Team Members Team Managers Parents and Relatives Teachers and School Personnel Community Organization Members

Central Challenge

Solving the Central Challenge

Goals

• Understand the components of the

Team Challenge

– –

Central Challenge Team Choice Elements

• Locate helpful information in the

Rules of the Road

• Recognize the Elements of the

Team Challenge

• Reinforce the DI ® philosophy of Awarding Points and the Level Playing Field

Goals -- continued

• Understand the roles of the different members of Appraisal Team • Understand Site the general flow at the Presentation • Understand how scoring is performed • Provide a video representation of a Tournament

Team Challenge

Presentation Site • Provide the experience of solving a

Team Challenge

on a minimal scale

Rules of the Road

• It is very important

for team members and Team Managers to read and completely understand this year’s

Rules of the Road

• A team cannot solve the

Team Challenge

without knowing the

Challenge Rules

,

Rules of the Road,

and all

General Clarifications

Clarifications

• • Individual Team Clarification – They are used by teams that need a rule clarification for their unique solution – They are shared only with the team asking the question – There is a limit of 10 Clarification Questions – The Clarification Deadline is February 15 th

General Published Clarification

– These are Published on the Destination Imagination, Inc website

Ohio Team Clarification 13 from DIrect Flight – 2007 -- 135 70569 If air is applied to the aircraft after its release and during its descent, and we controlling the direction in which the air is blowing, is that considered controlled descent?

While we cannot validate your solution without seeing it, we can offer some insight. We draw your attention to General Clarification #3. It further explains "controlled descent." We see nothing in the Challenge that prohibits blowing air to slow the descent of the Aircraft and to control the direction of the Aircraft. Your Aircraft itself must still have one or more features onboard that assist in slowing its descent. Your team should be prepared to explain to the Appraisers the feature(s) on the Aircraft that contribute to slowing its descent.

Ohio Team Clarification 69 from DIrect Flight – 2007 -- 135 70569 By the exact definition of \"raised\", does an aircraft need to be raised all the way from the floor to the release point, or can the aircraft be raised starting at one height above the floor and then raised to the release point?

We see nowhere in the Challenge that states the Aircraft needs to be Raised all the way from the floor to the Release point. The Challenge Special Definition of Raise only requires that the Elevator move the Aircraft farther above the floor. In conclusion, Yes, starting at a height above the floor is within the definition of raised.

Solving the Central Challenge

• • • • • • •

The Elements of each

Team Challenge

Challenge : Title

–

Focus: The Destination :

Take You!

–

Points of Interest

Where This Challenge Will

A. Itinerary : The Central Challenge B.

Team Choice Elements

C.

Presentation Site D. Reward Points E. Important Directions for Team Managers

Requirements for Solving the Central Challenge

• Know what the Challenge says you must do • Decide what facts the team already knows about the Challenge • Decide what else they need to know about to solve the Challenge or find out • Teams should frequently review rules the facts and • Team members should be able to state Challenge requirements accurately all the

Requirements for Solving the Central Challenge … • How else

can you say it? Consider all possibilities • This is what the

team decided their

Challenge and their solution really is

• Look

for ideas that might solve the Challenge (Generating ideas Brainstorming)

• Which

2 or 3 ideas might be really good? (Focusing on ways the team can solve it)

Solving the Central Challenge… • Test

some of the brainstormed solutions

• Include

the team’s special qualities

• Fine tuning

solution the team’s individual

Tips for the Team Manager

• • • • • • • • •

Read, Read, Read

the

Central Challenge

the

Rules of the Road

and

Be familiar

Clarifications with all Published General

Check Clarifications

at least on a weekly basis

Use

the CPS Process

Know

the rules of Interference

Know

what is needed on various forms

Practice Improvisation

with the team

Practice

IC starting with very 1 st meeting

Use resources

available from DI, Inc.

Questions for the Team Manager

• Is there sufficient time for team member interaction

during each meeting

?

• Are team meeting conditions optimal for

CPS

to take place?

• Where can I go for

help

?

• Is each team member

participating as an equal

• Is there a

positive atmosphere

downs)?

(no put • Are team members taking the

initiative

?

• Are

only team members

solutions?

suggesting

Strategies a Team Manager might use

• How could the team restate the Challenge ?

• Could they focus on

one

part if the whole idea is too big?

• When the team is stuck, encourage them to try something • Be positive!

• • • If their solution is arrived at too easily or too early, ask them, “What else might we do?”

or

“How might the team be more creative?” Use CPS tools Encourage risk taking

•

Keep team focused on producing a creative solution that they can complete

without help

•

Maintain the true spirit and intent of DI

2013 - 14 Central Challenges Challenge A: Technical

Intent of Challenge A:

To solve this Challenge, the team must design and build Equipment to detect and remove hidden Objects. The team will use the Equipment to detect and remove the hidden Objects from randomly selected team-provided Containers. The Equipment must use Technical Methods to complete these tasks. The team will move the found Objects from the Start Area to across the Finish Line. The detection, removal and movement of Objects will be integrated into a team created Story about detecting things that are not evident to humans.

Challenge A

Points of Interest! –

Your Team Will:

• Design and build equipment to detect objects in their hiding places. • Use team designed and built equipment to take the objects out of their hiding places. • Move objects across the finish line. • Create and present a story about a technology that detects things a human cannot sense without help. • Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.

Challenge A

Learning Outcomes:

• Research of Detection, Retrieval and Movement of Objects • Mathematic Principles • Concept Testing • Technical Design Process • Logistics and Decision Making • Effective Storytelling • Budget Management • Engineering Concepts: Mechanical, Structural, Electrical, Chemical • Critical Thinking • Team Collaboration • Interpersonal Communication • Presentation Skills • Time Management • Perseverance • Risk Taking • Stages of the Creative Process • Self-directed Learning

2013-14 Central Challenges Challenge B Scientific

Intent of Challenge B:

To solve this Challenge, the team must research an Extreme Environment and present a Story about the need to adapt to survive there. One or more characters will use Extreme Gear to help them adapt to the extreme conditions. The team will also design and create an Environmental Depiction of their Extreme Environment.

Challenge B

Points of Interest! --

Your Team Will:

• Learn about an extreme environment that exists in our universe. • Present a story about characters who attempt to adapt to conditions in order to survive in the extreme environment. • Design and create extreme gear that is demonstrated by using technical methods. • Design and create a depiction of the extreme environment. • Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.

Challenge B:

STEM Challenge Attributes

• • • • • • • • Environmental Science Research of Extreme Environments Development of Artistic Representations Effective Storytelling Theater Arts Skills Budget Management Technical Design Process Engineering Concepts: Mechanical, Structural, Electrical, Chemical • • • • • • • • • Critical Thinking Team Collaboration Interpersonal Communication Presentation Skills Time Management Perseverance Risk Taking Stages of the Creative Process Self-directed Learning

2013 - 14 Central Challenges Challenge C: Fine Arts

Challenge C Intent of the Challenge:

The intent of this Challenge is for the team to create and theatrically present a live Comic Strip Story that is based on a team-selected work of art. The team’s Comic Strip Story must be an original story containing three Panels, an ARTifact and a Caption Contraption.

Challenge C

Points of Interest! --

Your Team Will:

• Research a work of art created by an artist who was born in a nation other than the team’s own. • Theatrically present a comic strip that is based on the team selected work of art. • Create three live comic strip panels. • Create an ARTifact that is inspired by the work of art. • Design and create a caption contraption for one of the comic strip panels. • Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.

Challenge C

Learning Outcomes

• Comic Book Styles • Research Works of Art • Cultural Studies • Effective Storytelling • Theater Arts Skills • Technical Design Process Budget Management • Engineering Concepts: Mechanical, Structural, Electrical, • Critical Thinking • Team Collaboration • Interpersonal Communication • Presentation Skills • Time Management • Perseverance • Risk Taking • Stages of the Creative Process • Self-directed Learning

2013 – 14 Central Challenges Challenge D:

To solve this Challenge, the team must prepare an original improvisational Skit of 5 minutes or less. Immediately before the Presentation, the team will have up to 5 minutes of Preparation Time. The Preparation Time will take place at the Presentation Site where the team will be observed by the audience and Appraisers. During the first 4 minutes of the Preparation Time, the team will determine how they will integrate Improv Element 1: The Character from the Past, Element 2: Pandemonium and Element 3: Stage Makeup. The team will then have an additional minute of Preparation Time to incorporate a Contemporary Character (Improv Element 4) and his/her occupational skills into dealing with the Pandemonium.

Challenge D

Points of Interest! --

Your Team Will:

• Create an original 5-minute improvisational skit. • Develop the interaction between a character from the past and a contemporary character. • Show how those characters work, using the time period, their occupations and skills, to deal with pandemonium. • Use stage makeup to create, develop, and/or enhance one skit character.

Challenge D:

Learning Outcomes

• Improvisational Acting • Effective Storytelling • Research of Historic Occupations • Research of Present Day Occupations • Research and Use of Stage Makeup • Theater Arts Skills • Character Development • Effective Integration Skills • Critical Thinking • Team Collaboration • Interpersonal Communication • Presentation Skills • Time Management • Perseverance • Risk Taking • Stages of the Creative Process • Self-directed Learning

2013 - 14 Central Challenges Challenge E: Structural

Intent of the Challenge

To solve this Challenge, the team must build a Structure made entirely from Wood, Glue, and/or Monofilament Fishing Line. The team must test the Structure’s strength under stress from two forces. The team must create and present a Story in which tension is a threat to stability and this tension is overcome in some way. Additionally, the team must design a prop that will be assembled on-site at the tournament during its Presentation from materials !

transported in a team-provided container that fits entirely within a 25in x 25in x 37in (63.5cm x 63.5cm x 94cm) space.

Challenge E

Points of Interest! --

Your Team Will:

• Build a structure that will be tested against two forces at the same time. • Design a prop that will be assembled during your presentation. The prop’s parts must fit completely inside a measured space. • Create a story in which tension is a threat to stability and is overcome in some way. • Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents.

Challenge E:

Learning Outcomes

• Force and Tension Research • Technical Design Process • Geometric Principles • Architectural Design Process • Structural Engineering and Construction • Material Science • Budget Management • Effective Storytelling • Theater Arts Skills • Critical Thinking • Team Collaboration • Interpersonal Communication • Presentation Skills • Time Management • Perseverance • Risk Taking • Stages of the Creative Process • Self-directed Learning

2013 - 14 Central Challenges projectOUTREACH: ServiceLearning

Intent of the Challenge:

The team will design and carry out a Project that addresses a community need. The team will use Play to assist with meeting the Project goal(s). The team will create an Elevator Pitch that can be used to enlist at least one Community Partner. The team will create a Presentation that features the Project and will present it live at a tournament for score.

• • • • • •

Project OUTREACH®: Service Learning

Points of Interest! --

Your Team Will:

Use the creative process to identify and select at least one real community need. Design and carry out a project that addresses the real community need. Use play to meet the goal(s) of the project. Create a team-created elevator pitch that can be used to enlist at least one community partner. Create a live presentation that features the project. Create and present two Team Choice Elements that show off the team’s interests, skills, areas of strength, and talents .

Project OUTREACH®: Service Learning

Learning Outcomes

• Research of Community Needs • Critical Thinking • Team Collaboration • Service Learning • Forging Community Partnerships • Interpersonal Communication • Presentation Skills • Utilization of Play • Time Management • Persuasive Speech • Project Documentation • Perseverance • Risk Taking • Budget Management • Use of Social Media • Stages of the Creative Process • Effective Storytelling • Self-directed Learning • Theater Arts Skills

2013 - 14 Central Challenges

Rising Stars:

Early Learning

Non-scored Challenge for 4 to 7 year olds only Team Challenge Overview:

The circus is coming to town, but…SURPRISE…all of the performers have disappeared! Now, your team needs to create a new circus. Will there be people? Or will it have dinosaurs or dragons or robots or superheroes or talking flowers? It’s up to you! Your audience is ready to see your exciting

Three Act Circus

performed live!

Rising Stars®: Early

Points of Interest! --

Learning

Your Team Will:

• Create your own circus. • Learn about circuses and the role of the ringmaster. • Learn about balancing things. • Learn about geometric shapes. • Explore how your team works together to make decisions about the three acts of your circus performance.

Rising Stars®: Early Learning

Learning Outcomes

• Research Circus History • Effective Storytelling • Theater Arts Skills • Science: Understanding Balance • Math: Understanding Geometric Shapes • Critical Thinking • Team Collaboration • Interpersonal Communication • Presentation Skills • Time Management • Perseverance • Risk Taking • Stages of the Creative Process • Self-directed Learning

–

Including What’s Special...

A Brief Look At Team Choice Elements

Goals

• Know

that Team Challenge is comprised of the Central Challenge and 2 Team Choice Elements

• Locate

helpful information about Team Choice Elements in the Rules of the Road

• Understand

to the Team Challenge solution and how they are scored how Team Choice Elements contribute

• Understand

how Team Choice Elements can contribute to the Instant Challenge solution

• Use

the Team Choice Elements Specialties Inventory to identify strengths of the team members and the team as a whole

Team Choice Elements

• Are based on the theory of

multiple intelligences

• Promote

uniqueness

in team solutions • Give the team the chance to

“show off”

its: – Talents – Strengths – Skills

Team Choice Elements Specialty Inventory

• Refer to

Roadmap

&

Rules of the Road

• Complete

Individual Specialties Inventory

• Complete

Individual Specialties Tally Sheet

• Circle 2 or 3 specialties with highest score • Small Group – Complete

Team Choice Specialties Tally Sheet

Individual Specialties Tally

A.

Sheet

Linguistic intelligence

involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

B.

C.

D.

E.

Logical-mathematical intelligence

consists of the capacity to analyse problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence

involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinaesthetic intelligence

entails the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Visual and Spatial intelligence

involves the potential to recognize and use the patterns of wide space and more confined areas.

F.

Interpersonal intelligence

is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counselors all need a well developed interpersonal intelligence.

G. Intrapersonal intelligence

entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

H.

Nature and Environment

entails the capacity to understand nature and the environment.

Team Specialties Tally Sheet

Team Member A B C D E F G H

1.

2.

3.

4.

. . . .

7.

TOTAL

A Team Might Use the

Specialties Inventory to

• recognize

areas of both individual

and

team strength

• identify how team members are

alike

• identify how team members are

unique

• promote

better understanding

another of one • highlight

skills, talents or strengths

individuals and the team of

A Team Manager Might Use the

Specialties Inventory to

• know

his or her own “specialties”

• recognize

areas where their expertise might lend itself to intentional or unintentional Interference

The Team Manager’s Job Is to Help Team Members

• Recognize that together, team members possess a unique combination of interests, talents, strengths and skills • Discover and respect the individuality of one another • Celebrate diversity • Learn to value and utilize the wide variety of abilities and interests on the team • Figure out ways the TEAM is unique and exceptional • Design Team Choice Elements that members • Help the team situations showcase those unique and exceptional intelligences of the TEAM and all team practice writing clear instructions as to what is actually to be evaluated in practice Team Choice Elements or

Evaluating Team Choice Elements

The team-written description of their Team Choice Element says…

One of our team members created this stained glass window for our backdrop based on MC Escher’s Alhambra Sketch Now, please score this Team Choice Element using the 1 to 30 scoring range

Evaluating Team Choice Elements – cont’d

This team’s description says…

Regular divisions of the plane, called “tessellations,” are arrangements of closed shapes that completely cover the plane without overlapping and without leaving gaps.

LOGO is an old Apple program language used in the mid 1980s to create crude graphics, including tessellations. One of our team members learned to program in Apple Logo to create this stained glass window for our backdrop using LOGO and the computer. It is based on MC Escher’s Alhambra Sketch.

Now, please score this same Team Choice Element using the 1 to 30 scoring range.

Evaluating Team Choice Elements – cont’d

•

For which Team Choice Element did you give the higher score?

•

What affect did the information that a team member had learned to program in the LOGO computer language have on you score?

• What would you like to know about a Team Choice

Element to help you score it as high as possible?

Deciding What’s to Be Evaluated and How to Evaluate Your Team Choice

• • • • •

Element

Score the costume on a scale of 1 to 30…

My score for this costume = ?

My score for what I am wearing = ?

My score for how this fits into our western theme = ?

My score for how the costume and horse fits into our western theme = ?

My score for how the total costume, including the vest, neckerchief, hat, and horse presents our western theme = ?

Here are some Team Choice Element Creations

How might your team ask for these TCEs to be scored?

giant sphinx working lock bus robot judge pantomime

Recap

• The purpose of

Team Choice Elements a

is to give all teams an opportunity to show off their greatest strengths in ways other than those required by the Challenge!

• Teams do not have to use the

Specialties Inventory

• Teams may create any type of

Team Choice Elements

they wish • Be specific in the description of what the team wishes the Appraisers to evaluate • Practice writing examples of how they would like Appraisers to evaluate parts of the team’s solution • Generally, the more specific and complete information the team provides the Appraisers, including why the team thinks it is so important, the

Assessment

• List 1 example of something that could be done as a

Team Choice Element

• Explain which area of strength from the

Specialties Inventory

this example would highlight • Identify a good way to describe your team’s request of how they want a Team Choice Element evaluated

A Brief Look At Interference What NOT to do...

Green is for Team Members, parents and the Team Manager The 10 Second Team Manager Pyramid TEAM’S SOLUTION Red is for the Team Members Only INFRASTRUCTURE SKILL DEVELOPMENT

The 10 Second Team Manager Pyramid Guide Skill Development

•

We all learn skills. They do not appear via osmosis or the Matrix. Some team members will astound you with the skills they already have. Other skills may need to be learned to accomplish even the most basic tasks.

•

Skills are tools that fill a virtual box. The magic truly happens when team members pull an existing skill from their box and creatively apply it to the unknown.

As a Team Manager, encouraging skill development is not just a technique, but a gift to the team for a lifetime.

•

Skills for creative thinking are presented as a major part of this level. Take advantage of them, for yourself and for your team.

•

Facilitating at the Skills level is not Interference. In fact it is the essence of what Team Managers and parents should do.

The 10 Second Team Manager Pyramid Guide INFRASTRUCTURE

•

Without a purpose and place to apply them, skills quickly wither and fade into time.

•

In our case, DestiNation Imagination® creates a simulated slice of reality on which to focus for about six months or so….

The Challenge is the Infrastructure.

As a Team Manager it is not Interference to help your team understand the aspects and rules of the Challenge.

The 10 Second Team Manager Pyramid Guide Team Solution

•

This area belongs only to the team. This is the team’s Presentation. Team Managers and parents can’t touch it.

terms of the Destination ImagiNation ® In Challenge, this is where Team Managers and parents cannot go.

•

The SOLUTION is where the team members synthesize the SKILLS and INFRASTRUCTURE levels into something totally their own .

•

The solution draws on the lower levels, but produces something unique to the team; a way of putting the pieces together that is unexpected and chases the word SOLUTION from the basic skills to the top point of the pyramid.

As a Team Manager or parent, you are only interfering if you are in the RED TEAM’S SOLUTION INFRASTRUCTURE SKILL DEVELOPMENT

Interference and Parents Early in the meeting year, hopefully before the team has chosen the Challenge they want to apply the CPS process to, have a meeting with all team parents and present the Interference Pyramid to them Also, provide the parents with a copy of the Declaration of Independence the team will have to sign as part of their Tournament paperwork Point out to the parents that if they provide ideas to the team which they eventually decide to use, in part or in total, they place the team in a situation in which they either lie and state they had no help from non team members, or they take a deduction for the outside help they received.

Appraisers are trained to spot and deduct for interference from Team Managers and parents in order to provide a level playing field for all teams

Instant Challenge

–

Creative Problem Solving Against The Clock

Goals

• Locate

helpful information about

Instant Challenge

in the

Rules of the Road

• Become

aware of the types of

Instant Challenges

• Learn

techniques and

process

practice of

Instant Challenges

tools for team

• Identify

the roles of the different members of the

Instant Challenge

Appraisal Team

Goals -- continued

• Understand the general logistical flow at a Tournament

Instant Challenge

Site • Provide a representation of the two types of Instant Challenges -- Performance-based and Task-based

Instant Challenge

solutions • Provide the experience of solving an

Instant Challenge

• Create Matrix

Instant Challenges

from the Morphological • Allow you a chance to participate in an Instant Challenge today

Instant Challenge

(IC) Facts

• ICs are usually three to ten minutes long • Teams will not know the IC until it is presented to them on tournament day • Teams may

not privately

talk about their IC, except among themselves • IC scoring criteria may include to: but are not limited - Development of skit - Character development - Use of materials - Teamwork - Creativity of solution - Effectiveness of solution

What is

Instant Challenge

?

• A Challenge each team receives at the Tournament that has to be instantly solved • A chance for a team to show off its creative problem solving ability in a short, unrehearsed Presentation to the Instant Challenge Appraisers • At Tournament: –

Teams report to a separate competition area

– – –

Only team, one Team Manager and Appraisers in room At time of IC, team will receive two copies of Challenge Same IC for all teams in the same Central Challenge and Level

–

The IC will be read to the team and they can follow along

• All

Tournament

Instant Challenge

information

must be kept secret

until after Global Finals by team members, team managers and appraisers

Why Are

Instant Challenges

Done?

• They

are a great way to learn and practice CPS tools

for use in the

Central Challenge

• Team members may use these techniques

to help solve “challenges” in their daily lives

• Team members may use these techniques

to help solve “challenges” as adults

• They

help instil confidence

younger persons in the

Types of Instant Challenges

• Performance-based • Task-based • Combination

Basics of Instant Challenges

• There are two ways to commit Interference in IC room – If a team knows the Challenge before their actual competition – If someone helps the team in the IC room during competition • A Team Manager can have a lot of fun working with team and training them in IC techniques • All CPS Tools can be taught ICs to the team through • Teaching CPS tools in IC is analogous to teaching sewing skills for

Central Challenge

• Make sure you have the team practice all three

Performance-based IC

• Focus is on the team working together to create and present a

theatrically-oriented solution

• The team is evaluated on the

creativity of their solution, presentation and/or use of materials along with teamwork

• Types of Performance-based ICs – Without Props – With Props – Team-created Props – Imaginary Props

Performance-based IC Tips

• • • • • • • • • •

Speak

loudly and clearly

Listen

to instructions carefully

Know

where the points are in the Challenge

Listen

to team-mates when doing Improv

Don’t

make unnecessarily long speeches

Practice

giving everyone a part

Practice

talking yourself out of jam

Practice

line saving a team-mate who cannot think of

Practice

using exaggerated movements / expressions

Make up

your own Improv games

Task-based IC

• The focus is on the team

working together

to move, build, change or protect materials they are given in order to complete a task • The team is evaluated on how well the team works together to – design the solution – present the effectiveness of solution – develop the creativity of their final project • The team members may or may not be allowed to talk during the execution of the Challenge

Types of Task-Based ICs

• • • • •

To Build:

possibly hold weight, build out, build as high as possible

To Move:

moving something from points A to B

To Protect:

forces protecting something from outside

To Change

: changing something into something else, using given materials

To Communicate:

sending, receiving, and understanding messages

Task-based IC Tips

• • • • • •

Listen

to instructions carefully

Know

where the points are in the Challenge

Understand

all the possible uses for materials

Work through

“alternative uses”

Break into

Conquer sub-groups if necessary - Divide and

Practice

giving everyone a part

Instant Challenge

Check List



Read

: Read, read, the Challenge carefully 

Determine

: What needs to be accomplished?



Discuss

: What is team really supposed to be doing?



Time Management

: Teams should allocate time to planning, constructing, preparing, practicing 

Teamwork

: How can team work together to produce best results 

CPS Tools

: Generating and Focusing tools 

Presentation Tools

: Character portrayal, Story line… 

Materials

: Use materials provided in unique ways

Now It’s Your Chance

• We have materials ready for an IC team of 7 members to complete a

Task-based IC

• We have materials ready for another IC team of 7 members to complete a

Performance-based IC

• When you are not participating on a team, your job is to

evaluate the team members’ performance

• • Quickly form together into two IC teams if you would like to participate in the IC experience

Now, let’s gather around the IC area and listen for the IC to be presented as it will be during a sanctioned tournament

Creating Your Own Performance-based IC

• Create your own ICs… – without props, practice Performance-based – with props, – team-created props (e.g., paper, scissors, markers), imaginary props • Use Morphological Matrix for scenario generation

Creating Your Own Task-based IC

• Create your own practice Task-based ICs by combining and recombining items and tasks • Try to include : – Items that will hold weight, or have strength, or provide length to go across distances (e.g., straws, pencils, cardboard tubes, etc.) – Items that will connect one item to another (e.g., labels, paperclips…) – Items that will hold and/or control items (e.g., paper cups…)

Morphological Matrix

1 A Materials

Shoe Box

B Make a … Toy C That will

Move

D Place

Western Town

E Situation Lost in a library

Overslept

2 3 4 Newspaper

Envelope Pasta Vehicle Wagon Doll Make a job easier

Appeal to a teenager

Make people laugh

Mars

Underground Up a tree Waiting for a bus Baking a cake 1. Choose a random 5 digit number with no digit larger than 3 2. Example: 14214

Read your created IC as follows

: Using a

newspaper

, make a

toy

that

appeals to a teenager

who is

lost in a Martian library Hint: use rows from 1 to 9 and 3, 4, or five columns for more or less options

Assessment

• How does

Instant Challenge

reflect the Educational Goals of the

program

?

• How do team members engage in

process

while practicing

Instant Challenges

?

• What are the benefits of

Instant Challenge

?

Important Ohio DI Information

•

What you generally need to register your team…

– Completed Team Registration Form – Completed Required Appraiser Registration Form – Completed Volunteer Registration Form, this varies by your region – Check for your Region’s Tournament Fees • Team Registration Deadline – see your Region’s web page • • Get above 3 or 4 items to your DI coordinator by your Region’s deadline

You must supply an appraiser who must attend a sanctioned Appraiser Training prior to the tournament

• • • •

Important Ohio DI Dates

February 1

– Challenge Master Training Reynoldsburg Summit Campus, 8579 Summit Road, Reynoldsburg, OH 43068

April 26 –

State Tournament Set-up Reynoldsburg Summit Campus

April 26 – State Tournament

Reynoldsburg Summit Campus

No later than 3 Days following your Regional Tournament

State Tournament bound teams

MUST

at www.ohdi.org

register

DI Region 15

Region 15 Website www.ohdi15.org

Register your Team, Appraiser, and Volunteer by the deadlines!

www.ohdi15 registration

Questions or For More Information

• What questions do you still have about the Destination Imagination Program?

• For more information about DI, check these out: – DI International www.idodi.org

– Ohio DI General Information http://www.ohdi.org

– Ohio Region Specific http://www.ohdi.org

choose your Region from the drop down menu on left – Your school, district, or county DI Coordinator

Thank you for coming…

Have a safe trip home!