Креативные технологии в обучении иностранным языкам

Although Prince also makes use of metaphor in his work, his major interest is in how group processes can be used to stimulate more creative contributions.

Metaphors

Awareness of the importance of non-rational processes and the attempt to engage them through the purposeful use of metaphors probably reflects the uniqueness of the synectics approach [9]. Many individuals have theorized about the roles of the preconscious and unconscious in the creative process, but no one has so systematically tried to engage these sources of creative possibilities, as have the synectics people. However, rational and logical processes are also used in synectics.  They too are valued, easy-going, and accepting. Furthermore, regardless of the emphasis placed on non-rational factors, the whole synectics process occurs within a framework that has very practical goals.

There are many factors that shaped the processes used in synectics. Gordon’s and Prince’s reading, thinking, and theorizing, as well as their observation of the problem-solving behaviour of the groups with which they worked were no doubt very important considerations. Gordon cites several instances from pure and applied sciences where he believes metaphorical thinking played a critical role. Commenting about his own thought processes. Einstein is said to have reported that he used visual and muscular “sings” and “images”. The Wright brothers based their work on turning and stabilizing the airplane on observations of buzzards keeping their balance in flight. James Clerk Maxwell is said to have used balls and cylinders in working out his electromagnetic wave theory. Darwin’s work was based on several earlier developments; one was Lyell’s demonstration of the earth’s age and his refutation of the notion of the catastrophic extinction of animals. Lamarck described evolutionary continuity. What Darwin lacked for his theory was how animal adaptations occurred. Gordon reports that Darwin based his work on the efforts of husbandrymen who could selectively breed animals to make them more valuable. Thus, he developed the thesis that there was a naturally occurring selection process among wild animals similar to that used by husbandry men with domestic animal.

Theory and Techniques of Synectics

Among the various factors that play important roles in the theory and techniques underlying synectics are four “oscillating” psychological states involved in the creative process and one other state that is not so oscillating- the hedonic response. These states are induced by several operational mechanisms to be discussed later.

Four psychological states are:

1. Involvement and Detachment. This state refers to the relationship between the individual and the problem on which he is working. Involvement refers to understanding and interacting with the elements of the problem. In involvement, there is a feeling for and resonance with the problem. However, the creative process also involves the capacity to detach from and become distant from the problem-to view it objectively.
2. Deferment. There is a danger in quick and immediate solution to a problem. Experience has shown they are likely to be premature and superficial. Deferment refers to the capacity of both the individual and the group to defer the quick solution until they have arrived at the best one.
3. Speculation. The group and its individual members need to be able to let their minds run free so that they can come up with ideas, hypotheses, and solutions. Speculation refers to this type of thinking.
4. Autonomy of object. As the creative process produces and a solution is approached, there is a feeling that the solution has an entity and demand quality of its own. The individual or group must be willing and free enough to allow the feeling to develop and to follow it [8].

 

Operational mechanisms

The aforementioned psychological states are induced by operational mechanism. There are four of such mechanisms: personal analogy, direct analogy, symbolic analogy and fantasy analogy.

When working on a problem what one actually utilizes are these operational mechanisms, and if they operate effectively, then the psychological states function very quietly and take care of themselves. The operational mechanisms do not make up the whole problem solving process, but they are most important part of it [10].

 

One of the functions of the operational mechanisms is to make the familiar strange. In so doing, one of the important psychological functions that are accomplished is to increase the “distance” between the individual and the problem. This increased distance enables the individual to avoid becoming stuck with what he already known about a problem and being limited to it. As we shall see, the degree of distance achieved between individual and problem varies as a function of the operational mechanisms used. The four operational mechanisms are:

 

Personal analogy.

The individual images himself to be the object with which he is working. He “becomes” spring in the apparatus and feels its tension, or he “becomes” the pane of glass and allows himself to “feel like the molecules in it as they push and pull against each other. The rigid and controlled individual finds this hard to do for its stirs too much anxiety and insecurity. To use this mechanism effectively involves the capacity to lose oneself.

 

As a result of his work with this mechanism, Gordon believes that the critical element in personal analogy is empathic identification and not mere role playing. Role playing as a means of arriving at personal analogy is rather useless when working on a problem with a sociological or psychological base- a people problem.

 

For this kind of problem, role playing, instead of making the familiar strange, makes the strange familiar because it does come up with enough strangeness.

Together with compressed conflict the operational mechanisms a regarded as an auxiliary operational mechanism. A personal analogy has more freedom and breadth than does a direct analogy and the former yields more understanding that the latter.

 

Four degrees of involvement in personal analogy have been described. They are as follows:

• First-person description of facts.
• First-person description of emotions.
• Empathic identification with a living thing.
• Empathic identification with a nonliving object.

 

Direct analogy.

Here facts, knowledge, or technology from one field are used in another (e.g. a shipworm runneling into wood serves as an analogy to solve problems in underwater construction). Biology, Gordon believes, is one of the most fruitful areas for direct analogies in solving technical problems. Knowing how certain goals and activities are accomplished in biological organisms serves as a good basis for developing ideas in technology and other areas. Whatever other information an individual has at his disposal may be helpful to him in direct analogy.

 

Direct analogy is the basic mechanism by which an individual tries to see problems in new contexts. A direct analogy is clear and straight forward. It produces immediate results and “its process can be reproduced”.

 

Symbolic analogy.

This form of analogy uses objective and impersonal images to describe the problem. An individual effectively uses symbolic analogy in terms of poetic response, he summons up an image which though technologically inaccurate, is aesthetically satisfying. It is a compressed description of the function or elements of the problem as he views it (e.g. one synectics group used the Indian rope trick as a basis for developing a new jacking mechanism).

 

Fantasy analogy.

This is based on Freud’s idea that creative work represents wish fulfillment. The individual states a problem in terms of how he wishes the world would be. For example, the synectics group that was working on a vapour proof closure for space suits asked the question, “How do we in our wildest fantasies desire the closure to operate?”. This form of analogy is said to be very effective if used early in the process of making the familiar strange. Gordon regards it as an excellent bridge between problem staling and problem solving because it also tends to evoke the use of the other mechanisms [6].

At the ground of the method of microopening developed by E.S. Sinitsyn, there is a scenario of heuristic conversation. The next microproblem is set before a class or audience, is formulated in the form of a question which the pupil is offered to answer. Difficulty of a question is carefully dosed with observance of the principle of a wave — easy questions are replaced by questions of average difficulty and the last — very difficult. Easy questions contain more directing information, than questions of average difficulty, in difficult questions it is even less.

In order that to answer correctly to a difficult question; the pupil has to mobilize all his/her creative potential. The main requisition is observance of interrelation of the next questions, i.e. each subsequent question has to consider not only the contents previous, but also those questions and answers which made a dialogue essence much earlier. When using such method of training the new knowledge is formed as set of the small discoveries made by the pupil, and the technology of teaching consists in direction of all these small opening [11].

In a method of microopening all methods of inventive creativity are harmoniously combined: brain storm, collective discussion, synectics and induction of psycho-intellectual activity.

The synectics is based on application of analogies and associations for search the demanded decision. The method of an intensification of psycho-intellectual activity is intended for emotional impact on group by means of certain receptions of the leader: his charm, artistry and "sports" form his logicians. The teacher using in the activity oral technology of microopening, expresses two functions. On the one hand, he acts as the conductor of brain storm, on the other hand as the improvisator.

Strategy of synectics

Besides that the decision is looked for by group of experts of different professions. The second specific feature is that members of synthetic group before work don't know an essence of a considered problem. Only a part from an existing problem can be known, certainly, the head knows everything. On procedure, as a rule, game or meeting of symmetric group, begins not with a problem formulation as a whole, but with discussion of its separate aspects planned by the head. That is, at first we discuss elements, then to make synthesis and generalization of the whole problem.

Procedure of synectics

In the beginning, there is a clarification of how participants imagine a discussed problem. Everyone, including the expert, offers the options of his/her definition. The head has to record and present all this on the general review. Thus, each of participants of meeting becomes as the author, the owner of the formulation of a problem and there is a desire to protect the formulation, to advance the decision in the plan and so on. That is he/she interested [12].

The following step is that it is necessary to clarify everything offered of absolutely not obvious decisions. We speak about creation of the creative decision. And then it is necessary to turn not usual into the habitual. That is to find analogies which will allow expressing the set problem in terms clear to all members of synectics group. At the following stage the main difficulties and problems, which interfere with a solution, are defined. And then, the chairman, leading suggests giving the decision, using one of types of analogies.

According to Gordon, synectics research has three main assumptions:

• The creative process can be described and taught;
• Invention processes in arts and sciences are analogous and are driven by the same "psychic" processes;
• Individual and group creativity are analogous [8].

With these assumptions in mind, synectics believes that people can be better at being creative if they understand how creativity works.

       

 

 

 

 

 

 

 

 

 

2. 1. Usage of creative techniques in teaching a foreign language at basic school.

Brainstorming

The concept of brainstorming was widely adopted since the beginning of the 50th as a method of systematic training of creative thinking, directed on opening new ideas, achievement consent of group’s people on the basis of intuitive thinking. Usually brainstorming tries to execute the certain rules which essence is reduced providing more freedom for participants’ thinking of so-called collective ideas generation and the statement of new ideas by them. For this purpose it is recommended to welcome any ideas, even if they are seem doubtful or absurd, the criticism isn't allowed, and discussion of any idea doesn't stop. It is required to state as much ideas as possible, try to create a chain reactions of ideas.

There are some modifications of implementation process of generating ideas, among them the followings are used often:

"Free swimming". It is classical variant– participants at any moment of discussion introduce any idea which has come to mind.

"Thoughts around". Participants introduce the ideas in turn. If someone isn't ready to offer idea, it passes a course. This variant promotes development in participants of ability to listen to other person.

"Blindly attack ". It is noticed that people state unusual ideas more often with eyes closed. Therefore if original decisions are required, it is possible to ask participants to close eyes. When, brainstorming is directed on collection of information on a subject, it is recommended to work with open eyes.

"Evident storm". Feature of this variation consists that the secretary writes down ideas in the form of clusters on a big sheet of paper. Such evident information allows participants to keep constantly an eye on all stated ideas. Upon termination of process of development ideas there comes time an assessment of options.

Basic principles and rules of usage the “Brainstorming”:

1) It is strictly forbidden to criticize the ideas offered by participants;

2) One’s idea can't be interrupted, but praised and proved;

3) The subject or problem offered by teacher should be interesting to pupils;

4) The teacher secures a role of the leader. However, after the first, indicative storm, anyone of pupils can be the leader. So that, pupils will be able to develop ability to organize group discussions;

5) Not to allow dispute during promotion the ideas. If the teacher allows dispute, it reduces creative activity of group, and expels considerable part of not arguing participants [13].

This method can be widely used in foreign language teaching. Brainstorming is well to train speaking, writing as well, checking students’ knowledge of vocabulary, warm up or discussion. This is an example of brainstorming usage for writing exercises.

Lesson plan of brainstorming.

Form: 7

Level: pre-intermediate (B1)

Objectives:

• To understand the process of brainstorming
• To practice brainstorming techniques through the use of pictures
• To practice writing from the ideas gained through brainstorming

        Materials Needed:

• Large picture of that the whole class can see
• Word strip with *Brainstorming* written on it
• At least one small picture for each member of the class

INTRODUCTION/REVIEW: (10 min.)

Review the adjectives to describe things that the class should have learned during the previous class. Put the word strip *Brainstorming* on the chalk board where everyone can see it. Ask the class what brainstorming means. After they have given their suggestions, explain to them what brainstorming is and the importance of brainstorming in the writing process. The students need to realize that every idea, even if it seems insignificant or unrelated, is valid. Definition of brainstorming: A useful technique in writing which permits one to approach a topic with an open mind. The actual process of brainstorming involves writing down any word or idea that comes to mind about the topic. Individuals often come up with ideas they didn't even know they had.

 

Instruction: (10 min.)

Take out the large picture and put it in the front of the class where it can be seen by all the students. Explain to them that you are going to use this picture to practice the technique of brainstorming. Have the students look at the picture and tell you all the words or ideas that come into their heads. Write all these things down on the chalkboard underneath the word strip *Brainstorming.* Continue this exercise for about 5 minutes or until there are about 20 words or phrases written down. >From the list of words on the board, have the class help you pick three of the most interesting words or ideas and circle them. Tell the class that you will be writing a couple of sentences with the three words or ideas that were picked. Write a couple of sentences, using each word within each sentence. The sentences don't have to pertain to the picture; they just have to contain all three of the words. Read the sentences to the class or else have one of the students read them out loud to the class.

Practice: (10-15 min.)

Activity (10-15 min.):

Hand each student in the class one of the smaller pictures. Have each of them get out a piece of paper and give them 5 min. to brainstorm about their picture. Have them write down anything and everything that they can think of for the entire 5 min. After the 5 minutes are up, have each of the students pick 3 words from their list and write a couple of sentences using those 3 words.

Evaluation: (5 min.)

Have all the members of the class get back into their original seats. Ask a few of the students to share what they have written.

SUMMARY/CONCLUSION: (5 min.)

Ask the students what the importance of brainstorming is. Have each of them go home, find a picture, practice brainstorming, pick a few words and then write down some sentences.

Brainstorming is helpful for children for speech activity. It develops their creative thinking, because they can offer really good ideas. Also it helps to improve language knowledge. When children want to share their opinion, they unconsciously use the language.

There is a sample for discussion classes.

Form: 8,9

Level: intermediate (B2)

Good and bad education discussion questions.

Discuss the questions below, starting at the top:

• What was your favourite subject at school? What did you like about how that was taught?
• Who was your favourite teacher at school? What did you like about that person’s lessons?
• What were your least favourite subject and teacher at school? What did you dislike about those two? What could have been done to make you like them more?
• Did you have any extra classes, e.g. go to cram school, have online lessons or have a private tutor? Which lessons were better, your regular school ones or the others? Why?
• Would you say the standard of teaching when you were at school was generally high?
• Why/ Why not? What about the school facilities and teaching materials, e.g. computer equipment and textbooks?
• Have you ever studied abroad? Would you like to? How do you think it is different to studying in your own country? How are schools and universities in your country different from those in other countries?
• How has education in your country changed in the last 20 years? Which of those changes are improvements?
• How could education in your country be improved?

Discuss the last question as a class 

There are some useful phrases for teacher or leader (can be anyone from children).

Brainstorming Phrases Practice on the Topic of Education

Quickly choose one way in which education in your country could be improved and prepare to justify your choice using the stages below in pairs or small groups.

Stage 1 – Brainstorming

Brainstorm reasons why the thing you have chosen might be the best way to improve education in your country.

Useful language

“Any more ideas?”

“I think we need three or four more”

“Let’s just get all our ideas down and discuss them later”

“That’s probably not true, but let’s write it down anyway”

Stage 2 – Organization

Try to group your ideas from above together, adding any more ideas that come up as you are doing so.

Useful language

“I think these two are related.”

“These are both/ all kinds of…”

“Another example of that is…”

Stage 3 – Choose the best ideas/ Edit the ideas down

Useful language

“This one is a bit weak.”

“This one doesn’t fit in anywhere.”

Stage 4 - Add support

Useful language

“An example of this is…”

“This is true/ important because…”

“We can support this one by saying…”

“Someone once said…”/ “My mother always says…”

“There’s a proverb which goes…”

“Logically,…”

“In my experience…”/ “I have found that…”/ “I once…”

Productivity of application of brain storm is promoted by also following factors:

- display of the short film on a task subject;

- display of a natural sample, the model or the sketch of object to which it is necessary to make changes;

- display on the screen of casual words (nouns, verbs), subjects which need to be united in groups, etc.

- before a session quiet background music is possible.

2.2.Synectics

Synectics is a method to stimulate creative thinking and is best done in groups until students have mastered the steps. It teaches students to think metaphorically, comparing things that have no logical connection to each other. It is useful in the science and maths for reexamining data, but in arts and languages, it is used primarily for its creative aspects, making creative writing, in particular, much more interesting to read and to correct. Synectics can also be used to explore social issues (culture, prejudice, etc.) and to make prize-winning artistic projects as posters and advertisements [14].

There is an example for synectics during the lessons.

Form: 5, 6

Level: elementary

Use the words

Step 1-describe the object/person/ idea, with the class brainstorming ideas and with you or a helper listing them.

You are a… (king/peasant/cloud/German boy).

How do you look and feel?