for their pupils and the
facilities of their school”.
Characteristics of Team Teaching
1. Economic
Factors: It is traditional teaching, if a film is shown
to six sections, it is projected six times. This method would organize one or
two shows and thus economize use of projector, bulbs, electricity and energy of
the teachers.
2. Structuring
in the Enthusiasm: We teach those topics of
the syllabus the best which we known bets and for which we have a liking. This
enthusiasm of the teacher be structured by say factual lessons in few large
senior groups with adequate follow up in smaller groups.
3. Development
of Staff: How do we deploy the teachers in brain
teaching? The deployment of teachers is done according to areas and methods in
which they feel most at home.
4. Experience
Centered Work: it means realistic field
work of all kinds is undertaken on some afternoons and two or more members of
the staff are involved in one project.
Examples of team teaching strategy
Suppose, there are
four teachers of Educational psychology in your college. All of them will teach
your section the subject, they may divide topics amongst themselves. The senior
teacher is team leader.
The main ingredients of co-teaching strategy are
The main ingredients of co-teaching strategy are
1. Scheduling
2. Group of students
3. Assigning specific
responsibilities to the teachers
4. New building arrangement
5. Independent study time for
pupils
6. Use of para professionals known
as teacher-aids a person who assist the teachers and students
7. Replacement of the centralized
library with resources centers
What is the Importance of Team Teaching in Learning
Process?
Team Teaching
Team teaching is
bring used to bring the improvements in teaching learning process. The present
day education system has increased the responsibilities of the teaching. The
teacher has to teach the same content every year. This develops alienation and
disinterest in the teacher. In spite of such year.
In spite of such
tendencies of the teacher, he has to teach. In such conditions, the need of
team teaching arises. In the Western Country, the team teaching is not a novel
discovery because in these countries it is being used to improve the quality of
the instruction since a long period of time. In India, its use is at the
initial stage.
This technique was
first developed in 1955 in Harvard University. These this concept travelled to
Britain in 1960. In Britain, it was developed by J- Ereeman. Gradually, its use
was started is schools and colleges. In Chicago University. Chase used team
teaching for effective teaching.
After the successful
application in colleges the team-teaching was started for the training of the army
during World War II.
In India, this
concept is being used now but its success has been doubted. Team-teaching can
be defined as a type of instructional organization, involving teaching personal
and the students assigned to them in which two or more teachers are given
responsibility of working together, for all or significant part of the
instructing to the same group of students.
Objectives of Team-Teaching:
1. To increase the quality of the instruction.
2. To make the class room teaching effective according to the
interests and capacities of the pupils.
3. To make best use of attractive abilities, their interests and
expertise in teacher's community.
Organization
of team teaching
Suggested
Best Practices for Faculty
1. Plan together.
2. Identify sources of information
on team teaching.
3. Talk to others with experience.
4. Become acquainted with each
others' styles.
5. Communicate (i.e., clearly
define expectations)
6. Plan alternating, interjecting
strategies.
7. Attend each others' classes.
8. Support each other.
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