Synectics version 1 and 2

 The Synectics Model--Version 1

    Making the familiar Strange! 

"Synectics is specifically designed to enhance creativity in problem solving by having students consciously develop analogies that allow an emotional as well as a rational approach to solutions." Analogies, remember, are extended comparisons that deeper our understanding of a subject. Version 1 of the synectics model allows students to look deeply at something (or someone) they think they already know, and through the creation of an analogy they are forced to look at that thing from a new and deeper perspective (making the familiar strange). 

Steps to the model: 

1. Describe the topic
• Choose a concept (a character from a novel, a behavior, an experience, an activity, an abstract idea) and have students describe that concept/person/thing. 
• List the descriptions on the board.  
2. Create direct analogies. 
• Select a category, such as movies, animals, sports, or cartoon characters, and have students identify items in that category that could be described using the same list as the one you made in step 1. 
• List these items in another column, as students explain the reasons for their choices. 
• Pick the best or favorite item from that list for the next step. 
3. Describe personal analogies.
• Students will create personal analogies from the one item by pretending to be that item and describing what it feels like. 
• List the feelings (good or ill) in a third column as students explain their rationale. 
• Work to get as many responses here as possible to help with the next step. Also, students need to address both positive and negative feelings. 
4. Identify compressed conflicts. 
• From the list created in step three, pair words together that seem to fight against each other. (The pairs don't have to be opposites; they just need to present some sort of conflict or strong tension.)
• Words can be used more than once. Experiment until you have a very strong conflict. 
• Circle the pair of words that represents the strongest conflict or greatest tension. 
5. Create a new direct analogy.
• Select another category, such as a fruit, office equipment, or historical figures.
• Have students identify items within that category that can also be described using the compressed conflict chosen. 
• Brainstorm a list so that you can pick the best one and circle it.
6.   Reexamine the original topic. 
• Take whatever item students circled in step 5 and loop back to your original topic. 
• Students now describe the original topic in terms of the item circled in step 5--how are they similar?
• Students must be deeply creative in order to extend the analogy. 
• Students present their final analogy in a summary paragraph (Your product objective should align to this step.)

Tips: The more you use this model, the better you get at it and the more categories you dare employ. Give the model a few valiant attempts and you'll fall in love! Also, you can provide a graphic organizer so students can work individually or in small groups. 

The Synectics Model Version 2

    Making the strange familiar! 

An analogy is an extended comparison that deepens our understanding of a subject. Version 2 of the synectics model allows students access to difficult, unfamiliar concepts by way of comparing the unfamiliar to something familiar through an analogy that you, the teacher, provide. The model works well because students have to be able to identify both similarities and differences between the two concepts. 

Steps to the model: 

1. Provide information. 
• The teacher provides factual information about the material to be learned. 
2. Present the analogy. 
• The teacher presents multiple similarities between the new, unfamiliar concept and a concept that is familiar to students. 
3. Use personal analogy to create compressed conflicts. 
• The teacher asks students to explain what it feels like, for good or ill, to be the familiar concept. 
• Students brainstorm these feelings while the teacher lists them on the board. 
• Students pair words from the list that seem to contradict one another. the words don't have to be opposites, but they should have conflict connotations. 
• Words may be used more than once. 
• Students select one pair of words that represents a strong conflict. This is a "compressed conflict." 
4. Compare the compressed conflict with the subject
• The class discusses the new, unfamiliar concept in terms of the compressed conflict. 
• The teacher asks students to describe how they feel on each side of the conflict. 
5. Identify differences. 
• Students explain where the analogy doesn't fit--where it falls short. 
• Responses at this point help the teacher determine students' depth of understanding. 
• This is also an opportunity to identify misunderstandings and misconceptions. 
6. Reexamine the original subject. 
• Students discuss or write about the original, unfamiliar concept using ideas that were discussed in the lesson. 
• The discussion or written piece should demonstrate deepened understanding of the new concept. 
7. Create new direct analogies. 
• Students create their own analogies for the original subject. 
• Analogy should be far removed from the subject, as that will generate more interesting and deeper comparisons. 
• This step may serve as a formative assessment.