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Enhancing Productivity with Images in Culturally Diverse Brainstorming Groups

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Gina M. Sully

on 7 September 2015

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Transcript of Enhancing Productivity with Images in Culturally Diverse Brainstorming Groups

Enhancing Productivity with Images in Culturally Diverse Brainstorming Groups
Why Brainstorming?
It's used to generate ideas across disciplinary and employment boundaries.
Sample Responses and Images
Reading is like
creating a new world.
What is my favorite place to read?
My favorite place to read is by the water.
Dr. Gina M. Sully
University of Nevada, Las Vegas

Large group?

Small group?
Wider knowledge base than small groups
Less intimidating to participants than large groups
The Sequence: Part 1




The Sequence: Part 2


Review, Discuss, Reflect

Use Images & Brainstorm

Discuss & Reflect
Write response in the language in which it was thought
Sample Prompts
Begin with simile:
Reading is like _______________.
Begin with a judgment:
Reading is good for ____________.
for clarity
for correctness
Reading is like . . .
Reading is to writing as
thinking is to playing chess.
Reading is good for
Our Brainstorm Question?
How can we use
images like these . . .
. . . to facilitate
and explain

Begin with analogy: Reading is to writing as _________ is to _________.
Begin with a question:
What is my favorite place to read?
Identify language
Translate to SAE
Reading is to writing as ___________ is to _____________.
Reading is good for . . .
Insert gerund or gerund phrase
Insert gerunds.
Insert gerund or gerund phrase
It can be a productive source of ideas
Use the questionnaire, the responses to the first part of the sequence, and your observations to group students.
Do not join the groups while they're brainstorming, but be available if the students want you.
The sequence can easily be adapted to use for more advanced classes and for other lessons in developmental classes.
Have students bring in print images and flash them based on what's being said.
Provide reflective writing interludes periodically. Freewriting at different stages is helpful.
Have the groups exchange the images with other groups. They'll need a minute to get to know their new images so they can recall them quickly during conversation.
Have students use phones and other technology to search for images during conversation.
Begin brainstorming with a clear, specific, measurable goal. What do you expect them to do or produce by brainstorming? It may be just notes,but everyone should produce something assessible.
Not every session or grouping will be productive.
Internal Diversity: "The cultural and associative differences among a group's members" (Wang, Fussell, & Cosley). More internal diversity = greater productivity
External Diversity: Diversity of stimuli “supplied by external agents” (Wang, Fussell, and Cosley). Sometimes thought "distraction." Think images that change according to what's being said.
They can minimize student self-censorship.
They can help minimize evaluation apprehension.
They can minimize the effects of idea stiflers.
It's easier to be sure everyone's voice is heard and respected in smaller groups.
Our ideas here:
How does it work?
(Wang, Fussell, & Cosley).
What did you learn about different ways of looking at a topic?
What did you learn that you can apply in your own writing process? How could you adapt this process to use it on your own?
When might you use this process to generate ideas about a topic? Why would you find it useful for that kind of writing situation?
What did you learn about the way you usually approach invention?
Most productivity if groups include native-speakers of East Asian, Spanish, and English languages (Lee).
Small. For now.
Begin small and change things up.
Purdue OWL: https://owl.english.purdue.edu/engagement/2/2/53/

Chapel Hill: http://writingcenter.unc.edu/handouts/brainstorming/

Iowa State: http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/creativity/techniques-creative-teaching/
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