BRAINSTORMING
Abstract: Within this lesson we will introduce different methods of brainstorming. The students will explore and engage in these different approaches individually, in pairs, and as a group. This lesson is the start= ing point for a unit that would include topic sentences and paragraph writing. =
Background Rationale: (Concern and Inspiration) In this 60 = minute lesson we will explore brainstorming with our students. How do we generate ideas for writing? Where is our starting point for a paragraph, a creative = piece, or an oral presentation? Our goal is to have the students comprehend and utilize various methods of brainstorming for the purposes of writing projec= ts.
Learning Outcomes: This lesson will work towards the foll= owing Learning Outcomes:
Communicate Ideas and Information (Com= posing and Creating)
Apply various strategies to generate a= nd shape ideas
Comprehend and Respond (Engagement and Personal Response)
Identify and explain connections betwe= en new ideas and information and their previous beliefs, values, and experiences
Self and Society (Working Together)
Use various strategies to prompt and s= upport others
Teaching Strategies:
The lesson will begin with a short dis= cussion on the concept of brainstorming in general. This will be followed with visu= al examples of different methods (web, cluster, speaker/scribe). As a class we would collectively brainstorm each method so that the students will feel comforta= ble doing it on their own. After introducing these various approaches to brainstorming, the students will practice them (individually, pairs, groups) with the activities listed below.
Methods of Brainstorming: Do you web? Do you cluster? Do= you speak & scribe?
Brainstorming is a tool that you can a= pply to many subjects and areas. This new skill will not only help you generate new ideas (it will stimulate your brain), it will also help you make connections between ideas. In relation to writing a paragraph (or an essay for example), brainstorming will reveal if you have enough information about a topic to w= rite your paragraph. Brainstorming is all about generating ideas, and below are three types of brainstorming.
1. Brainstorming Web
- On a piece of paper start with a cir= cle in the middle of the page, in that circle, write your topic.
- From that centre point, draw lines to connect other ideas that come to you from your topic.
- Allow one idea to lead to another, k= eeping them connected.
- The web could have several layers, b= ut check back to see how each new idea links right back to your topic.
- Keep going until your "web"= ; runs dry!
- This type of brainstorming can be do= ne on your own, in partners or in groups.
- Remember to turn off your own "= Inner Critic" (the voice inside that tells you that it is a bad idea) as wel= l as being open to ideas from your partners.
2. Clustering
- Write your ideas using just words or= very short phrases.
- As ideas come up, use different colo= red pens/pencils/markers.
- Use printing or longhand script to s= uggest that ideas are main thoughts or supportive ideas.
- Don't focus too much on organization= , keep to the task of generating ideas.
- Remember to turn off your "Inner Critic."
- As your ideas start to form, feel fr= ee to group them. You can also link ideas as you see how they are connected.
- This type of brainstorming can be do= ne on your own, in partners or in groups.
http://web.educ.ubc.ca/marileef/Cluste= ringExample.gif∞
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3. Speaker/Scribe Brainstorming
- Working in a pair, one partner becom= es the Speaker and the other becomes the Scribe.
- The Speaker free associates ideas on= his/her topic and the scribe writes them down.
- The Speaker is soley focused on verb= alizing his/her ideas, feeling free to move around, sit, stand.
- The Scribe simply records the ideas.= The team can use any agreed upon form of writing (point form, sentences, other brainstorming methods).
- After an agreed upon time (3-5 minut= es), the team members switch roles.
- When both partners have experienced = each role, they can discuss and elaborate on each others ideas.
- Each partner should brainstorm a dif= ferent topic to avoid duplication.
- This type of brainstorming is design= ed for pairs.
- Remember to turn off your "Inner Critic.
Note For Teachers - This is a great me= thod for students who are not as strong with written English (this could be an appropriate modification for students who are on an IEP for writing skills). The student could be matched with a partner who has stronger writing/speaki= ng skills.
Timeline
1. Hook- Ask students how they come up= with ideas? Write answers on board (1 minute).
2. Introduction to brainstorming and t= hree types (web, cluster, speaker/scribe) (20 minutes).
3. Ask the students to individually br= ainstorm one of the topics not on the brainstorming topics handout (5 minutes).
4. Put the students into pairs and han= d out the brainstorming topics handout. (3 minutes).
5. Ask the students to collabrately web-brainstorm one of the topics. (5 minutes).
6. Ask the students to brainstorm usin= g the speaker/scribe method. (10 minutes).
7. Ask the students to brainstorm two = more ideas, using whichever partner or individual brainstorming method they pref= er. (10 minutes).
8. Wrap-up of lesson. (6 minutes).
Assessment:
As part of the assessment, have each p= air of students hand in all of their brainstorming pages for evaluation. (seven-el= even pages, depending on which method they chose for the last two topics)=
Assessment
Criteria
1. Comprehension- students demonstrate= an ability for utilizing brainstorming in various styles, as a pre-writing activity.
2. Participation- students are active = members in class discussions, with their partners and in group work. They show an interest and focus towards completing all written work.
3. Application- students demonstrate proficiency in applying brainstorming to their writing work.
Lesson Resources:
Laptop/projector
handout with topics