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Brain Storm
brainstorming - Idea Generation
When I mention Brainstorming, this is simply the word - one of the words - I use for the process of idea creation
The language - metalanguage - used to describe the same activities may change/vary, depending on the author or programme created/used; however, the for the purpose of my programme process B.O.W.E.R, I use the term BRAINSTORMING.
OTHER METALANGUAGE that may be used throughout my programmes to describe the same activity:
- Brainstorm
- Plan
- Ideation
- Idea Generating
- Generation of Ideas
Graphic Organisers
Graphic Organisers are a great tool to assist with structured learning.
Of course, once you understand a process, you won't require the use of an organiser, you will find your preferred approach.
I've created numerous graphic organisers for your use,
I will give you the name of the suggested/recommended organiser for the activity, should it require one, You can search for these via the PRODUCT page.
Activity
Download
Writing Prompt Example from PRODUCTS
Follow the steps
Each section of BOWER should be a separate lesson in order to explicitly teach the skills involved.
Noting that there are many activities and skills that can be completed, aside from those I have added on this site...
Brainstorm
IS THE MOST IMPORTANT aspect of the writing process...
It's not as easy as you think!
The more skills you develop to assist you with brainstorming/generating ideas, the better prepared you are when planning your writing!
Take your time with brainstorming before you Move onto ORGANISING!
More prompts will be added in the future!
STRATEGIES
Using prompts
Using prompts
Using prompts
There are a number of resources available on this site that contain writing prompts (sample above).
Prompts may come in the form of:
- Images
- Text
- Videos
- Multi-modal
- Speech
- Art
- One word!
Never restrict your thoughts to just the prompt, think outside the box :)
Just Write
Using prompts
Using prompts
Often we use this strategy to jump straight into our assessment/ task...
If this is something you are used to doing, begin to think of this process as a BRAINSTORM activity only...
I have found, on a number of occasions, that this strategy has worked for some of my students.
They commenced with:
.
".Ms Harris told me I have to write about ____ but I can't think of anything, she said to think about what it means to me, well, I think...."
When reading back, after writing pages, they manage to find ideas that they can expand on...
Research
Using prompts
Graphic Organisers
Research may come in many forms.
The above image is an annotated image of a painting highlighting the Gladiatorial Games.
This source, once annotated with the information explaining and elaborating on evidence, can be used to create ideas for assessments related to the topic.
OR as the basis of a narrative you create by giving you an understanding of the who, what, when, where, why and how you may approach characters and settings.
Graphic Organisers
What other strategies?
Graphic Organisers
This site has a number of graphic organisers that may assist the writing process.
Graphic organisers are useful as a starting point to learning strategies to promote the generation of ideas.
These may include:
- Fish bone organisers
- Cause & Effect
- Problem & Solution
- PMI (Plus Minus Interesting)
- Venn Diagrams
Anything you use to analyse / deconstruct texts may be used to assist you with your topic.
Brainstorming is just the term used here to focus on the GENERATION OF IDEAS...IDEATION
ANALYSING TEXTS
What other strategies?
What other strategies?
Analysing texts, for example a MATHS PROBLEM, may assist in generating ideas that can then be used in your report on the solution of the problem.
Remember, as you move towards the senior years, your maths assessments will most likely require you to respond in full paragraph, using maths concepts.
The Brainstorm or ideation process - Generating ideas, is important for any subject, not just English!
What other strategies?
What other strategies?
What other strategies?
STRATEGIES are the focus of this process.
Try to avoid just selecting one strategy, as this may restrict you ability when you come across a topic you are unfamiliar with - in a test environment for example! - the more strategies you have to draw from, the easier writing (creating /communicating) becomes!
Do you have other strategies you know of?
DISCUSSION
Don't let your ideas be caged
DISCUSSION - A LOST ART
DISCUSSION! DISCUSSION! DISCUSSION!
One of the greatest tools in the brainstorming process is discussion...
Just as teachers 'Think aloud', students benefit from thinking aloud as a group!
WASTE OF TIME?
Some may believe it wastes time talking, when they could be doing; however, think about your own learning, how much easier it is/was, and how much more confident you were with your own ideas, which then made writing an easy step in the process.
Discussion allows students to clarify their own thoughts through debate, questioning and or approaches that clarify a topic.
Story telling for younger students can assist them in their writing. Discussion can help them clarify their ideas!
Scenarios / analogies can assist students to remember important content or processes – often allowing connections across subject areas.
The physical task of writing doesn’t take as long to do when you have ideas which are already clarified and sorted in your head - or better still noted down somewhere (note taking)!
OFF THE SUBJECT?
DIFFERING POINTS OF VIEWS – it’s all in the connotations!
Connotations – connotations are how and what we derive from a stimulus (links to signs and signifiers).
If a student in your class (unless you know and realise this is a diversion tactic, not a genuine connection) notes something YOU or others don't see or understand, discussion is the perfect platform to not only clarify but to also gain an insight into individual students background knowledge (prior knowledge/virtual backpack) which can influence their response and understandings.
Ideas should never be restricted because WE don’t see what our students see, or believe. Instead, I tell them to PROVE it, give me evidence from the text to back up your ideas, then how can I say you are wrong!
Some of the best responses I've come across have been those that I would never have considered; instead, it lead me to think outside of my own perimeters as their responses were valid.
DISCUSSION should not be overlooked as a powerful tool towards/in the writing process!
" ...examples demonstrate how talk and writing are often connected and how this talk may often be necessary to children's initial attempts at making meaning in writing. "