Generating Tool SCAMPER
What we did <ul><li>I explained the acronym SCAMPER and the words associated with it. </li></ul><ul><li>I demonstrated how...
<ul><li>Each child began with the same image of a vacuum cleaner. </li></ul><ul><li>Using Kid Pix and the words from SCAMP...
Problem Solving Preferences <ul><li>The results varied tremendously. Some understood and applied the words from SCAMPER, o...
What were the results? Did you select the tools wisely? Apply them effectively? Were the results satisfactory to you and t...
Would you do it differently if you were starting over ?  How ? <ul><li>Next time I would focus on just using two letters a...
Lesson 2 : SCAMPER <ul><li>We used a worksheet grid with each of the words in the acronym SCAMPER. </li></ul><ul><li>Each ...
Problem Solving Preferences <ul><li>It was difficult to observe the students problem solving preferences since I was direc...
What were the results? Did you select the tools wisely? Apply them effectively? Were the results satisfactory to you and t...
Would you do it differently if you were starting over ?  How ? <ul><li>I would like to do this lesson on the computer inst...
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Scamper

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Scamper is an acronym for Substitute, Combine, adapt, modify, put to other uses, eliminate and re-arrange. This is a strategy to use to generate ideas.

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Scamper

  1. 1. Generating Tool SCAMPER
  2. 2. What we did <ul><li>I explained the acronym SCAMPER and the words associated with it. </li></ul><ul><li>I demonstrated how to use the words to inspire change in an ordinary object using the computer program Kid Pix. </li></ul><ul><li>This helped define the words further. </li></ul><ul><li>Together we changed a book into a bird using Kid Pix </li></ul>
  3. 3. <ul><li>Each child began with the same image of a vacuum cleaner. </li></ul><ul><li>Using Kid Pix and the words from SCAMPER they worked at transforming the vacuum cleaner. </li></ul><ul><li>We recorded what letters and words they used. </li></ul><ul><li>This lesson was combined with the development of their technology skills. </li></ul>
  4. 4. Problem Solving Preferences <ul><li>The results varied tremendously. Some understood and applied the words from SCAMPER, others got involved with the process of playing with Kid Pix. </li></ul><ul><li>Some work created new and useful inventions such as an animal catcher while others enjoyed making a pretty picture with their favorite animals. </li></ul>
  5. 5. What were the results? Did you select the tools wisely? Apply them effectively? Were the results satisfactory to you and the group? <ul><li>This was a successful lesson given the fact that the vocabulary from the acronym was so new. </li></ul><ul><li>Technology is a wonderful way to manipulate imagery in the way that the SCAMPER tool suggests. It was very easy to use cut and paste techniques to demonstrate this generation tool. </li></ul><ul><li>This activity was a real stretch for these students. I will need to revisit these ideas. </li></ul><ul><li>The concepts seemed a bit over their head but they gave it a good try. </li></ul>
  6. 6. Would you do it differently if you were starting over ? How ? <ul><li>Next time I would focus on just using two letters and then share out what we did before introducing another letter. Introducing the whole word was overwhelming. </li></ul><ul><li>I gave one group demonstration but each group who came to the computer center needed to hear the instructions a second time. </li></ul><ul><li>More explicit and direct instructions are needed in order for them to understand the expectations and vocabulary. </li></ul><ul><li>We needed to have closure at the end of the lesson and students needed more time to work. </li></ul>
  7. 7. Lesson 2 : SCAMPER <ul><li>We used a worksheet grid with each of the words in the acronym SCAMPER. </li></ul><ul><li>Each child drew a chair, then step by step we moved through each picture frame. We reviewed what each word meant and I directly taught how to use the SCAMPER tool. </li></ul><ul><li>We worked in small groups. I used a teacher directed approach. </li></ul>
  8. 8. Problem Solving Preferences <ul><li>It was difficult to observe the students problem solving preferences since I was directly involved the process. </li></ul><ul><li>Prompting the thinking process and explaining the vocabulary in a concrete way did help the students understand the procedures. </li></ul><ul><li>With clear expectations and directions they were able to enjoy the activity more and feel successful. </li></ul>
  9. 9. What were the results? Did you select the tools wisely? Apply them effectively? Were the results satisfactory to you and the group? <ul><li>This was a great way to introduce young children to the SCAMPER tool because the lesson was direct and clear. </li></ul><ul><li>The students were better able to understand the process because it was scaffolded so well. </li></ul><ul><li>The ending product was satisfactory but the real success was how well they came to understand the process. </li></ul>
  10. 10. Would you do it differently if you were starting over ? How ? <ul><li>I would like to do this lesson on the computer instead of drawing. </li></ul><ul><li>The computer drawing could be saved then they could build on it with the next step, or letter, and that could be saved and so on. </li></ul><ul><li>When the project is completed, they would have a record of how their work evolved. </li></ul><ul><li>The next time they work with this tool, I can step away from the process and allow for more independent problem solving. </li></ul>
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