Monday, 8 April 2019

Brain storming and Buzz session


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:
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:
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:
  1. 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.
  2. 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.
  3. 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.
  4. 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:
  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. 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.
  6. 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:
      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 'buzzgroupbecause 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
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.

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
·         Manikin-based Simulation
·         Virtual Reality Simulation
·         Tissue-based Simulation

Task Trainer Simulation

Task trainer simulation allows the student to practice basic skills on task trainers to ensure patient safety and comfort. At OHSU, physicians and students attain individual improvement from the ability to practice a variety of skills, such as suturing, dissection, and pattern cutting, and allows physicians in training to improve their visual, tactile and coordination skills. These training procedures range from the basics, such as drawing blood to more sophisticated procedures, such as endovascular surgery and trauma care.
This type of training improves critical thinking, decision making, and clinical techniques all without risk to a real patient.

Manikin-based Simulation

Manikin-based simulation includes low, mid and high fidelity simulation manikins used in the training of healthcare providers. The level of fidelity refers to the technological abilities of the equipment, from a static manikin used for skills training all the way to a manikin that communicates, has dynamic vital signs, blinks, cries and whose chest rises and falls. There are multiple options depending on the learning objectives and goals of a given course to train using manikin-based simulation.

Standardized Patient Simulation

Standardized patient simulations facilitate interactive teaching through the innovative combination of technology and patient actors. The patient actors are called Standardized Patients, and they are used extensively by OHSU schools to teach clinical skills to medical, nursing, and PA students. We are proud to employ a large number of Standardized Patients with a depth of experience in the acting and medical model worlds.  If you are interested in working as a Standardized Patient, please fill out the SP Registration form.

Virtual Reality Simulation

The use of virtual simulators at OHSU gives students, faculty, and medical providers leading edge tools to investigate and adapts to the advancement in medical training. By using unique state-of-the-art virtual devices, it enables medical providers with high fidelity training procedural simulation enhanced with true-to-life tactile sensations.

Tissue-based Simulation

As learners advance in their training, they are exposed to a graduated level of difficulty in their simulation curriculum. Moving from dry-lab task trainers to wet-lab experiences ensures learners the opportunity to practice procedural skills outside of the clinical environment. This not only benefits the learners but also ensures patient safety and quality clinical care. 

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.
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."
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
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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