This is the 12th in a series of 15 webinar modules reference material for Pedagogical Content Knowledge (PCK) for Lao Teacher Training of the Ministry of Education and Sports, Lao PDR, with assistance from the Education for Employment Sector Development Project (EESDP) with the Asian Development Bank. This initiative is a convergence effort of the Department of General Education (DGE), Research Institute for Educational Sciences (RIES), the Dept. of Teacher Training (DTE) and the Institute For Education Administration Development (IFEAD). Packaged by Project Implementation Consultant (PIC) Intem Philippines

1. EESDP LEARNING STRATEGIES:
Learner centered approach
Module 3.1 BRAINSTORMING
WELCOME ALL PARTICIPANTS
TO OUR “WEBINAR SERIES”
12/15: INTERACTIVE TEACHING

2. Contents
• Definition of brainstorming
• Reasons for doing brainstorming
• Brainstorming tools
• Steps of doing brainstorming
• Types of brainstorming

3. What is brainstorming?
• Brainstorming is a method used to generate ideas to solve clearly defined problems.
In a classroom environment with controlled conditions and a free-thinking environment ,
students approach a problem by such means as “how might we” questions. This way,
students can produce various ideas and draw links between them to find potential
solutions.
• Brainstorming combines a relaxed, informal approach to problem solving with lateral
thinking. It encourages people to come up with thoughts and ideas that can, at first,
seem a bit crazy. Some of these ideas can be crafted into original, creative solutions to
a problem, while others can spark even more ideas. This helps to get people unstuck by
pushing them out of the box (their normal ways of thinking).

4. Why do brainstorming?
It…
• generates ideas on a given topic
• promotes thinking skills of students
• eliminates fear of failures
• gives all students chance to express their ideas
• shows respect for each other
• taps into individuality and creativity.

5. Brainstorming tools
1. Graphics Organizers
2. Mind Maps
3. Concept Maps
4. Fishbone Diagrams
5. Flowcharts
6. SWOT Analysis
7. Starbursting
8. Affinity Diagrams

6. 1. Graphics
Organizers
A Graphic Organizer graphic organizer is a teaching
and learning tool that is used to organize information and
ideas in a way that is easy to connect, understand,
comprehend and internalize. By integrating text and
visuals, graphic organizers show relationships and
connections between concepts, terms, and facts as
show below showing:
• basic outline;
• Venn diagram;
• hierarchical topical organizer; and
• bubble topical organizer.
The teacher may start the preparation of any of these
graphic organizers and ask students to share their ideas
by filling in the blank spaces.
For further learning please watch:
https://www.youtube.com/watch?v=mNFk9AQhKAA

7. 2. Mind Maps
A Mind Map is another graphic organizer which can be
used as a brainstorming tool to allow free flow of
thoughts without worrying about order and structure. It
allows students to visually structure their ideas to help
with analysis and recall. It represents tasks, words,
concepts, or items linked to and arranged around a
central concept or subject using a non-linear graphical
layout that allows students to build an intuitive
framework around a central concept. A Mind Map can
turn a long list of monotonous information into a colorful,
memorable and highly organized diagram that works in
line with your brain's natural way of doing things.
In using a mind map, the teacher may create and write a
central idea on the board about the topic or a lesson that
will be discussed. Then, the teacher will add branches
to the map and invite students to share their thoughts
using keywords. Once most of the students have shared
their ideas, the teacher will process the mind maps by
clarifying connections using devices such as color
coding of branches or including visual images.
For further learning please watch:
https://www.youtube.com/watch?v=xCyjFipytRE

8. 3. Concept
Maps
Concept mapping is a brainstorming technique that lets
you visualize concepts and ideas. Also known as “mind
mapping”, this technique starts with a research question
or main idea, then adds branches with synonyms,
related topic, keywords, and examples.

9. 4. Fishbone
Diagrams
The fishbone diagram is a cause analysis tool which helps
identify many possible causes for an effect or problem.
Marking pens, paper or whiteboards are the usual materials
needed in doing a fishbone diagram.
In using this diagram, the teacher must facilitate:
• students’ agreement on a problem statement (effect). Write
it at the center right of the flipchart or whiteboard. Draw a
box around it and draw a horizontal arrow running to it;
• brainstorm the major categories of causes of the problem.
These generic headings may be used: Methods; Machines
(equipment); People (manpower); Materials; Measurement;
Environment.
• Write the categories of causes as branches from the main
arrow;
• Brainstorm all the possible causes of the problem. Ask
"Why does this happen?" As each idea is given, the teacher
writes it as a branch from the appropriate category. Causes
can be written in several places if they relate to several
categories;
• Again ask "Why does this happen?" about each cause.
Write sub-causes branching off the causes. Continue to ask
"Why?" and generate deeper levels of causes. Layers of
branches indicate causal relationships;
• When the group runs out of ideas, focus attention to places
on the chart where ideas are few;
• summarize ideas or formulate hypothesis.
For further learning please watch:
https://www.youtube.com/watch?v=JbRx5pw-efg

10. 5. Flowcharts
A flowchart is a type of diagram that represents a
workflow or process. A flowchart can also be defined as
a diagrammatic representation of a step-by-step
approach to solving a task. The flowchart shows the
steps as boxes of various kinds, and their order by
connecting the boxes with arrows.
Using a flowchart has the following benefits;
• It helps to clarify complex processes;
• It identifies necessary steps to achieve a purpose;
• It helps learners gain a shared understanding of the
process and use this knowledge to collect data,
identify problems, focus discussions, and identify
resources;
• It serves as a basis for designing new processes.
For further learning please watch:
https://www.youtube.com/watch?v=iJmcgQRk048

11. 6. SWOT
Analysis
SWOT analysis is useful in coming up with a strategy to solve
a problem. It is a technique for assessing these four aspects in
say a Science project.
Students can use SWOT Analysis to make the most of what
they have got, to their best advantage. Using this can reduce
the chances of failure, by understanding what is lacking and
eliminating hazards that would otherwise catch you unaware.
For teachers facilitating the use of SWOT analysis for learning,
they have to:
(i) set the objective and decide on a key project or strategy to
analyze and give to students. Explain the four quadrants and
distinguish meanings of Strengths, Weaknesses, Opportunities,
and Threats.
(ii) Then, students will: (ii) create a grid. Draw a large square and
then divide it into four smaller squares;
(iii)Label each box;
(iv)Add strengths and weaknesses
(v) Draw conclusions. Students will be asked to present their
outputs and conclusions with the teacher summarizing core
insights and learnings.
For further learning please watch:
https://www.youtube.com/watch?v=JXXHqM6RzZQ
https://www.youtube.com/watch?v=JXXHqM6RzZQ

12. 7. Starbursting
Starbursting is a form of brainstorming that
focuses on generating questions rather than
answers. It can be used iteratively, with further
layers of questioning about the answers to the initial
set of questions. The teacher should assign the
problem and on said basis, students will have to
start asking questions by connecting to the star,
until it burst and burst. Depending on the scope of
the exercise, you may want to have further
starbursting sessions to explore the answers to
these initial questions further.
For further learning please watch:
https://www.youtube.com/watch?v=11poGPteJdI

13. 8. Affinity
Diagrams
The affinity diagram process lets a group move
beyond its habitual thinking and preconceived
categories. This technique accesses the great
knowledge and understanding residing untapped in
our intuition.
It is important for teachers to know when to use
affinity diagrams. Here are situations when such
can be used: (i) When you are confronted with
many facts or ideas in apparent chaos; (ii) When
issues seem too large and complex to grasp; and
(iii) When group consensus is necessary.
Typical situations are: (i) After a brainstorming
exercise; (ii) When analyzing verbal data, such as
survey results; (iii) When collecting and organizing
large data sets; (iv) When developing relationships
or themes among ideas; (v) When reducing
attributes to categories that can be addressed at a
higher level.
For further learning please watch:
https://www.youtube.com/watch?v=f9sfJTp8tzc

14. Steps of doing
brainstorming
1.
Prepare
the Group
2.
Present the
Problem
3.
Guide the
Discussion

15. Step 1. Guide the discussion
The teacher must be able to guide the discussion by posting a problem
which s/he wants to solve aligning with the learning task.

16. Step 2. Prepare the group
The teacher must prepare the class by gathering their ideas and aid them in
organizing such as ideas. The teacher may suggest any of the different
brainstorming tools to draw out ideas from students:
• Graphic Organizers
• Mind Maps
• Fishbone Diagrams
• Flowcharts
• SWOT Analysis
• Starbursting
• Affinity Diagrams
• Concept Maps and others

17. Step 3. Present the Problem
Students provide inputs and freely discuss the issue at hand.

18. What not to do?
• During brainstorming sessions, the teacher should avoid criticizing
or rewarding ideas [as] you're trying to open up possibilities and
break down incorrect assumptions about the problem's limits.
• Judgment and analysis at this stage stunts idea generation and limit
creativity.

19. Type of Brainstorming
Individual Brainstorming Group Brainstorming

20. Role of Teacher
● Facilitator
● Promotes and probes by asking questions
● Records these ideas on board, chart etc.
● Encourages students to think critically

21. Rule of Brainstorming in teaching
● There are “NO WRONG” answers
● Try to get as many ideas as possible
● Record all ideas
● Set a time limit
● Be prepared to have some simulating
ideas for group

22. Anything goes – don’t restrict
your ideas

23. Think of what might
work and blurt it out.

24. Consensus of no
criticism

25. Incubate for a while

26. Collect ideas and
suggestions from
All the participants
without evaluating them

27. Idea should be broaden the
Perception.

28. Cognitive
flexibility is
a must

29. The best ways to spark innovations are by:
• Defining the objectives of the session
• Defining the rules such as one person
speaking at a time, all ideas accepted,
no insulting at an idea
• Setting priorities for conclusions
• The mediator initiates action steeps
to be taken by individual members of
the group.

30. During a brainstorming
session, remember to:

31. Break down traditional
walls to identify
innovative ideas and
alternatives.

32. Ask all participants to respond with “Yes”

33. No one can dismiss an idea when the
brainstorming starts as it creates an
atmosphere of openness and trust

34. Allow the participants to say whatever
comes to their mind without a filter and
fear of they being looked upon as odd.

35. Try to get everyone to participate--even
the quiet one

36. Set the timeframe for the
conclusion, development,
implementation of idea
generated in a brainstorming
session.

37. Confirm everyone’s
ideas.

38. Brainstorm on opposites.
Try Random association.
Associate concepts/ideas
with visual pegs/handles:
Ex.
COLD=ice=ice-cold-beer;
moisture on glass/mug
COLD WEATHER=moisture
outside glass window
Ex. On a mindmap/chart:
Negative aspects on left side;
positive on right side

39. Listen carefully to what
is being said.

40. Brainstorming becomes meaningful once
it is put into different contexts, such as:
 Personal perspective/individual learner
 Group/community perspective
 District/province perspective
 Economic domain
 Technical/scientific domain
 Cultural domain

41. Started with objects that don’t
have an evident/obvious relation
with the main subject
Remember the first objective was to generate as many
ideas/hypotheses as possible before screening/choosing
which ones to pursue

42. Try to relate the main subject in the web
created to put aside odd ideas.
Here is the stage when screening/choosing which ones to pursue begins by
testing relevance or connection to the main subject/goal/ objective/
problem

43. Things to do...

44. Be courteous to allow and encourage all
other ideas to develop first

45. Explorer ideas on the
premise that each of
them is possible.

46. Don’t discuss them as people offer them --
just write them all down first

47. Stay positive
about the process and all the ideas

48. The more people become comfortable
participating, the more ideas on hand to
choose from.

49.  Set up Twitter account to collect
brainstorming ideas
 If you have class FB group or Page,
ask inputs as “comments”
 Give each group big sheet of paper
and markers
Idea for
Teachers

50. Stress the ability to “listen from nothing”
and you will hear what you have never
heard before
Simply remain open-minded and train your students to do the same

51. Conclude the brainstorming
•Categorize
•Reduce
•Analyze

52. Activity: Using in business start up course
1. Session plan for conducting a brainstorming
https://drive.google.com/file/d/1LIw7_JsoQ0BgeKeP6YA6r6OcG7wf6tDM/view?usp=sharing
2. Handout on “How to Brainstorm?”
https://drive.google.com/file/d/16VDDd53S6x5EbM9ZTWI_XzdRpdKIpelL/view?usp=sharing
3. Photo use for each group (25 participants, 5 people per group)
https://drive.google.com/file/d/16VDDd53S6x5EbM9ZTWI_XzdRpdKIpelL/view?usp=sharing
4. Exercise Brainstorming on “The Do’s and Don’t during brainstorming” by using online
platform Padlet. Join this Brainstorming (a) by scanning QR bellowing; (b)
https://padlet.com/bountham2010/brainstorming