BRAIN STORMING

LET US KNOW ABOUT BRAIN STORMING  

Organization Trainees should be seated facing towards the main writing space, for example, a blackboard. Time No preparation time is needed. In class, approximately 5 to 10 minutes should be spent on this activity. The time for follow-up activity will vary depending on what the brainstorming is used for.

Procedure The trainer selects a central theme; for example, child-centred learning. Trainees call out spontaneously and rapidly ideas connected to the central theme. The teacher educator writes these on to the board without comment. The words/ phrases are written in random order. Level or type of participant Any, since the theme is chosen to suit the trainees you have in mind. After the brainstorming The brainstorming can be followed input in the form of discussion of the ideas generated. Or, the items gathered can be prioritized. Alternatively, some form of homework/writing assignment, lecture, or workshop can follow. The activities can be trainer-led or done in independent groups. Beliefs The beliefs that underline brainstorming should be understood to make such sessions effective. Some important beliefs are: Seeing and hearing other people’s thoughts trigger more of one’s own.
 * 1) Trainees like working in plenary.
 * 2) Ideas, if not judged or assessed will flow freely.
 * 3) It’s easier for people to think of ideas if they don’t have to classify or prioritize them at the same time.

Qualities a trainer should possess To make brain storming effective, a trainer should possess these essential qualities:
 * 1) She/he should be non-judgemental of the trainees ideas. If she/he is judgemental, ideas will not flow freely.
 * 2) She/he should be comfortable being a silent scribe. It is not always necessary for the trainer to take centre-stage.
 * 3) She/he should understand that it is not always necessary to take a position on everything that comes from the trainees.

Reason for brainstorming  
 * 1) To find out what trainees know! remember! associate with a particular topic.
 * 2) To share the initial thoughts of the group publicly, so people can see who knows! thinks what.
 * 3) To tune a group into a topic.
 * 4) For review.

 Conducting Brainstorming

Read the following conversation.

A:         How can we keep our city clean?

B:         You should make everyone vacate the city!

A:         Don’t speak rubbish. I am serious.

B:         Well…. I am not sure….

How do you understand the above conversation?

Did A get a solution?

What do you think of the solution given by B?

Do you think it was wise on the part of A to comment on B’s response?

''What happened after B heard the comment? Did he give any more ideas?''

The thinking of people can be separated into two parts.


 * 1) Thinking part/ideation part
 * 2) Evaluative part

Can you now see who belongs to which group? Who’s doing the thinking and who is doing the evaluation? In most of our day to day transactions we associate evaluation with thinking. We also assume that thinking without evaluation may lead to unruly behaviour. We want every step of ours to be in the right direction. But when it comes to thinking, if evaluation precedes thinking,  the very act of generating ideas may suffer a set back. As shown in the conversation above, B stops thinking. Probably it would be good if we can separate thinking and evaluating. We always have the option of dropping the ideas that we don’t need. But if we expect only right ideas then ideas may not appear at all. It is in this light that a technique called brainstorming is thought of.

Brainstorming involves intentionally separating thinking from evaluation.  

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Now you have read quite a lot of literature on brainstorming. <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;">
 * 1) How do you think is this technique useful to you as a trainer?
 * 2) When is brainstorming as a technique useful?
 * 3) Is the philosophy behind this technique useful to you as a thinking person?
 * 4) Would you like to use this technique to brainstorm yourself to generate new ideas?}}

<h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> The Steps You are like the conductor of an orchestra. In a training programme of yours, teachers would come with different backgrounds. Ask them to sit in a circle. Then appraise them of the principles discussed earlier. Before you ask them to ideate on a general topic such as - how to make your city environment friendly? - tell them a few jokes so that they laugh enough and feel free to think about the topic.

The steps of conducting brainstorming in a group are:</FONT>

a.	Getting ready for the brainstorming.

Ask a friend of your to copy down all the ideas as fast as he can. Or appoint a stenographer to take down the ideas or taper record the whole session without the knowledge of the participants.

b.	Warm up session

c.	Ideation session

Your job will be that of a facilitator, encouraging them to come out with different types of ideas, never commenting or criticising any ideas.

d.	Conducting evaluation session – many times this will not be conducted by the person  in  charge, in turn the ideas will be handed over to the concerned head of the department. e.	Highlight before the group the quality of ideas, novelty of ideas and the number of   ideas. <h2 style="margin:0;background-color:#cedff2;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;"> <h2 style="margin:0;background-color:#8d9a42;font-size:120%;font-weight:bold;border:1px solid #a3b0bf;text-align:left;color:#000;padding:0.2em 0.4em;">

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