ideas

Slide 1: 

Institution: Vidya Vikas. Faculty: MS. Snehal More. By: Ashok Singh Rana. IDEAS

GENERATING IDEAS. : 

GENERATING IDEAS. Every day we have to come up with ideas about what to do about something. “What shall we have for dinner?” or “How shall we encourage more young people to join Scouting?”. Sometimes we can get stuck at just a couple of ideas and other times we have so many and no way of recording them all. It is important to be relaxed before approaching a task such as generating ideas.

TYPES OF THINKING. : 

TYPES OF THINKING. VERTICAL THINKING LATERAL THINKING BRAINSTORMING

VERTICAL THINKING. : 

VERTICAL THINKING. Vertical thinking is a type of approach to problems that usually involves one being selective, analytical, and sequential. It could be said that it is the opposite of lateral thinking.

LATERAL THINKING. : 

LATERAL THINKING. Lateral thinking is defined as methods of thinking concerned with changing concepts and perception. Lateral thinking is about reasoning that is not immediately obvious and about ideas that may not be obtainable by using only traditional step-by-step logic. There are four critical factors linked with it. They are: 1. Recognize dominant ideas that polarize perception of a problem 2. Searching for different ways of looking at things, 3. Relaxation of rigid control of thinking 4. Use of chance to encourage other ideas

VERTICAL VS LATERAL : 

VERTICAL VS LATERAL Vertical Thinking Looking for the right approach Rightness Proceeds if there is a direction Is analytical Is sequential One must be correct at every step Uses negative to block off certain pathways Excludes what is irrelevant Fixed categories/labels Explores most likely paths Is a finite process Lateral thinking ¨Looking for as many approaches as possible Richness Proceeds to generate direction Is provocative Can make jumps One does not have to be correct at every step There is no negative Welcomes chance intrusions Labels may change Explores least likely paths Is a probabilistic process

BRAINSTORMING. : 

BRAINSTORMING. Brainstorming is a group creativity technique designed to generate a large number of ideas for the solution of a problem. The method was first popularized in the late 1930s by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming. Although brainstorming has become a popular group technique, researchers have not found evidence of its effectiveness for enhancing either quantity or quality of ideas generated. Because of such problems as distraction, social loafing, evaluation apprehension, and production blocking, brainstorming groups are little more effective than other types of groups, and they are actually less effective than individuals working independently. Although traditional brainstorming does not increase the productivity of groups, it may still provide benefits, such as boosting morale, enhancing work enjoyment, and improving team work. Thus, numerous attempts have been made to improve brainstorming or use more effective variations of the basic technique.

RULES:BRAINSTORMING. : 

RULES:BRAINSTORMING. There are four basic rules in brainstorming. Focus on quantity: This rule is a means of enhancing divergent production, aiming to facilitate problem solving through the maxim, quantity breeds quality. The assumption is that the greater the number of ideas generated, the greater the chance of producing a radical and effective solution. Withhold criticism: In brainstorming, criticism of ideas generated should be put 'on hold'. Instead, participants should focus on extending or adding to ideas, reserving criticism for a later 'critical stage' of the process. By suspending judgment, participants will feel free to generate unusual ideas. Welcome unusual ideas: To get a good and long list of ideas, unusual ideas are welcomed. They can be generated by looking from new perspectives and suspending assumptions. These new ways of thinking may provide better solutions. Combine and improve ideas: Good ideas may be combined to form a single better good idea, as suggested by the slogan "1+1=3". It is believed to stimulate the building of ideas by a process of association.

CREATIVITY. : 

CREATIVITY. This module consists of sections on: 1. THE NEED FOR LATERAL THINKING: Realising the need to improve the quality of our thinking. Application of thinking to different areas. 2. BASIC LEVEL CREATIVITY: The cure for arrogance and the deliberate search for alternatives: concepts and explorations. The mechanics of new routes. 3. JUDGEMENT AND MOVEMENT: The difference between perception and processing. Patterning systems, and the concept of idiom. Humour, logic and lateral thinking. 4. ESCAPE: The first technique of lateral thinking. 5. STEPPING STONE: The second technique. 6. RANDOM JUXTAPOSITION: The third technique. 7. THE TREATMENT OF IDEAS: Constraints, shaping, using and harvesting.

EVERYDAY CREATIVE : 

EVERYDAY CREATIVE Everyday Creativity is not only a property of especially skilled and gifted language users, but is pervasive in routine everyday practice. Also variously addressing literariness, language play and humour, this apparent democratization of creativity contributes to a more general refocusing within applied linguistics on language users as creative designers of meaning. Alongside the textual analysis of poetic form, there has been an increasing interest in the interactional functions of creativity, suggesting the need for a more dynamic model which can address the dialogical nature of everyday creativity, its sociohistorical dimensions and processes of contextualization. In order to suggest how such a model could be developed, the authors draw on Russian sociohistorical conceptions of the evaluative function of language as social sign and bring together the applied linguistic research with work from linguistic anthropology on contextualization, framing, and reflexivity within performance. While linguistic anthropologists have focused mainly on traditional oral art, the authors argue that the framing and critical potential of performance is also keyed by more fleeting uses of poetic language in everyday interaction. In relation to four contrasting examples of data, they suggest how an integrated analytical framework might be developed which addresses textual, contextual, and critical dimensions of creativity.

HOW MIND MAPS HELP? : 

HOW MIND MAPS HELP? When you construct a mind map, you begin in the centre with a phrase that describes your main theme or subject. Then you branch out with each sub-theme, and then branch out from that with “sub-sub-themes”, and so on, until you have as many details as you can think of that link (directly or indirectly) to the main theme. The advantages of writing your ideas out in this way are that: • The main theme is clear. • Links between ideas can be easily shown and recognized (for example, the Mini Olympics idea could relate to either “Outdoor Activities” or to “Games” or both). • This structure stimulates ideas better than linear note taking because it helps the brain make new connections. • It allows additions to any area. Instead of using words (as in the example), you could draw pictures to represent your ideas, or more likely, a mixture of both. It is quite likely that you will find this helpful if you able to make quick sketches, however if your talent does not lie in drawing, then it could prove to be more of a distraction than help.

TIPS:COMMUNI SKILLS : 

TIPS:COMMUNI SKILLS Respect others and value their opinions. Respect is a key ingredient in nourishing relationships and creating a just society. It requires trust, equality, empathy and connectedness in all kinds of relationships. Practice listening. Attentive listening is an active process. It requires energetic participation, openness and receptivity. Sometimes it requires intense conversation; other times it requires being silent. Clarify. Ask questions when you're not clear about something. This will enable you to get more information and demonstrate your interest and concern. "Please tell me more about that." "Can you give me an example?“ Some people feel threatened by questions, so be gentle and supportive. Be careful with "why" questions. Instead of, "Why do you want to take a night course?", try "Is there something special you want to learn?" Reflect content. Summarize what you hear the person say to correct misunderstandings. Learn to be assertive. Stand up for your rights in a friendly way. State your perceptions, share your thoughts and feelings, and make your needs and desires clear. Watch your body language. When speaking to others, maintain eye contact. This conveys honesty and confidence. Speak in a level, modulated voice. Avoid grimaces, lip biting, fidgeting. Relax your arms and legs, stand tall. Establish appropriate limits for your personal and professional life.

THE 6 HATS METHOD. : 

THE 6 HATS METHOD.

CONCLUSION. : 

CONCLUSION. THINKING/IDEAS is a popular method of group interaction in both educational and business settings. Although it does not provide a measurable advantage in creative output, brainstorming is an enjoyable exercise that is typically well received by participants. Newer variations of brainstorming seek to overcome barriers like production blocking and may well prove superior to the original technique. How well these newer methods work, and whether or not they should be classified as brainstorming, are questions that require further research.