Beruflich Dokumente
Kultur Dokumente
WINTER 2016
DMGT 732
PROJECT
Figure 1. Photo of Idea Capture Grid from Visual Storytelling Activity. Authors image.
Contents
Part 1
Project Overview
project overview
The Objective
There are those who believe that creativity is not for them but for
artists, designers and inventors. This is a dangerous and limiting
attitude. Just as the ability to use the reverse shift is part of every
drivers driving ability, the ability to use creative thinking should be
part of every thinkers thinking skill (de Bono, n.d.).
project goal
This project is an opportunity to help an organization learn to apply lateral thinking as a
problem-solving tool. Lateral thinking is closely related to insight and creativity (de Bono,
1990). It is a deliberate process that engages logical thinking in a different manner.
It differs from vertical thinking because it does not move along a specified path reaching
predetermined milestones, but draws from ideas across multiple disciplines, generating
new ideas and increasing creativity.
Through the implementation of de Bonos Six Thinking Hats methodology, the selected
group will be led through a series of activities to show them how to break old patterns
of thinking and replace them with new ones.
the entity
project overview
The group selected for these workshops consists of parents whose children attend Eastover
Elementary School in Bloomfield Hills, Michigan. Eastover houses kindergarten through 4th grade.
The current enrollment is 495 children. The township of Bloomfield Hills has a wide socioeconomic
range, with some extremely affluent areas and pockets of lower-income families. Eastover has a
diverse populationracially, ethnically, physically able/disabled and a significant deaf/hard-ofhearing program. Eastover is a Title 1 School, which means it receives additional federal funding
to address the achievement gap related to income discrepancies (United States Department of
Education, 2004). The Bloomfield Hills school district is among the top performing school districts
in the state and Eastover Elementary was recognized as a 2015 National Blue Ribbon School by the
United States Department of Education (Bloomfield Hills School District, 2015).
the location
Both sessions were conducted in a conference room at a nearby law firm. It is a conveniently
located, well-lit, welcoming environment with plenty of space for the workshop activities.
Figure 3. Photo of conference room at the Paletz Law Firm. Authors image.
participants
project overview
The Group
There are eight people participating. They are all parents who have children attending
Eastover Elementary School. Some are members of the Parent-Teacher Organization (PTO),
some are not. The group includes men and women in order to gain multiple perspectives.
The group varies in three specific ways:
1. Some participants have other children besides elementary ageolder and younger
2. Some work full-time, some part-time, and some are at-home parents
3. Some volunteer regularly and some do not
Rachel A.
Stephanie C.
Lydia F.
Jennifer F.
PTO president
Rob D.
Fozia R.
Allen K.
Libby W.
Occasional
involvement
Doesnt usually
volunteer
Doesnt usually
volunteer
Facilitator
Figure 12. Photo of Rob and Rachel during the Warm-Up introductions. Authors image.
10
Figure 13. Photo of Stephanie and Jennifer during the Warm-Up introductions. Authors image.
Part 2
11
Activity Overview
The problem being explored is how to get more parents involved with school
activitiescoming to PTO meetings, volunteering, and actively engaging with the school
community. As with most organizations of this nature, it is the same core group of
parents coordinating and volunteering most of the time.
12
Methodology
The Six Thinking Hats methodology was developed by de Bono in the 1980s (de Bono,
n.d.). Its goal is to help teams become creatively engaged and more productive while
problem solving. It works with six metaphorical hats. The hats are color-coded and each
one represents a specific mode of thinking. Participants can metaphorically put on a
particular hat and add to the conversation from the viewpoint of that thinking modality.
Then s/he can switch hats and look at the same issue from a different perspective.
white hat
Facts, figures and dataunderstanding the information that is already known. It is here
that items are defined, clarified and knowledge gaps can be identified.
black hat
Judgment and cautionpointing out why a suggestion does not fit the facts, the
available experience, the system in use, or the policy currently in place. It is an essential
part of this process and must always be logical.
red hat
Intuition, feelings and emotionsallows the speaker to add a feeling or intuition
without having to justify it. Concerns can be raised without supporting logic or fear of
retribution.
yellow hat
Positive aspects and potential benefitsfinding value in actions being proposed and/or
something that has already happened.
green hat
Creativity and innovationproposing new ideas, alternatives, provocations and/or
changes.
blue hat
Overview, process control and meta-cognitionlooking not at the subject, but at how
the subject is being approached. Used to move the conversation forward. For example,
a proposal from the blue hat perspective could be to do more green hat thinking.
13
Warm-Up
activity overview
activity
The group members are introduced each other and begin the conversation about
volunteerism. Each participant molds an item out of Play-Doh and introduces him/
herself to a partner. Then as a group, they create a story about the experience of
volunteering, incorporating each item. Play-Doh is a non-threatening material that
encourages participant creativity.
cool down
De Bonos Six Thinking Hats methodology is introduced as each participant reads a
description aloud. Next, they draw symbols to represent a hat. These symbols and
modes of thinking will be used in the next session.
debriefing
The participants pass a hat and take turns reflecting on the session, sharing their
experiences.
feedback
The participants give feedback through a brief written survey.
closure
The participants draw a symbol representing how they feel at the end of the session.
14
Warm-Up Schedule
resources
stage
time
description
Welcome
Before the
session begins,
as participants
arrive
Introductions/Icebreaker
8 mins.
Warm-Up Activity
10 mins.
Name tags
Consent forms
Play-Doh (1 can per person)
Large paper for writing the story
Markers/pens
Cards with hat explanations
Blank cards
A hat
Debriefing questions
3 mins.
Camera
Video camera
Tripod
An assistant/photographer
Debriefing
5 mins.
Feedback
2 mins.
Closure
2 mins.
30 mins.
15
Visual Storytelling
activity overview
warm-up
The Warm-Up demonstrates the human tendency to use familiar patterns of thinking, then
challenges the participants to break that pattern and see how it affects the result. This is done
with a shape-sorting activitythe sequence of arrival of information (de Bono, 1990).
main activity
The Main Activity uses de Bonos Six Thinking Hats methodology. The symbols drawn at the
earlier session are printed on color-coded playing cards. Participants write thoughts about the
defined problem on corresponding colored cards. The black cards are collected and affixed to
a game board to serve as obstacles. Collaboratively, the group moves along the path playing
cards on each color. The participants create a visual story, are encouraged to build on each
others thoughts, and tackle each obstacle as a team.
cool down
A ball is tossed around and each participant answers questions such as, What did you learn
from todays session? and Which hat did you find the easiest? the hardest?
debriefing
The Debrief is a critical component of the Visual Storytelling Activity. It is necessary to ensure
the group understands the progress made during the session. The group completes an Idea
Capture Grid where they use Post-it notes to place comments, critiques, ideas, and questions
into the corresponding quadrant on a large piece of paper.
feedback
Feedback is collected through informal interviews on camera.
closure
Each participant assembles a kit containing a summary of the Six Thinking Hats methodology.
The kit provides tangible materials to remember the experience, and encourages them to use
this technique with other groups in the future.
16
Visual Storytelling
Schedule
stage
time
description
Welcome
As participants
arrive
Snacks/chatting/getting reacquainted.
Warm-Up
10 mins.
resources
Name tags
Game board
Game cards
Tape to affix black cards
Game piece (1)
A squishy ball
Large pad of paper
Markers/pens
Paper
Post-it notes
Take-home kits
Main Activity
40 mins.
Cool Down
5 mins.
Debriefing
10 mins.
Feedback
10 mins.
Closure
5 mins.
Camera
Video camera
Tripod
An assistant/photographer
80 mins.
17
18
Figure 14. Photo of Allen and Lydia during the Warm-Up. Authors image.
Part 3
Warm-Up Activity
19
overview
warm-up activity
Documentation
activity rationale
The activities designed for this group utilized humor, play, and participation. The group was
put into a creative mindset with Play-Doh. Next, they introduced themselves to a partner,
before coming together as a team to write a collaborative story. They read descriptions
of de Bonos (1990) Six Thinking Hats and drew symbols to engage directly with the new
concepts. Simple materials like Play-Doh and markers helped break down barriers to
creativity.
Interestingly, most of the participants continued to play with the Play-Doh throughout the
entire session, asked for more of it in the next session on their feedback surveys, and even
took some home with them.
outcomes
activity in progress
The Warm-Up went very well. The group bonded quickly and easily over the collaborative
story activity. Group members enjoyed incorporating all of the objects and understood
that the exercise represented working together and utilizing everyones individual talents.
These opinions were expressed during the Debrief. The group members listened to each
other intently during the partner exercise and revealed in the feedback at the end that it
had been a favorite part of the day.
20
Figure 15. Photo of Libby handing out Play-Doh to each participant. Authors image.
Figure 16. Photo of group working in partnerships, explaining the object they modeled. Authors image.
Figure 20. Photo of Stephanie, Jennifer, Rob and Rachel. Authors image.
21
results
warm-up activity
Documentation
RachelBrain
StephanieHeart
LydiaAirplane
JenniferCamera
RobVolleyball
FoziaTwo hearts
AllenHammer and nail
LibbyBook
Figure 21. Photo of some of the objects participants created during the Warm-Up.
Clockwise from top left: volleyball (Rob), camera (Jennifer), brain (Rachel), and heart
(Fozia). Authors image.
22
The group created a story about volunteering. They were asked to use
all of the objects made by the participants. Here is the result:
Documentation
Figure 22. Photo of the story written during the session. Authors image.
(We are a volleyball team with lots of heart. We are on an airplane on a surprise
trip to go volunteer building homes. Were going to use our brains to create a
book filled with photographs. When we get home, we will show our book to
others to inspire them and sell copies to raise funds to build more homes.)
23
warm-up activity
Documentation
De Bonos (1990) Six Thinking Hats methodology was introduced during the Cool
Down. Each participant read a description of a hat and drew a symbol representing that
thinking modality. The symbols were used later in the Visual Storytelling Activity. It was
interesting to see that two of the symbols createdthe red and the greenare almost
identical even though they represent different ways of thinking.
Figure 23. Photo of Rob drawing a symbol to represent one of de Bonos hats. Authors image.
24
25
Documentation
For the Debrief, a hat was passed around containing folded pieces of paper with different
questions on them. Each participant blindly chose a question, then answered that question
aloud. Some of the questions were, What was the point of making up a story? and How
can you apply what you learned?
26
Figure 34. Photo of Rob discussing what he learned during the Debriefing. Authors image.
27
28
Part 4
29
overview
visual storytelling activity
Documentation
During the Visual Storytelling Activity, the group addressed a multi-faceted problem in
an organized way. De Bonos (1990) Six Thinking Hats was the structure that helped the
group delve into the issue of increasing volunteerism. This session included a lateral
thinking exercise and a board game activity, along with various feedback opportunities.
activity rationale
It is a complex problem being addressed. The facilitator provided a framework for
discussing various approaches and generating possible solutions. Each group member
had opportunities to add input. The board game and playing cards were effective,
allowing each person to contribute while progressing around the table.
outcomes
activity in progress
The excellent response to the earlier session provided a foundation for the success
of this second session. The group members felt comfortable immediately, which set a
positive tone. They were fully engaged in all of the activities and were able to employ the
Six Thinking Hats methodology effectively. In fact, so much productive discussion was
generated that the Main Activity had to be truncated to keep within the allotted time.
The Debrief, Feedback, and Closure each went smoothly.
30
results
visual storytelling activity
Documentation
More ideas than expected were generated during the Visual Storytelling Activity. The group
would like to continue meeting and working on this topic. The members have also expressed
interest in widening the number of people being introduced to these techniques and approaches.
One of the participants would like to discuss the possibility of creating workshops at a district
level, not just one school. It was an encouraging outcome.
31
Documentation
The Six Thinking Hats methodology was fully utilized. Each participant was given blank
color-coded playing cards. White hat cards were prepared ahead of time with facts and
known data, such as the number of families at the school, the number of families who
are members of the Parent-Teacher Organization, etc.
The participants began by writing the reasons why they think people do not volunteer
on the black hat cards. These were read aloud, the three most common were selected to
serve as obstacles on the path, and those cards were affixed to the game board.
Then the group did some brainstorming using each hat in turn: red, green, yellow, and
blue. Participants wrote ideas on colored cards and played those cards as the discussion
moved around the table. Notes were taken and added to the game board. A pawn was
used as a marker to keep the group on track and show the progress being made.
Figure 39. Photo of Libby explaining the Visual Storytelling Activity. Authors image.
32
Figure 40. Photo of Allen, Lydia and Rachel writing their cards during the Visual Storytelling Activity. Authors image.
Figure 41. Photo of Stephanie, Jennifer and Rob writing their cards during the Visual Storytelling Activity. Authors image.
Figure 42. Photo of entire group during the Visual Storytelling Activity. Authors image.
33
Documentation
Figure 43. Photo of Libby tossing the ball to Rob. Authors image.
Figure 45. Photo of Stephanie tossing the ball to Allen. Authors image.
34
Figure 44. Photo of Rob saying his response to the Visual Storytelling Activity. Authors image.
Documentation
The technique chosen for the Debrief was to create an Idea Capture Grid. Each
participant received a pad of Post-it notes and was asked to write comments for four
specific areas:
1. Things you liked or found notable (plus sign in upper left)
2. Constructive criticism (minus sign in upper right)
3. Questions that were raised (question mark in lower left)
4. Ideas to explore further (light bulb in lower right)
The group was instructed to place the notes in the corresponding quadrant on the grid.
Figure 47. Photo of Idea Capture Grid before the Debrief. Authors image.
Figure 48. Photo of Allen, Lydia and Rachel writing notes for the Debrief. Authors image.
Figure 49. Photo of Idea Capture Grid after the Debrief. Authors image.
35
Documentation
The participants gave feedback through on-camera interviews. They were asked to discuss
their experience of the session, general thoughts about the new processes they learned,
such as lateral thinking, and how they might apply these techniques in the future.
36
Figure 50. Photo of all the items for the take-home kit. Authors image.
37
38
Part 5
Project Analysis
39
project analysis
At first, the specific techniques and even the six hats system seem strange
Assessment
lessons learned
Overall, both sessions went very well. There was a tremendous amount of planning
that went into making them successful, and it paid off.
However, as a novice facilitator, there were some important lessons learned. The first
one was that it is easy to underestimate the amount of time each activity will take.
Therefore, the activities need to be short and to the point, allowing for time to process
and close the sessions without running over.
A second lesson learned is that it is important to be flexible. Planning a time for this
group to meet for the first session was extremely difficult. The specifics changed several
times, including changing the date and even switching the time on the evening before
the event. Communication was key to making sure everyone got the message about the
time change. There was anxiety about someone missing the session and arriving after it
was over, but fortunately, that did not happen. Planning the second session was much
easier, although one group member was not able to attend both sessions.
A third lesson to take away from this experience is to continually gauge your audience
and adjust when necessary. It became evident during the Visual Storytelling Activity
that the discussion for the first obstacle was going well, time was running short, and
most likely the group would not make it to the other two obstacles. The decision was
made by the facilitator to end the activity early, while the groups energy was still high,
rather than exceed the time and allow the groups energy to fade. It was more important
to be successful on the first obstacle and leave the rest for another day, than to push
through and ultimately end up with a poor impression of the entire session.
40
project analysis
Feedback
The participants were asked a three-question survey at the end of the first session.
Following are the questions and some of their responses.
Other comments/suggestions?
Like to have a little clearer idea of what to expect today. Jennifer F.
This is awesome and should be used at Eastover! Stephanie C.
This was fun! Looking forward to the next session. Lydia F.
Thank you, Libby. Kudos for making this so interesting and fun. Fozia R.
41
project analysis
Feedback
The participants created an Idea Capture Grid at the end of the second session.
Following are the categories from each quadrant and some of their responses.
42
project analysis
the experience
Video Presentation
43
44
Figure 53. Photo of cards generated by participants during the Visual Storytelling Activity. Authors image.
Part 6
Appendices
45
Warm-Up Schedule
Table A1. Detailed Warm-Up Activity Schedule
time
steps
purpose
materials
set-up
Date:
02.07.16
Welcome
Orient participants
Photograph participants
Complete consent forms
Answer initial questions
Camera
Consent forms
Pens
Name tags
2:00-2:08pm
(8 mins.)
Introductions/Icebreaker
Introduces participants to
each other
Begins to build rapport
Creates environment for
Warm-Up Activity
Play-Doh
2:08-2:18pm
(10 mins.)
Warm-Up Activity
Builds teamwork
Group builds associations
between themselves and the
experience of volunteering
Group visually sees progress
2:18-2:21pm
(3 mins.)
Cool Down
De Bonos methodology is
explained
Drawing a symbol gets the group
to engage directly with the new
information
2:21-2:26pm
(5 mins.)
Debriefing
2:26-2:28pm
(2 mins.)
Feedback
2:28-2:30pm
(2 mins.)
Closure
Blank card
Markers/colored pencils
30 mins.
46
stage
time
stage
steps
purpose
materials
set-up
Date:
02.21.16
Welcome
Name tags
Snacks/drinks
1:00-1:10pm
(10 mins.)
Warm-Up Activity
Hands-on demonstration of
thinking patterns
Visually demonstrates how it is
sometimes necessary to re-think
an old issue in a way
1:10-1:50pm
(40 mins.)
Game board
Game cards
Pens/markers
Tacky dots to affix cards
to board
1:50-1:55pm
(5 mins.)
Cool Down
A squishy ball
1:55-2:05pm
(10 mins.)
Debriefing
2:05-2:15pm
(10 mins.)
Feedback
Video camera
2:15-2:20pm
(5 mins.)
Closure
80 mins.
47
appendix c
Informed Consent
Informed Consent Form
obtaining permission
After reviewing the project description,
an informed consent form was
distributed. All participants were required
to sign the consent form to reflect their
willingness to partake in the recorded
activities for both the Warm-Up and
Visual Storytelling Activity sessions.
I voluntarily agree to participate in a multi-part workshop performed by a graduate student at the Savannah College
of Art and Design. I understand that a warm-up activity, a visual storytelling activity, and post interviews are being
conducted by Elizabeth Welch, in order to fullfill the required coursework for Facilitating Creative Thinking. The
purpose of the activities and post interview is to explore lateral thinking strategies to suggest new approaches for
how to increase participation/volunteerism at Eastover Elementary School.
Printed Name
Signature
Date
Figure C1. The informed consent form required to be signed by all participants prior to conducting the workshop.
Sample supplied by Professor Regina Rowland, Ph.D.
48
appendix c
Informed Consent
obtaining permission
Prior to beginning the Warm-Up and Visual
Storytelling Activities, all participants were
required to sign an informed consent form.
The images depicted represent the full
collection of signed forms.
49
2
4
2
4
3
5
Source: Lateral Thinking: Creativity Step by Step. Edward de Bono, 1990, pgs. 3235.
1
Figure D1. A step-by-step detailed description of the Warm-Up exercise for the Visual Storytelling Activity. This handout was given to each participant at the end of the session as part of their take-home kit.
Original exercise by Edward de Bono, 1990, pgs. 3235. Handout designed by Author.
50
1
4
6
Source: Lateral Thinking: Creativity Step by Step. Edward de Bono, 1990, pgs. 3235.
2
Figure D2. A step-by-step detailed description of the Warm-Up exercise for the Visual Storytelling Activity. This handout was given to each participant at the end of the session as part of their take-home kit.
Original exercise by Edward de Bono, 1990, pgs. 3235. Handout designed by Author.
51
appendix e
Figure E1. Photo of the game board designed by the author before the Visual Storytelling Activity. Authors image.
Figure E2. Photo of the game board designed by the author after the Visual Storytelling Activity. Authors image.
52
the
thewhite
whitehat
hat
Facts,
Facts,
Figures
Figures
and
and
Data
Data
understanding
understanding
thethe
information
information
that
that
is already
is already
known.
known.
This
This
is where
is where
the
blue hat
items
items
areare
defined,
defined,
clarified,
clarified,
andand
knowledge
knowledge
gaps
gaps
Overview,
Process
Control and Meta-Cognition
cancan
bebe
identified.
identified.
looking not at the subject, but at how the subject is
being approached. Moves the conversation forward.
Example: a proposal from the blue hat perspective
could be to do more green hat thinking.
the
theblack
blackhat
hat
Judgment
Judgment
and
and
Caution
Caution
pointing
pointing
outout
why
why
a a
suggestion
suggestion
doesnt
doesnt
fit fit
thethe
facts,
facts,
available
available
experience,
experience,
thein use,
red
hat
system
system
in use,
or or
policy
policy
currently
currently
in place.
in place.
AnAn
essential
essential
part
part
of this
of this
process,
process,
it must
it must
always
always
bebe
logical.
logical.the
Intuition,
Feelings
and
Emotions
allows
speaker to add a feeling or intuition without having to
justify it. Concerns can be raised without supporting
logic or fear of retribution.
the
red hat
the
yellow
hat
Intuition,
Feelings
Emotions
allows
the
Positive
Aspects
and and
Potential
Benefits
finding
speaker
to add
a feeling
or intuition
having to
value
in actions
being
proposed
and/orwithout
something
it. Concerns
can be raised without supporting
thatjustify
has already
happened.
logic or fear of retribution.
Figure E3. The game board cards by the author after the Visual Storytelling Activity. Authors image.
the yellow hat
Positive Aspects and Potential Benefits finding
value in actions being proposed and/or something
that has already happened.
value
in actions
being
the
bluehat
hatproposed and/or something
the
green
that has already happened.
Overview,
Process Control
and Meta-Cognition
Creativity
and Innovation
proposing
new ideas,
looking not
at the subject,
but atchanges.
how the subject is
alternatives,
provocations
and/or
53
appendix f
Figure F1. A reference sheet with descriptions of de Bonos (1990) Six Thinking Hats methodology.
This was given to each participant at the end of the session as part of their take-home kit. Handout designed by Author.
54
Figure 1
Photo of Idea Capture Grid from Visual Storytelling Activity.............................................. 1
appendix g
List of Figures
Figure 2
Photo of supplies before the Warm-Up.............................................................................. 4
Figure 3
Photo of conference room at the Paletz Law Firm.............................................................. 7
Figure 4
Photo of Rachel................................................................................................................... 8
Figure 5
Photo of Stephanie.............................................................................................................. 8
Figure 6
Photo of Lydia...................................................................................................................... 8
Figure 7
Photo of Jennifer................................................................................................................. 8
Figure 8
Photo of Rob........................................................................................................................ 8
Figure 9
Photo of Fozia...................................................................................................................... 8
Figure 10
Photo of Allen...................................................................................................................... 8
Figure 11
Photo of Libby..................................................................................................................... 8
Figure 12
Photo of Rob and Rachel during the Warm-Up introductions............................................. 9
Figure 13
Photo of Stephanie and Jennifer during the Warm-Up introductions............................... 10
Figure 14
Photo of Allen and Lydia during the Warm-Up.................................................................. 18
55
Figure 15
Photo of Libby handing out Play-Doh to each participant............................................... 21
appendix g
List of Figures
Figure 16
Photo of group working in partnerships, explaining the object they modeled................. 21
Figure 17
Photo of Allen and Lydia.................................................................................................... 21
Figure 18
Photo of Fozia.................................................................................................................... 21
Figure 19
Photo of Stephanie talking to Jennifer.............................................................................. 21
Figure 20
Photo of Stephanie, Jennifer, Rob and Rachel................................................................... 21
Figure 21
Photo of some of the objects participants created during the Warm-Up......................... 22
Figure 22
Photo of the story written during the session................................................................... 23
Figure 23
Photo of Rob drawing a symbol to represent one of de Bonos hats................................ 24
Figure 24
Photo of white hat card with description and drawing by Jennifer................................... 25
Figure 25
Photo of black hat card with description and drawing by Rob.......................................... 25
Figure 26
Photo of red hat card with description and drawing by Rachel........................................ 25
Figure 27
Photo of yellow hat card with description and drawing by Allen...................................... 25
Figure 28
Photo of green hat card with description and drawing by Lydia....................................... 25
56
Figure 29
Photo of blue hat card with description and drawing by Fozia......................................... 25
appendix g
List of Figures
Figure 30
Photo of drawing created during the Closure exercise by individual group member....... 26
Figure 31
Photo of drawing created during the Closure exercise by individual group member....... 26
Figure 32
Photo of drawing created during the Closure exercise by individual group member....... 26
Figure 33
Photo of drawing created during the Closure exercise by individual group member....... 26
Figure 34
Photo of Rob discussing what he learned during the Debriefing...................................... 27
Figure 35
Photo of the Visual Storytelling Activity............................................................................ 28
Figure 36
Photo of Lydia doing the shape-sorting............................................................................. 31
Figure 37
Photo of Rob doing the shape-sorting............................................................................... 31
Figure 38
Photo of Libby re-capping the exercise............................................................................. 31
Figure 39
Photo of Libby explaining the Visual Storytelling Activity................................................. 32
Figure 40
Photo of Allen, Lydia and Rachel writing cards for the Visual Storytelling Activity........... 33
Figure 41
Photo of Stephanie, Jennifer and Rob writing cards for the Visual Storytelling Activity... 33
Figure 42
Photo of entire group during the Visual Storytelling Activity............................................ 33
57
Figure 43
Photo of Libby tossing the ball to Rob............................................................................... 34
appendix g
List of Figures
Figure 44
Photo of Rob saying his response to the Visual Storytelling Activity................................. 34
Figure 45
Photo of Stephanie tossing the ball to Allen..................................................................... 34
Figure 46
Photo of Lydia catching the ball........................................................................................ 34
Figure 47
Photo of Idea Capture Grid before the Debrief................................................................. 35
Figure 48
Photo of Allen, Lydia and Rachel writing notes for the Debrief........................................ 35
Figure 49
Photo of Idea Capture Grid after the Debrief.................................................................... 35
Figure 50
Photo of all the items for the take-home kit..................................................................... 37
Figure 51
Photo of Idea Capture Grid............................................................................................... 38
Figure 52
Screen capture from presentation video........................................................................... 43
Figure 53
Photo of cards generated by participants during the Visual Storytelling Activity............. 44
Figure C1
The informed consent form signed by all participants prior to the workshop.................. 48
Figure C2
Rachels signed consent form............................................................................................ 49
Figure C3
Stephanies signed consent form...................................................................................... 49
58
Figure C4
Lydias signed consent form.............................................................................................. 49
appendix g
List of Figures
Figure C5
Jennifers signed consent form.......................................................................................... 49
Figure C6
Robs signed consent form................................................................................................ 49
Figure C7
Fozias signed consent form.............................................................................................. 49
Figure C8
Allens signed consent form.............................................................................................. 49
Figure D1
A step-by-step description of the Warm-Up for the Visual Storytelling Activity............... 50
Figure D2
A step-by-step description of the Warm-Up for the Visual Storytelling Activity............... 51
Figure E1
Photo of game board before the Visual Storytelling Activity............................................ 52
Figure E2
Photo of game board after the Visual Storytelling Activity............................................... 52
Figure E3
Photo of game cards used in the Visual Storytelling Activity............................................ 53
Figure F1
A reference sheet for the Six Thinking Hats methodology................................................ 54
59
appendix h
List of Tables
Table 1
Warm-Up Activity Schedule............................................................................................... 15
Table 2
Visual Storytelling Activity Schedule.................................................................................. 17
Table A1
Detailed Warm-Up Activity Schedule................................................................................. 42
Table B1
Detailed Visual Storytelling Activity Schedule................................................................... 43
60
appendix i
References
Bloomfield Hills School District. (2014). Mission statement and strategic goals. Retrieved from
https://www.bloomfield.org/uploaded/Board_of_Education/Mission_Goals_and_Values_
February_2014.pdf.
Bloomfield Hills School District. (2015). National blue ribbon school. Retrieved from https://www.
bloomfield.org/schools/eastover-elementary-school/national-blue-ribbon-school/.
De Bono, E. (1990). Lateral thinking: Creativity step by step. New York, NY: Harper Perennial.
De Bono, E. (n.d.). Serious creativity. Retrieved from http://www.debonogroup.com/serious_
creativity.php/.
Henderson, A. (2002). A new wave of evidence: The impact of school, family, and community
connections on student achievement. National Center for Family & Community
Connections with Schools.
Leaver, E. (n.d.). PTO today: Make the case for parent involvement. Retrieved from http://www.
ptotoday.com/pto-today-articles/article/1323-make-the-case-for-parent-involvement/.
ODonnell, L. (n.d.). PTO today: How to respond to common excuses. Retrieved from http://www.
ptotoday.com/pto-today-articles/article/1283-how-to-respond-to-common-excuses/.
Prather, C. (2010). Managers guide to fostering innovation and creativity in teams. New York, NY:
The McGraw-Hill Companies, Inc.
United States Department of Education. (2004). Title 1: Improving the academic achievement of the
disadvantaged. Retrieved from http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html/.
61