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![](3D"master05_image001.gif")
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![](3D"master05_image004.gif")
SYNECTICS
The Artful Enhancement
Of Creative Writing
and Thought
The Artful Enhancement
Of Creative Writing
and Thought
Lisa R. Harris
University of Houston - Clear Lake
2006 Greater Houston Area Writing Project
LLLS 5635 and LLLS 5636
![](3D"master04_image005.gif")
![](3D"master04_image006.gif")
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RATIONALE
FOR =
SYNECTICS
•in=
creases
learning ability
•es=
tablishes
connections
<=
/div>
• =
combines structured approach with
brainstorming
•ge=
nerates
new ideas from old ideas
•bu=
ilds
on use of prior knowledge
•cr=
oss-curricular
application<=
/span>
•
•
BLOOM’s
TAXONOMY
qKnowledge
q
qComprehension
q
qApplication
q
qAnalysis
q
qSynthesis
q
qEvaluation
q
•
Background
•
•“bring forth together”=
•or
•“bringing different things=
•into unified connection.”&=
#13;
Examples
![](3D"slide0018_image011.gif")
Research
•Model=
s of
Teaching
by Joyce, Weil & Calh= oun (2004)
by Joyce, Weil & Calh= oun (2004)
<=
span
style=3D'color:red;mso-color-index:3'>•In=
formation
Processing
<=
span
style=3D'color:red;mso-color-index:3'>•Pe=
rsonal
Family
<=
span
style=3D'color:red;mso-color-index:3'>•So=
cial
Family
<=
span
style=3D'color:red;mso-color-index:3'>•Be=
havioral
System
<=
span
style=3D'visibility:hidden'>•
= Information-Processing = Family
<=
span
style=3D'color:#FF0066'>•acquire information
<=
span
style=3D'color:#6600CC'>•organize data
<=
span
style=3D'color:#FFCC00'>•become aware of problems
<=
span
style=3D'color:blue'>•construct solutions for problems
<=
span
style=3D'color:red;mso-color-index:3'>•de=
velop
concepts
<=
span
style=3D'color:#996633'>•and develop language for ideas
TRIGGER
Examples
• Subtract Repeat
• Combine Add
• Transfer Empathize
• Animate Superimpose
• Change Scale Substitute
• Fragment Isolate
• Distort Disguise
• Contradict
Parody
• Prevaricate
Analogize
• Hybridize Metamorphose
• Symbolize Mythologize
Explanation
and Modeling
crea=
te
something new
• Strategy Two:
make=
the
strange more familiar
Guided
Practice
•“Showing,
Not Telling Sentences”
•
•OBJ: TSW summarize a character=
from
a poem and
• transform simple sent=
ences
into more complex
• sentences using the p=
rocess
of synectics.
•1. Teacher reads poem “Perfect
Attendance”
•2. Whole class completes tree-map on Andr=
ew
Barneby Grimes
•3. Groups write Telling Sentences
•4. Groups use 6 Phases to create Showing
Sentence
•5. Class puts all sentences together to
complete creative,
• interesting paragraph.
<=
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•6. Read old and new story aloud.
TE=
Ks
•TSW r=
ead
text from which they acquire new information and summarize <=
span
style=3D'position:absolute;top:28.0%;left:11.42%;width:90.82%;height:4.25%=
'>what they read and represent ideas gain=
ed
from reading with story maps
•
•TSW r=
evise
and edit their own writing to make ideas more clear and precise
•
•TSW l=
isten
attentively and engage actively in a variety of oral language experiences
•
•TSW re=
spond
appropriately and courteously to directions and questions
•
•TSW r=
espond
to stories and poems in ways that reflect understanding and =
interpretation in discussion, writing a=
nd
through movement, music, art and drama
•
•=
TSW write to discover, develop and refi=
ne
ideas
STRATEGY
Two
•Ph=
ase 1
- teacher provides input
•
• direct analogies
•
•
•Ph=
ase 4
– identify/explain points of similarity
•
•Ph=
ase 5
– identify/explain differences of direct analogy
•
•
• similarities/differ=
ences
•
<=
/div>
Independent
Practice
•“Showing, Not Telling Sentences”
•
•OBJ: TSW summarize a character from a poem
and
• transform simple sentences int=
o more
complex
• sentences using the p=
rocess
of Synectics.
•1. Teacher reads poem “Rambo Teacher”=
3;
•2.
Whole class completes tree-map on Rambo Teacher.
•3.
Groups write Telling Sentences
•4.
Groups use 6 Phases to create Showing Sentence
•5. Class puts all sentences together to
complete creative,
• interesting paragraph.
<=
/div>
•6. Read old and new story aloud.
Modifi=
cations
<=
span
style=3D'color:#006699'>•GT
<=
span
style=3D'color:#006699'>•ESL
=
;
<=
span
style=3D'color:#006699'>•Learning Challenged
Assessment
SUMMARY
1.Synectics offer multiple advantages
<=
/div>
2.Creates active student learning process atmosphere
3.Alternative to typical classroom <=
span
style=3D'position:absolute;top:48.75%;left:12.17%;width:78.65%;height:8.5%=
'>instruction
4.Can change dy=
namics
of teaching and learning
Bibliography
•Association f=
or
Qualitative Research, (n.d.). Roads to the land of creativity. Retrieved M=
ar.
15, 2006, from AQR Web site=
: http://www.aqr.org.uk/indept=
h/winter2005/page5.shtml .
•
•Baker-Shirer,=
N.
(2005). My true voice: fundamental content, individual capability, social =
progress. Arts Education
Policy Review, 106(4),
25-33.
•
•Counseling Se=
rvices
-University of Victoria, (n.d.). Blooms taxonomy. Retrieved Jul. 9, 2006, =
from
Learning Skills P=
rogram
Web site: http://ww=
w.coun.uvic.ca/learn/program/hndouts/bloom.html .
•
•Instructional
Strategies Online, (n.d.). What is synectics. Retrieved Mar. 15, 2006, from
Instructional Strat=
egies
Online Web http://ol=
c.spsd.sk.ca/DE/PD/instr/strats/synetics/index.html .
•
•Joyce, B., Weil, M., &=
amp;
Calhoun, E. (2004). Models of teac=
hing pp. 155-186. 7th ed. Boston: Pearson.
=
•
•Konings, K. D=
.,
Brand-Gruwel, S., & G.van Merrienboer J. J. (2005). Towards more power=
ful
learning environments throu=
gh
combining the perspectives of designers, teachers and students. The British Psychological Society, 75, 645-=
660.
•
•Lashway, L. (=
1997).
Creating a learning organization (Report No. 1998040). Eugene, OR: the Off=
ice
of Educational Resea=
rch
and Improvement, US Department of Education. (ERIC Digest Service No. ED420897).
•
•Mind Tools, (=
n.d.).
Synectics - a useful "backstop" creativity process. Retrieved Ma=
r.
15, 2006, from Mind Tools Web site: http://www.mindtools.com/pag=
es/article/newCT_99.htm .
•
•WEB Resources
•
•Those researching Syne=
ctics
will encountered a multitude of existing Internet resources. Google the
•prompt
“synectics-creative-thinking.” An
option of numerous websites will appear.
This is a sample of
•helpful websites:
=
;
•
•=
Tactics for Creative Problem-Solving
•=
Synectics (Brainstorming)=
•=
Instructional Strategies Online – Problem Solving
Strategies
•=
Creativity and Innovative Toolkit
•=
Creativity in Science and Engineering:
http://www.rbs0.com/create.h=
tm
•=
Creativity Techniques
http://www.mycoted.com/creat=
ivity/techniques/index.php
•=
Introduction to Creative Thinking:
http://www.virtualsalt.com/c=
rebook1.htm
•=
Kickstart Your Creativity
•=
Synectics: A Brainstorming Tool
http://ed=
web.sdsu.edu/Courses/ET650_OnLine/MAPPS/Synectics.html
•=
Tepper, S. The Creative Campus: Who’s No=
. 1?.
The Chronicle of Higher Education, 10/01/04. =
http://ww=
w.americanassembly.org/programs.dir/prog_display_ind_pg.php?this_filename_p=
refix=3DCCAMPUS&this_ind_pr =
og_pg_fil=
ename=3Dpress
•=
Tutorial on creativity, brainstorming and
innovation
http://www.infinn.com/creati=
ve.html
•
<=
/b>
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‹#›
Been teaching for 16 years.
New job teaching 2nd grade at Weber for CCISD.
Diverse community – equal mixes of Asian, Hispanic, Black &
White.
All economic groups from high to low.
Try to create a warm, homey environment for my classroom children- free to
learn and be themselves.
Very organized – use of systems which offers
children certainty with my expectations.1.GHAWP seemed to be
more than just the skeleton of the writing process – it seemed to be the
heart.
=
2.
2.Synectics incorpor=
ates
the creative process with the structural process.
=
3.
3.Use metaphors:
substitute one idea in place of another and assign a relationship of liken=
ess
by comparing objects or ideas with other objects or ideas.
4.Analogy:
5.Helps students take
prior knowledge and connect familiar ideas with new perspectives.
=
1.
=
1.
=
1.
Knowledge
observation and recall of
information
knowledge of major ideas
=
;
Comprehension
understanding information
translate knowledge into new context
Application
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledg=
e
Analysis
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Synthesis
use old ideas to create new ones
=
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Evaluation
compare and discriminate between ideas
<=
/span>
assess value of theories, presentations
=
make choices based on reasoned argument
=
verify value of evidence
recognize subjectivity
Originates from the greek word synectikos, Means….
In 1961, find this info
Put a few examples in here
1.Info Processing: emphasize strategies that adopt our own
natural curiosity and desire to make sense of world. Acquire, organize data identify proble=
ms and
generate solutions.
=
2.
2.Personal Family – =
use
different perspectives, life experiences, the environment and relationship=
s to
elp students communicate affirmatively by using nondirective techniques to
enhance creativity and build communities of learners.
=
3.
3.Social Family –
combines stimulating cooperative behavior and intellect to apply towards t=
asks
that require social interaction with democratic process.
=
4.
4.Behavioral system –
use appropriate techniques, controlling external variable to work on wide
range of problems from phobias to social skills deficiencies, behavioral
problems and test anxiety.
=
5.
This social system stresses metho=
ds to
capitalize on the instinctive human drive to make sense of their world. Six ways to do this.
Subtract: simplify or remove=
parts
of current approach
Analogize: How can we compare this characteristic with others?
Substitute: switch out and r=
eplace
elements of current approach.
Both of these use creative thinking to solve a problem.
Process:
Identify problem.
Gather new info to mix with stored info.
Create action to transform old idea into something new.
We’re going to use Strategy 2 for our lesson today.
This is the basic format of our l=
esson
today, although I have included a copy of my lesson plan in your handouts.=
I could have printed out two page=
s of
TEKs, but these seemed to identify my main objective which is to take a si=
mple
sentence and transforms it into a sentence that is creative, interesting a=
nd
helps bring the character to life.
Phase 1 – read the poem
Phase 2 – Complete tree map – then make analogies for each category&#=
13;
Phase 3 – employ personal analogy
Phase 4 – compare similarities between analogies
Phase 5 – how is direct analogy different?
Phase 6 – re-examine telling sentence
Phase 7 – provide direct analogy – read – compare and contrast
Find some ideas!
ESL:
Read slower
Act out using pantomime and facials expressions
Using colored pens
ESL Lesson Plans and Resources
http://www.csun.edu/~hcedu013/eslplans.html=
Internet Picture Dictionary
http://www.pdictionary.com/
Learning Challenged
<=
/div>
Skan Assessment into this slide
1.Numerous
strategies:
Encourages greater creativity with several viewpoints&=
#13;
questioning assumptions
focus on specifics rather than broad
2.Met=
aphors:
used to create a different thinking paradigm
students must think about the thinking process
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if( PPTSld.event ) PPTSld.event.cancelBubble=3Dtrue
}
function PushSldList(arr,fEnd) {
var ii =3D gSldStack.length;
gSldStack[ii] =3D new SldList(arr,gCurSld,fEnd);
GoToSld( gSldStack[ii].mList[0].mSldHref );
}
function PopSldList() {
if (gSldStack[gSldStack.length-1].fEndShow)
EndShow()
else {
gCurSld =3D gSldStack[gSldStack.length-1].mCurSld;
gSldStack[gSldStack.length-1] =3D null;
gSldStack.length--;
var sldList =3D gSldStack[gSldStack.length-1];
GoToSld( sldList.mList[gCurSld - 1].mSldHref );
}
}
var custShowList=3Dnew Array();
/*********************************************
Navigation button implementation
There are 2 types of buttons: ImgBtn, TxtBtn
implemented as function objects. They share
a similiar interface so the event handlers
can call SetActive, for example, on a button=20
object without needing to know exactly=20
what type of button it is.
**********************************************/
//----------------------------------
function ImgBtn( oId,bId,w,action )
//----------------------------------
{
var t=3Dthis
t.Perform =3D _IBP
t.SetActive =3D _IBSetA
t.SetInactive=3D _IBSetI
t.SetPressed =3D _IBSetP
t.SetDisabled=3D _IBSetD
t.Enabled =3D _IBSetE
t.ChangeIcon =3D null
t.UserAction =3D action
t.ChgState =3D _IBUI
t.mObjId =3D oId
t.mBorderId=3D bId
t.mWidth =3D w
t.mIsOn =3D t.mCurState =3D 0
}
function _IBSetA()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _IBSetI()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0=20
}
}
function _IBSetP()
{
if( this.mIsOn ) {
obj=3Dthis.ChgState( gShadowClr,gHiliteClr,2 )
obj.style.posLeft+=3D1; obj.style.posTop+=3D1
}
}
function _IBSetD()
{ =20
obj=3Dthis.ChgState( gFaceClr,gFaceClr,0 )
obj.style.posTop=3D0=20
}
function _IBSetE( state )
{
var t=3Dthis
GetObj( t.mBorderId ).style.visibility=3D"visible"
if( state !=3D t.mIsOn ) {
t.mIsOn=3Dstate
if( state )
t.SetInactive()
else
t.SetDisabled()
}
}
function _IBP()
{
var t=3Dthis
if( t.mIsOn ) {
if( t.UserAction !=3D null )
t.UserAction()
if( t.ChangeIcon ) {
obj=3DGetObj(t.mObjId)
if( t.ChangeIcon() )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-4)*t.mWidth
else
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-0)*t.mWidth
}
t.SetActive()
} =20
}
function _IBUI( clr1,clr2,nextState )
{
var t=3Dthis
SetBorder( GetObj( t.mBorderId ),clr1,clr2 )
obj=3DGetObj( t.mObjId )
obj.style.posLeft=3Dobj.style.posLeft+(t.mCurState-nextState)*t.mWidth-obj=
.style.posTop
t.mCurState=3DnextState
return obj
}
//-----------------------------------------
function TxtBtn( oId,oeId,action,chkState )
//-----------------------------------------
{
var t=3Dthis
t.Perform =3D _TBP
t.SetActive =3D _TBSetA
t.SetInactive=3D _TBSetI
t.SetPressed =3D _TBSetP
t.SetDisabled=3D _TBSetD
t.SetEnabled =3D _TBSetE
t.GetState =3D chkState
t.UserAction =3D action
t.ChgState =3D _TBUI
t.mObjId =3D oId
t.m_elementsId=3D oeId
t.mIsOn =3D 1
}
function _TBSetA()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gHiliteClr,gShadowClr,0,0 )
}
function _TBSetI()
{
var t=3Dthis
if( t.mIsOn && !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
}
function _TBSetP()
{
if( this.mIsOn )
this.ChgState( gShadowClr,gHiliteClr,1,1 )
}
function _TBSetD()
{ =20
this.ChgState( gFaceClr,gFaceClr,0,0 )
this.mIsOn =3D 0
}
function _TBSetE()
{
var t=3Dthis
if( !t.GetState() )
t.ChgState( gFaceClr,gFaceClr,0,0 )
else
t.ChgState( gShadowClr,gHiliteClr,1,1 )
t.mIsOn =3D 1
}
function _TBP()
{
var t=3Dthis
if( t.mIsOn ) {=20
if( t.UserAction !=3D null )
t.UserAction()
if( !t.GetState )
return
if( t.GetState() )
t.SetPressed()
else
t.SetActive()
} =20
}
function _TBUI( clr1,clr2,lOffset,tOffset )
{
SetBorder( GetObj( this.mObjId ),clr1,clr2 )
Offset( GetObj( this.m_elementsId ),lOffset,tOffset )
}
function Offset( obj, top, left ){ obj.style.top=3Dtop; obj.style.left=3Dle=
ft }
function SetBorder( obj, upperLeft, lowerRight )
{
s=3Dobj.style;
s.borderStyle =3D "solid"
s.borderWidth =3D 1=20
s.borderLeftColor =3D s.borderTopColor =3D upperLeft
s.borderBottomColor=3D s.borderRightColor =3D lowerRight
}
function GetBtnObj(){ return gBtnArr[window.event.srcElement.id] }
function BtnOnOver(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetActive() }
function BtnOnDown(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetPressed() }
function BtnOnOut(){ b=3DGetBtnObj(); if( b !=3D null ) b.SetInactive() }
function BtnOnUp()
{
b=3DGetBtnObj()
if( b !=3D null )
b.Perform()
else
Upd()
}
function GetNtsState(){ return parent.gNtsOpen }
function GetOtlState(){ return parent.gOtlOpen }
function GetOtlTxtState(){ return parent.gOtlTxtExp }
function NtsBtnSetFlag( fVal )
{
s=3Ddocument.all.item( this.m_flagId ).style
s.display=3D"none"
if( fVal )
s.display=3D""
else
s.display=3D"none"
}
function _BSetA_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etActive() }
function _BSetI_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etInactive() }
function _BSetP_Border(){ b =3D gBtnArr[this.mObjId]; if( b !=3D null ) b.S=
etPressed() }
function _BSetA_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]=20
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gHiliteClr,gShadowClr,2 )
obj.style.posTop=3D0
}
}
function _BSetI_BorderImg()
{=20
b =3D gBtnArr[this.mBorderId]
if( b !=3D null && this.mIsOn && !b.GetState() ) {
obj=3Dthis.ChgState( gFaceClr,gFaceClr,1 )
obj.style.posTop=3D0
}
}
var gHiliteClr=3D"THREEDHIGHLIGHT",gShadowClr=3D"THREEDSHADOW",gFaceClr=3D"=
THREEDFACE"
var gBtnArr =3D new Array()
gBtnArr["nb_otl"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOtlPan=
e,GetOtlState )
gBtnArr["nb_otlElem"] =3D new TxtBtn( "nb_otl","nb_otlElem",parent.ToggleOt=
lPane,GetOtlState )
gBtnArr["nb_nts"] =3D new ImgBtn( "nb_nts","nb_ntsBorder",10,parent.ToggleN=
tsPane )
gBtnArr["nb_nts"].SetActive =3D _BSetA_BorderImg;
gBtnArr["nb_nts"].SetInactive =3D _BSetI_BorderImg;
gBtnArr["nb_ntsBorder"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.=
ToggleNtsPane,GetNtsState )
gBtnArr["nb_ntsElem"] =3D new TxtBtn( "nb_ntsBorder","nb_ntsElem",parent.To=
ggleNtsPane,GetNtsState )
gBtnArr["nb_prevBorder"] =3D gBtnArr["nb_prev"]=3D new ImgBtn( "nb_prev","n=
b_prevBorder",30,parent.GoToPrevSld )
gBtnArr["nb_nextBorder"] =3D gBtnArr["nb_next"]=3D new ImgBtn( "nb_next","n=
b_nextBorder",30,parent.GoToNextSld )
gBtnArr["nb_sldshw"]=3D new ImgBtn( "nb_sldshw","nb_sldshwBorder",18,parent=
.FullScreen )
gBtnArr["nb_sldshwBorder"] =3D new TxtBtn( "nb_sldshw","nb_sldshwBorder",pa=
rent.FullScreen,null )
gBtnArr["nb_sldshwBorder"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwBorder"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_sldshwText"] =3D new TxtBtn( "nb_sldshw","nb_sldshwText",parent=
.FullScreen,null )
gBtnArr["nb_sldshwText"].SetActive =3D _BSetA_Border;
gBtnArr["nb_sldshwText"].SetInactive =3D _BSetI_Border;
gBtnArr["nb_voice"] =3D gBtnArr["nb_voiceBorder"] =3D new ImgBtn( "nb_voice=
","nb_voiceBorder",18,parent.ToggleVNarration )
gBtnArr["nb_otlTxtBorder"] =3D gBtnArr["nb_otlTxt"]=3D new ImgBtn( "nb_otlT=
xt","nb_otlTxtBorder",23,parent.ToggleOtlText )
gBtnArr["nb_ntsBorder"].m_flagId=3D "nb_nts"
gBtnArr["nb_ntsBorder"].SetFlag =3D NtsBtnSetFlag
gBtnArr["nb_otlTxt"].ChangeIcon=3D GetOtlTxtState
/*********************************************
Context menu implementation
_CM() is the function that's hooked up to
the oncontextmenu event. Once we're asked to
show the menu, we first build it by creating
DIVs on-the-fly. Then we position it=20
within the screen area so it doesn't get
clipped.
Creating the DIVs using createElement() means
we don't have to write out any extra HTML
into the slide HTML files.
**********************************************/
var sNext=3D"Next",sPrev=3D"Previous",sEnd=3D"End Show",sFont=3D"Arial",sAr=
row=3D"Arrow",sFreeform=3D"Freeform",sRect=3D"Rectangle",sOval=3D"Oval"
function ShowMenu()
{
BuildMenu();
var doc=3DPPTSld.document.body,x=3DPPTSld.event.clientX+doc.scrollLeft,y=
=3DPPTSld.event.clientY+doc.scrollTop
m =3D PPTSld.document.all.item("ctxtmenu")
m.style.pixelLeft=3Dx
if( (x+m.scrollWidth > doc.clientWidth)&&(x-m.scrollWidth > 0) )
m.style.pixelLeft=3Dx-m.scrollWidth
m.style.pixelTop=3Dy
if( (y+m.scrollHeight > doc.clientHeight)&&(y-m.scrollHeight > 0) )
m.style.pixelTop=3Dy-m.scrollHeight
m.style.display=3D""
}
function _CM()
{
if( !parent.IsFullScrMode() ) return;
if(!PPTSld.event.ctrlKey) {
ShowMenu()
return false
} else
HideMenu()
}
function BuildMenu()
{
if( PPTSld.document.all.item("ctxtmenu") ) return
var mObj=3DCreateItem( PPTSld.document.body )
mObj.id=3D"ctxtmenu"
mObj.style.visibility=3D"hidden"
var s=3DmObj.style
s.position=3D"absolute"
s.cursor=3D"default"
s.width=3D"120px"
SetCMBorder(mObj,"menu","black")
var iObj=3DCreateItem( mObj )
SetCMBorder( iObj, "threedhighlight","threedshadow" )
iObj.style.padding=3D2
CreateMenuItem( iObj,sNext,M_GoNextSld,M_True )
CreateMenuItem( iObj,sPrev,M_GoPrevSld,M_HasPrevSld )
=09
CreateSeparator( iObj )
CreateMenuItem( iObj,sEnd,M_End,M_True )
mObj.style.visibility=3D"visible"
}
function Cancel() { window.event.cancelBubble=3Dtrue; window.event.returnVa=
lue=3Dfalse }
function Highlight() { ChangeClr("activecaption","threedhighlight") }
function Deselect() { ChangeClr("threedface","menutext") }
function Perform()
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() )
e.Action()
else
PPTSld.event.cancelBubble=3Dtrue
}
function ChangeClr( bg,clr )
{
e=3DPPTSld.event.srcElement
if( e.type=3D=3D"menuitem" && e.IsActive() ) {
e.style.backgroundColor=3Dbg
e.style.color=3Dclr
}
}
function M_HasPrevSld() { return( parent.HasPrevSld() ) }
function M_GoNextSld() { if( gIsEndShow ) M_End(); else GoToNextSld() }
function M_GoPrevSld() { if( gIsEndShow ) { gIsEndShow=3D0; history.back();=
PPTSld.event.cancelBubble=3Dtrue; } else GoToPrevSld() }
function M_True() { return true }
function M_End() { window.close( self ) }
function CreateMenuItem( node,text,action,eval )
{
var e=3DCreateItem( node )
e.type=3D"menuitem"
e.Action=3Daction
e.IsActive=3Deval
e.innerHTML=3Dtext
if( !e.IsActive() )
e.style.color=3D"threedshadow"
e.onclick=3DPerform
e.onmouseover=3DHighlight
e.onmouseout=3DDeselect
s=3De.style;
s.fontFamily=3DsFont
s.fontSize=3D"9pt"
s.paddingLeft=3D2
}
function CreateSeparator( node )
{
var sObj=3DCreateItem( node )
SetCMBorder(sObj,"menu","menu")
var s=3DsObj.style
s.borderTopColor=3D"threedshadow"
s.borderBottomColor=3D"threedhighlight"
s.height=3D1
s.fontSize=3D"0px"
}
function CreateItem( node )
{
var elem=3DPPTSld.document.createElement("DIV")
node.insertBefore( elem )
return elem
}
function SetCMBorder( o,ltClr,rbClr )
{
var s=3Do.style
s.backgroundColor=3D"menu"
s.borderStyle=3D"solid"
s.borderWidth=3D1
s.borderColor=3DltClr+" "+rbClr+" "+rbClr+" "+ltClr
}
------=_NextPart_01C6EB21.89868360
Content-Location: file:///C:/2873A20F/LisaHarrisDemo_files/fullscreen.htm
Content-Transfer-Encoding: quoted-printable
Content-Type: text/html; charset="windows-1252"
Synectics
------=_NextPart_01C6EB21.89868360--
3.Use more creative
right-brain functions:
Take familiar and change it so that it becomes someth=
ing different
use creativity to make text more interesting
------=_NextPart_01C6EB21.89868360
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for(ii=3D0;ii4.Helps guide
students:
to be more creative
learn process of critical thinking
work in diverse, cooperative groups
' + ENDSHOW_MESG + '
![](3D"notes_flag.gif")
No=
tes![](3D"buttons.gif")
