Charting Your Course - Cre8iowa
2009 -10CreativityTeamworkProblem SolvingChartingYour CourseThis guide is a companion piece toour Destination ImagiNation Inc.Challenges. Teams do not haveto use these materials to solvetheir Challenges but by doingthe suggested activities, teamswill gain additional insights andknowledge about related topics.
Charting Your Course2009-2010Table of ContentsThis Guide is intended as acompanion to the DestinationImagiNation Team Challenges,Team Manager Guide and Rules ofthe Road.Compass Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Connects with Direct DIposit Challenge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Reinventing the Wheel: Connects with DI-BOT Challenge . . . . . . . . . . . . . . . . . . . . 18Take Another Look: Connects with You’re Gonna Flip! Challenge . . . . . . . . . . . . .21The contents of the 2009-10 TeamChallenges, the Rules of the Road,Team Manager Guide and thisGuide are copyrighted.Here? Or Gone?: Connects with Do or DI Challenge . . . . . . . . . . . . . . . . . . . . . . . . . 24To the Rescue: Connects with Breaking DI News Challenge . . . . . . . . . . . . . . . . . . 26Trekking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Brainwriting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Morphological Matrix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32SCAMPER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Paired Comparison Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Solution Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Pit Stops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37You’ve Got Mail: Relates to Direct DIposit Challenge . . . . . . . . . . . . . . . . . . . . . . . . .37IncreDIble Inventions: Relates to DI-BOT Challenge . . . . . . . . . . . . . . . . . . . . . . . . . 39Puppet Play: Relates to You’re Gonna Flip! Challenge . . . . . . . . . . . . . . . . . . . . . . . . 40Where Or Where Has Our Little .Gone?: Relates to Do or DI Challenge. . . . . . 411-2-3 Presto-Change-O!: Relates to Breaking DI News Challenge . . . . . . . . . . . . . 43Blank Forms and Mini Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . 442Charting Your Course 2009-10
Charting Your Course:Goals, Methods, AssessmentGoals:What do we hope to achieve by using Charting Your Course? To enhance your journey all along the way To extend the team members’ knowledge base To assist Team Managers and team members To introduce creative problem solving tips, tools, and tactics To develop interpersonal skills To encourage teams to delve into the process of research To promote experimentation with various designs and models To use materials in multiple ways To stimulate team members to examine potential creative solutions To motivate teams to search beyond ordinary solutionsMethods:How will we accomplish these goals?There are three main sections of activities to inspire learning.1. Compass Points: Each activity teaches teams a tip, tool, or techniqueapplicable to their Challenge. These activities are curricular in origin,encourage teamwork, and involve extended experiences that connect to aparticular Challenge.2. Trekking Tools: These mini sessions introduce a creative thinking or criticalthinking tool and explain how one might utilize the tool while working on theChallenges.3. Pit Stops: These short activities adapt the Instant Challenge concept andconnect it to the Challenges. There are five additional publications that present creative problem solvingactivities and/or assist in team building. All five resources are available atwww.ShopDI.org: The Problem Solver’s Practical Toolbox Building Creative Excellence Creative Problem Solving; an Introduction, 4th edition Successful Creative Problem Solving Teams Real Teamswww.IDODI.org 2009 Destination ImagiNation, Inc.3
4Charting Your Course 2009-10Numerous thinking skills are addressed throughout Charting Your Course toinspire and encourage learning: Analyzing: Separating complex material into smaller parts Applying: Putting to use Building: Making or assembling something Categorizing: Separating into like groups Comparing and Contrasting: Finding similarities and differences Comprehending: Understanding the meaning Creating: Originating a new product Deciding: Determining a final choice or judgment Demonstrating: Showing how it works Designing: Creating an original plan Developing: Organizing the plan from beginning to end Evaluating: Assigning a value Experimenting: Trying a procedure Exploring: Examining many options Inferring: Making a conclusion based on facts gathered Interpreting: Stating an analysis Imagining: Creating a new idea Improvising: Utilizing the materials given Organizing: Categorizing into like groups Planning: Organizing steps from the beginning to the completion Practicing: Working over and over on a task with the hope of improving Predicting: Hypothesizing an outcome Problem Solving: Examining all of the angles and reaching aconclusion Reasoning: Analyzing in a logical manner Researching: Gathering information from various sources Sequencing: Placing in a consecutive order Selecting: Choosing Synthesizing: Combining often diverse conceptions into a coherentwhole
Assessments:How might we assess the learning that occurs? Discuss the new knowledge. List new facts obtained. Perform self-evaluations of products. Display projects and models. Conduct self-evaluations of products, knowledge, skills, etc. Evaluate other team members’ products, reports. Present research. Perform skits. Demonstrate new skills. Explain additional uses for creative problem solving tools. Create new products.www.IDODI.org 2009 Destination ImagiNation, Inc.5
NavigationGlossaryTools andstrategiespresented in this2009-10 ChartingYour Course Brainwriting Morphological Matrix Paired ComparisonAnalysis SCAMPER Solution StepsThe following list describes the tools and strategies presented in the 2009-2010Destination ImagiNation, Inc. Charting Your Course: Compass Points, Trekking Tools,and Pit Stops. For a more detailed explanation, please refer to one of the referencedsources.Brainwriting – Brainwriting is a generating tool. It is similar to brainstorming inthat there is a deliberate search to find multiple solutions. This tool also looks forunusual options and calls for deferred judgment. The difference is that Brainwriting iscompleted in silence and is completed by each individual alone. See the Blank Formsand Mini Posters section for Generating Guidelines and the Brainwriting form.Morphological Matrix - Morphological Matrix is a generating tool. This tool helpsyou to generate many new options. Different attributes are generated in a number ofcolumns. By randomly selecting one idea from each column, you can create hundredsof combinations. See the Blank Forms and Mini Posters section for GeneratingGuidelines and the Morphological Matrix grid.Paired Comparison Analysis - Paired Comparison Analysis, also known as PCA, is afocusing tool. This tool allows you to prioritize a small number of workable options.This is done by comparing one pair of options at a time until all of the options havebeen analyzed. This is a good tool to use when you have a small number of appealingoptions but you want to select the most promising option. See the Blank Forms andMini Posters section for the PCA form.SCAMPER – SCAMPER is a generating tool. This tool uses an acronym to sparkimaginative ideas. Each letter represents a word that will stimulate creative ideas.S-Substitute; C-Combine; A-Adapt; M-Magnify, Minify, Modify; P-Put to other uses;E-Eliminate; R-Reverse or Rearrange. By using these words to ask additional questions,many new ideas are developed. See the Blank Forms and Mini Posters section forSCAMPER poster and Generating Guidelines.Solution Steps – Solution Steps is a focusing tool. This tool helps teams identify theoriginal problem, examine the problem limitations (Considerations), generate a list ofpossibilities (How Might We ) and finally, come to a plausible solution. See the BlankForms and Mini Posters section for the Solution Steps form.6Charting Your Course 2009-10
Compass PointsA compass point shows the direction, keeps us on the right path, and assists us whenwe are lost. How does this relate to Destination ImagiNation? What are the CompassPoints in this book?Compass Points are lessons that teach team members a tip, tool, or technique that canbe applied to the solution of their Challenge. These activities are curricular in origin,encourage team work, and involve extended experiences that connect to a particularChallenge.When teams work on a Compass Point activity, they might be spending an extendedperiod of time researching and developing an end product. They are working withother team members and often presenting information to the group. They are learningresearch skills, working with others, organizing information, and gaining confidence asthey present their final products.What areCompass Points? Lessons that teach a tip,tool, or technique Curricular Encourage team work Involve extendedexperiences Connect to a particularChallengeThe tips, tools, and techniques presented in this section help them see how thinkingtools can assist in the discovery and organization of information. These skills and toolscan be used as they begin to solve their Destination ImagiNation Challenge.Following the Guidelines ensures successful implementation of a thinking tool. Whengenerating, the Generating Guidelines must be followed to reach the most creativelyproductive results, and when focusing, the Focusing Guidelines must be followed tomove forward in a positive direction towards solution or decision.Refer to the Productive Thinking Guidelines in The Problem Solver’s Practical Toolbox.The Guidelines and ways to apply them are explained in detail on pages 5-8. A sectionon Applying the Tools Effectively is on pages 33-34.We know thinking tools and strategies help learners. We hope these Compass Pointsassist in your journey.www.IDODI.org 2009 Destination ImagiNation, Inc.7
Compass Point:Compass PointSpecifically written to be used withChallenge A: DIrect DIposit Critical Thinking Creative ThinkingArea: Thinking & Reasoning, Self Regulating Visual ArtsStandards addressed: Applies decision-making techniques, Considers risks Innovation and DesignEvery day we have decisions to make. What should I pack for lunch? What bookdo I read today? City officials have daily decisions that must be made. Let’s take alook at a city dilemma.Related Curriculum Areas: Critical Thinking Creative Thinking Visual Arts Innovation and DesignGoals: To use the thinking tools: Brainwriting, Paired Comparison Analysis andSCAMPER To involve enrichment experiences that connect to the DIrect DIpositChallenge To create a story where city officials have to make two different decisions To design and create a piece of scenery that shows the pros and cons of bothdecisions To create a presentation explaining the pros and cons of both decisionsMaterials Needed: Chart/markers Reference materials: Internet availability, books on various machines Guidelines for Generating and Focusing (See Blank Forms and Mini Posters) PCA focusing tool form Materials for construction of the prop8Charting Your Course 2009-10
Length of Activity: 20 minutes: Discuss methods of decision making 10 minutes: Brainwriting on the list of torn down and new structure/facility/place 20 minutes: Discussion as to which torn down and new structure/facility/placeto choose. Paired Comparison Analysis tool to help decide. 1 week: Create a story about the city council’s decision 10-12 hours: Work to design and construct a piece of scenery that shows thepositive and negative of both decisions 8 minutes: Present the story to an audienceThinking Tools and Strategies: Generating and focusing BrainwritingThinking Toolsand Strategies: Paired Comparison Analysis Generating and focusing SCAMPER Brainwriting Designing and constructing Paired Comparison Analysis SCAMPERMethods: Designing and constructingThe city has received a proposal that they should tear down (something of theteam’s choice) in order to build (something of the team’s choice). The city council hasdiscussed this issue for months. Every city council meeting has been packed withcitizens of the city. Some are in favor of tearing down and replacing and others areagainst it. The team will create and present a story in which the city council mustweigh the pros and cons of deciding either way.1. Your team will be members of the city council. The team will use theBrainwriting tool to develop a list of structures/facilities that might be torndown. The team will also develop a list of structures/facilities that might bebuilt.2. After Brainwriting for 10 minutes, the team will compile all their ideas andwrite the final list on chart paper.3. Using Paired Comparison Analysis, the team will select the structure/facilitythat is to be torn down and the structure/facility that is to be built.4. The team will begin to create the story about a city council that must make adecision of whether to keep the structure/facility or to tear it down and buildthe new one. The story must show the reasons in favor of and the reasonsagainst both decisions.5. The team will create a piece of scenery that helps to show the pros and consof BOTH decisions. The piece of scenery must undergo a physical changefrom one scene to another. The change must occur as the story goes from thestructure/facility in jeopardy of being torn down to the part of the story aboutthe structure/facility that might be built. The team should use SCAMPER togenerate ideas about the piece of scenery.6. The team will present the story to an audience, including the scenery and thefinal decision.www.IDODI.org 2009 Destination ImagiNation, Inc.9
Assessment: Checkpoints for the Team:See The Problem Solver’sPractical Toolboxfor additional generatingand focusing tools to assistin creative problem solving.Visit www.ShopDI.org.See Building CreativeExcellence or CreativeProblem Solving; anIntroduction, 4th edition foradditional information oncreative problem solving. It’son www.ShopDI.org.1. Did each team member participate in the Brainwriting sessions?2. Did each team member participate in the PCA activity?3. Did each team member participate in the SCAMPER activity?4. Did each team member work cooperatively with the group?5. Did each team member assist in the design and construction of the piece ofscenery?6. Did each team member work on the story?Extension ForTomorrow.orgSee page 16-17 in TheProblem Solver’s PracticalToolbox (2003) foradditional examples ofuses for the MorphologicalMatrix tool and page 28-29for the Paired ComparisonAnalysis tool.See Trekking Tools in thisresource for additionalexamples of uses for theMorphological Matrix tooland the Paired ComparisonAnalysis tool.10Charting Your Course 2009-10 How might this activity help the team to prepare for their Team Challenge? See The Problem Solver’s Practical Toolbox for additional generating andfocusing tools to assist in creative problem solving. (www.ShopDI.org) See Building Creative Excellence or Creative Problem Solving; an Introduction, 4thedition for additional information on creative problem solving. (www.ShopDI.org) Resources: www.aem.org See page 18-19 in The Problem Solver’s Practical Toolbox (2003) for additionalexamples of uses for the SCAMPER tool. See Trekking Tools in this book for additional examples of uses for theBrainwriting tool and the Paired Comparison Analysis tool.
Compass Point:Specifically written to be used withChallenge A: DIrect DIpositCompass PointArea: Building and Construction Critical ThinkingStandards addressed: Applies decision-making techniques, Develops and appliesstrategies to solve a variety of problems, Considers risk Creative Thinking Innovation and DesignEvery day on construction sites, accurate and precise communication is essentialso workers know what to build, where to build it and what materials to buildwith. When worksite conditions such as noise and distance make it impossibleto communicate verbally, they must find other ways to communicate. Craneoperators and the site workers (riggers) must clearly communicate where to pickup a building material, the path to move it, and where to accurately deposit it,as well as stop, slow down and pause (“dog everything”). The riggers and craneoperators communicate all instructions using standard hand signals.Teams will develop a non-verbal communication system to convey whichbuilding material to pick up and where to deposit it to build a specific structure.Then the team will divide into two groups: the senders will send non-verbalsignals to indicate which building material should be moved and stacked to makethe structure, and the receivers will receive the signals, act on the signal andsignal back, as necessary.Basic Crane Hand Signals (see Figures 1,2, 3) Stop Slow Hoist (move the load straight up or down) Swing (move the load in an arc around its center of rotation) Raise Boom/Lower Boom (raise or lower the load)Related Curriculum Areas: Critical Thinking Creative Thinking Innovation and DesignGoals: To use the Thinking Tools: Solution Steps To involve enrichment experiences that connect to the DIrect DIpositChallenge To create a non-verbal communication systemwww.IDODI.org 2009 Destination ImagiNation, Inc.11
Materials Needed: Building materials to make the structure: Colored wooden building blocks (3each of 3 different colors) and pieces of cardboard Barrier: a box turned on its side so that the senders cannot see what thereceivers are building No materials will be used for the non-verbal communication system. Reference materials: Hand Signals for both signaler and operator (see figures1,2,3) Guidelines for Generating and Focusing (see Blank Forms and Mini-Posters)Length of Activity: 20 minutes: Discuss and develop a non-verbal communication system 10 minutes: Practice phase: Try out your non-verbal communication system bytrying to build the practice structure 8 minutes: Testing phase: Build the testing structure communicating only withthe non-verbal communication systemThinking Tools and Strategies: Generating and focusing Solution StepsMethods:Your construction company has been hired to build a new structure. However, siteconditions dictate that your team will need to develop a non-verbal communicationsystem to provide directions for the pick-up, movement, and delivery of the buildingmaterials to build the structure.1. Develop a non-verbal communication system. Use Solution Steps todetermine the instructions you need to communicate and what signals will beused to communicate those instructions.2. Divide your team into senders and receivers. The senders will transmit signalsand the receivers will receive the signals and build the new structure based onthe signals.3. Practice Phase:a. Place a barrier (cardboard box) between the senders and receivers.b. While you can still talk with each other during this phase, practiceyour communication system to make sure it works to build thepractice structure.c. Check to see if the receivers have built the structure the senders weretransmitting.4. During the Testing Phase, there will be no talking and team members mayonly use your non-verbal communication system to convey how and wherebuilding units will be stacked and in which order.12Charting Your Course 2009-10
Assessment: Check-Points for the Team:1. Did each team member participate in the Solution Steps sessions?2. Did each team member work cooperatively with the group?3. Did each team member work to develop the non-verbal communicationsystem?Challenge es 1, 2, 3: Standardized Crane Hand ample.pdf )Figure 1www.IDODI.org 2009 Destination ImagiNation, Inc.13
Figure 2Figure 314Charting Your Course 2009-10
Extension Activities: How might this activity help the team to prepare for their Team Challenge? See The Problem Solver’s Practical Toolbox for additional generating andfocusing tools to assist in creative problem solving. Visit www.ShopDI.org. See Building Creative Excellence or Creative Problem Solving; an Introduction,4th edition for additional information on creative problem solving. Visit www.ShopDI.org. Resources: www.aem.org http://womanoperator.org/crane signals.htm http://www.ccohs.ca/oshanswers/safety haz/materials handling/signals.html See page 18-19 in The Problem Solver’s Practical Toolbox (2003) foradditional examples of uses for the SCAMPER tool. See Trekking Tools in this book for additional examples of uses for theMorphological Matrix tool and the Paired Comparison Analysis tool.www.IDODI.org 2009 Destination ImagiNation, Inc.15
Practice Phase: Structure to BuildGive a copy to the senders only16Charting Your Course 2009-10
Testing Phase: Structure to BuildGive a copy to the senders onlywww.IDODI.org 2009 Destination ImagiNation, Inc.17
Compass Point:Reinventing the WheelCompass Point Inventions Propaganda andCommercial Writing Creative Thinking Critical ThinkingSpecifically written to be used withChallenge B: DI -BOTArea: Science, HistoryStandards addressed: Understands major discoveries in science and technology,some of their social and economic effects, and major scientists and inventorsresponsible for them.People are always looking for new and improved ways to complete everydaytasks. Over the decades, inventors have developed wonderful inventions to helppeople. Let’s take a look at an everyday task and develop a new way to completeit. Let’s reinvent the wheel.Related Curriculum Areas: Inventions Propaganda and Commercial Writing Creative Thinking Critical ThinkingGoals: To invent a device that helps to complete an everyday task To involve enriching experiences that connect to the DI-BOT Challenge To research and use propaganda techniques To utilize the Solution Steps focusing toolMaterials Needed: Chart paper and markers Materials to create the invention prototype Solution Steps forms Research books, Internet, library books about propaganda Materials to create props and costumes for the commercial Video cameraLength of Activity:18Charting Your Course 2009-10 10 minutes: Generate a list of everyday tasks 30 minutes: Select four tasks from the list and discuss invention ideas 1 hour: Select one task and discuss an invention idea 3 hours: Design the invention and construct the prototype
20 minutes: Use Solution Steps to focus on limitations and possibilities 1 hour: Research propaganda 2 days: Write a commercial 1 week: Practice the commercial and create or find any needed props orcostumes 30-45 seconds: Present the commercialThinking Tools and Strategies: Solution Steps Generating and focusing Designing and creating ResearchingMethods:1. Your team wants to invent a device that completes an everyday task. The teamwill create a list of everyday tasks. Write the list on chart paper.2. Select four tasks from the list. Discuss Task 1. Generate and list ideas ofinventions that would help complete Task 1.3. Repeat Step 2 for Tasks 2 – 4.4. The team will select one of the four tasks and the invention. Discuss thespecifics of the invention. What does it look like? How will it work? How bigwill it be?5. Design and construct a prototype.6. Using the Solution Steps form in the Blank Forms and Mini Posters sectionof this Guide, discuss the considerations and limitations that this inventionpresents. Is it costly? Would it be something you have the ability andknowledge to develop? Gather facts and examine the potential limitations ofthis idea. As you use the form, you will then generate a list of ways you canovercome or solve the challenges that you listed. Ask yourselves: How mightwe ? In what way might we ? Keep an open mind for potential. Think ofways to create dynamic, exciting solutions.7. The team will write a commercial advertising the new invention. Beforeyou begin working on the commercial, research the following types ofpropaganda: Bandwagon, Testimonial, Glittering Generalities, and Slogans.8. Select one or more of the propaganda techniques to use in the commercial.9. Begin writing the commercial, using the propaganda technique(s). Thecommercial should be at least 30 seconds, but no longer than 45 seconds.10. Create or find any props or costumes needed for the commercial.11. Practice the commercial.12. If your team has the capability to videotape the commercial, do it. Presentthe videotaped commercial to an audience. If your team does not have thecapability to videotape the commercial, present it live to an audience.www.IDODI.org 2009 Destination ImagiNation, Inc.19
Assessment: Checkpoints for the Team:1. Did each team member participate in the discussion sessions?2. Did each team member work cooperatively to generate ideas about the tasksand inventions?3. Did each team member work on the development of their invention?4. Did each team member work on the development and presentation of thecommercial?Extension Activities:20Charting Your Course 2009-10 How might this activity help the team to prepare for their Challenge? See The Problem Solver’s Practical Toolbox for additional generating andfocusing tools to assist in creative problem solving. Visit www.ShopDI.org. See Building Creative Excellence or Creative Problem Solving; an Introduction,4th edition for additional information on creative problem solving. Visit www.ShopDI.org. See Trekking Tools in this book for additional examples of uses for theSolution Steps tool.
Compass Point:Take Another LookSpecifically written to be used withChallenge C: You’re Gonna Flip!Compass Point LiteratureArea: English/Language Arts Creative ThinkingStandards addressed: Uses reading skills and strategies to understand and interpreta variety of literary texts Critical ThinkingThe world of literature is full of characters who have points of view. They think incertain ways about what is going on around them. Let’s take another look and viewthe literature from a different point of view.Related Curriculum Areas: Literature Creative Thinking Critical ThinkingGoals: To use the Brainwriting generating tool To use an enriching experience that connects to the You’re Gonna FlipChallenge To identify a character’s or characters’ point of view To develop and write a play that shows an alternative point of view To perform the play for an audienceMaterials Needed: Internet or library books to select a piece of literature Chart paper Magic markerswww.IDODI.org 2009 Destination ImagiNation, Inc.21
Length of Activity: 1 hour: Research and select a short piece of literature that expresses a clearpoint of view told by one or more characters. 1 hour: Generate ideas of how the story would be different if told from adifferent point of view. 15 minutes: Select the point of view to turn into a play. 1 week: Write the play from the different point view. 20 minutes: Present the play to an audience. Discuss the differences betweenthe original story and the play.Thinking Tools and Strategies: Brainwriting Generating and Focusing ResearchingMethods:1. The team will research and select a short piece of literature that expressesa clear point of view told by one or more characters. The story could beshort and simple. The team will discuss the point of view from the selectedliterature.2. Using the generating tool Brainwriting, (see Blank Forms and Mini posters),the team will generate ideas about how the story would be different if it weretold from a different point of view. The point of view could be that of anothercharacter or it could be a part of the setting. List the ideas on chart paper.Points of Reference:The True Story of the Three Little Pigs by Jon Scieszka (told through the point of view ofthe Wolf )The Midnight Ride of Paul Revere by Henry Wadsworth Longfellow – How would thepoem be different if it were told through the point of view of Revere’s horse?1. After Brainwriting, team members will share ideas and compile them onto achart.2. The team will select one of the possible points of view from the chart.3. The team will write a play that tells the story from the different point of view.4. Present the play to an audience. After the presentation, engage the audiencein a discussion of how the team’s new story is similar to and different from theoriginal story.22Charting Your Course 2009-10
Assessment: Checkpoints for the Team:1. Did each team member participate in the research and selection of the pieceof literature?2. Did each team member participate in the Brainwriting exercise?3. Did each team member participate in the point of view discussions?4. Did each team member contribute to the writing of the play?5. Did each team member participat
4 Charting Your Course 2009-10 Numerous thinking skills are addressed throughout Charting Your Course to inspire and encourage learning: Analyzing: Separating complex material into smaller parts Applying: Putting to use Building: Making or assembling something Categorizing: Separating into like groups Comparing and Contrasting: Finding similarities and differences
14. Discuss how charting course design as presented can improve the learning experience for your student. Examine how WITC meets the QM Essential Standards using WIDS Software as the tool for charting the course design process. Assessment Activities 1. Use the Charting a Course to Quality Student Learning Assessment Task and Scoring Guide in your
Charting a new course. 2 Charting our future together This newsletter includes the formal announcement of the first annual meeting of the newly consolidated state- wide Local 5000. We have called this meeting, "Charting a New Course," because that is exactly what we will be doing.
The current phase of Ottawa 20/20 is Charting a Course. It began in December 2001 with the publication of the Charting a Coursestrategy, which laid out a prelimi-nary set of twelve principles and a number of change management tools for the people of Ottawa to discuss. Public Consultation The public consultation process for Charting a Course
Complete a course online to learn about the many options available within a researchor trading tool. Watch videos To learn "how to" use the charting functionality Example: Charting in ATP, or Using advanced charting inATP Attend seminars/webinars Register for a seminar at your local investor center, or view one of our
our best knowledge of a situation at a given moment. hat desired future is a vision of change rooted in shared ideals and values. Good strategy envisions and pursues this future with a deep empathic . AUCD Charting Your Course . AUCD Charting Your Course .
what we see in MACROCAST . We hope you enjoy these, and will publish our next traditional Macro Musings at the end of September. Charting the course: MACROCAST MACROCAST remains firm. The latest reading was strong at 13. According to the model, there is a low probability of recession and/or a major bear market. Charting the course: the .
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Tourism and Hospitality Terms published in 1996 according to which Cultural tourism: General term referring to leisure trav el motivated by one or more aspects of the culture of a particular area. ('Dictionary of Travel, Tour ism and Hospitality Terms', 1996). One of the most diverse and specific definitions from the 1990s is provided by ICOMOS (International Scientific Committee on Cultural .
