Team Members
Team Managers
Parents and Relatives
Teachers and School Personnel
Community Organization Members
Central Challenge
Solving the
Central Challenge
Goals
• Understand the components of the Team
Challenge
– Central Challenge
– Team Choice Elements
• Locate helpful information in the Rules of the
Road
• Recognize the Elements of the Team Challenge
• Reinforce the DI® philosophy of Awarding Points
and the Level Playing Field
Goals -- continued
• Understand the roles of the different members of
Appraisal Team
• Understand the general flow at the Presentation
Site
• Understand how scoring is performed
• Provide a video representation of a Tournament
Team Challenge Presentation Site
• Provide the experience of solving a Team
Challenge on a minimal scale
Rules of the Road
• It is very important for team members and
Team Managers to read and completely
understand this year’s Rules of the Road
• A team cannot solve the Team Challenge
without knowing the Challenge Rules,
Rules of the Road, and all General
Clarifications
Clarifications
• Individual Team Clarification
– They are used by teams that need a rule clarification
for their unique solution
– They are shared only with the team asking the
question
– There is a limit of 10 Clarification Questions
– The Clarification Deadline is February 15th
• General Published Clarification
– These are Published on the Destination Imagination,
Inc website
Ohio Team Clarification 13 from DIrect Flight – 2007 -- 135- 70569
If air is applied to the aircraft after its release and during its descent, and we
controlling the direction in which the air is blowing, is that considered controlled
descent?
While we cannot validate your solution without seeing it, we can offer some insight. We draw
your attention to General Clarification #3. It further explains "controlled descent." We see
nothing in the Challenge that prohibits blowing air to slow the descent of the Aircraft and to
control the direction of the Aircraft. Your Aircraft itself must still have one or more features
onboard that assist in slowing its descent. Your team should be prepared to explain to the
Appraisers the feature(s) on the Aircraft that contribute to slowing its descent.
Ohio Team Clarification 69 from DIrect Flight – 2007 -- 135- 70569
By the exact definition of \"raised\", does an aircraft need to be raised all the
way from the floor to the release point, or can the aircraft be raised starting at
one height above the floor and then raised to the release point?
We see nowhere in the Challenge that states the Aircraft needs to be Raised all the way from the
floor to the Release point. The Challenge Special Definition of Raise only requires that the
Elevator move the Aircraft farther above the floor. In conclusion, Yes, starting at a height above
the floor is within the definition of raised.
Solving
the
Central
Challenge
The Elements of each Team
Challenge
• Challenge: Title
– Focus:
•
The Destination: Where This Challenge Will
Take You!
– Points of Interest
•
•
•
•
•
A. Itinerary: The Central Challenge
B. Team Choice Elements
C. Presentation Site
D. Reward Points
E. Important Directions for Team
Managers
Requirements for Solving the
Central Challenge
• Know what the Challenge says you must do
• Decide what facts the team already knows about
the Challenge
• Decide what else they need to know or find out
about to solve the Challenge
• Teams should frequently review the facts and
rules
• Team members should be able to state all the
Challenge requirements accurately
Requirements for Solving the
Central Challenge …
• How else can you say it? Consider all
possibilities
• This is what the team decided their
Challenge and their solution really is
• Look for ideas that might solve the
Challenge (Generating ideas Brainstorming)
• Which 2 or 3 ideas might be really good?
(Focusing on ways the team can solve it)
Solving the Central Challenge…
• Test some of the brainstormed solutions
• Include the team’s special qualities
• Fine tuning the team’s individual
solution
Tips for the Team Manager
• Read, Read, Read the Central Challenge and
the Rules of the Road
• Be familiar with all Published General
Clarifications
• Check Clarifications at least on a weekly basis
• Use the CPS Process
• Know the rules of Interference
• Know what is needed on various forms
• Practice Improvisation with the team
• Practice IC starting with very 1st meeting
• Use resources available from DI, Inc.
•
Questions for the Team
Manager
Is there sufficient time for team member
interaction during each meeting?
• Are team meeting conditions optimal for
CPS to take place?
• Where can I go for help?
• Is each team member participating as an
equal
• Is there a positive atmosphere (no putdowns)?
• Are team members taking the initiative?
• Are only team members suggesting
Strategies a Team Manager might
use
• How could the team
restate the
Challenge?
• Could they focus on
one part if the whole
idea is too big?
• When the team is
stuck, encourage
them to try
something
• If their solution
is arrived at
too easily or
too early, ask
them, “What
else might we
do?” or “How
might the
team be more
creative?”
• Use CPS tools
• Encourage
risk taking
• Keep team
focused on
producing a
creative
solution that
they can
complete
without help
• Maintain the
true spirit and
intent of DI
2013 - 14 Central
Challenges
Challenge A: Technical
Intent of Challenge A: To solve this Challenge, the team
must design and build Equipment to detect and remove
hidden Objects. The team will use the Equipment to
detect and remove the hidden Objects from randomly
selected team-provided Containers. The Equipment must
use Technical Methods to complete these tasks. The
team will move the found Objects from the Start Area to
across the Finish Line. The detection, removal and
movement of Objects will be integrated into a teamcreated Story about detecting things that are not evident
to humans.
Challenge A
Points of Interest! – Your Team Will:
• Design and build equipment to detect objects in
their hiding places.
• Use team designed and built equipment to take
the objects out of their hiding places.
• Move objects across the finish line.
• Create and present a story about a technology
that detects things a human cannot sense without
help.
• Create and present two Team Choice Elements
that show off the team’s interests, skills, areas of
strength, and talents.
Challenge A Learning Outcomes:
• Research of Detection,
Retrieval and Movement of
Objects
• Mathematic Principles
• Concept Testing
• Technical Design Process
• Logistics and Decision
Making
• Effective Storytelling
• Budget Management
• Engineering Concepts:
Mechanical, Structural,
Electrical, Chemical
•
•
•
•
•
•
•
•
•
Critical Thinking
Team Collaboration
Interpersonal Communication
Presentation Skills
Time Management
Perseverance
Risk Taking
Stages of the Creative Process
Self-directed Learning
2013-14 Central
Challenges
Challenge B Scientific
Intent of Challenge B:
To solve this Challenge, the team must research an
Extreme Environment and present a Story about
the need to adapt to survive there. One or more
characters will use Extreme Gear to help them
adapt to the extreme conditions. The team will also
design and create an Environmental Depiction of
their Extreme Environment.
Challenge
B
Points of Interest! -- Your
Team Will:
• Learn about an extreme environment that exists in our
universe.
• Present a story about characters who attempt to adapt to
conditions in order to survive in the extreme environment.
• Design and create extreme gear that is demonstrated by
using technical methods.
• Design and create a depiction of the extreme environment.
• Create and present two Team Choice Elements that show
off the team’s interests, skills, areas of strength, and talents.
Challenge B: STEM Challenge
Attributes
•
•
•
•
•
•
•
•
Environmental Science
Research of Extreme Environments
Development of Artistic
Representations
Effective Storytelling
Theater Arts Skills
Budget Management
Technical Design Process
Engineering Concepts: Mechanical,
Structural, Electrical, Chemical
•
•
•
•
•
•
•
•
Critical Thinking
Team Collaboration
Interpersonal Communication
Presentation Skills
Time Management
Perseverance
Risk Taking
Stages of the Creative Process
•
Self-directed Learning
2013 - 14 Central
Challenges
Challenge C: Fine Arts
Challenge C Intent of the Challenge: The
intent of this Challenge is for the team to create
and theatrically present a live Comic Strip Story
that is based on a team-selected work of art.
The team’s Comic Strip Story must be an
original story containing three Panels, an
ARTifact and a Caption Contraption.
Challenge
C
Points of Interest! -- Your Team Will:
• Research a work of art created by an artist who was born in a
nation other than the team’s own.
• Theatrically present a comic strip that is based on the teamselected work of art.
• Create three live comic strip panels.
• Create an ARTifact that is inspired by the work of art.
• Design and create a caption contraption for one of the comic
strip panels.
• Create and present two Team Choice Elements that show off
the team’s interests, skills, areas of strength, and talents.
Challenge C Learning Outcomes
• Comic Book Styles
• Research Works of
Art
• Cultural Studies
• Effective Storytelling
• Theater Arts Skills
• Technical Design
Process Budget
Management
• Engineering
Concepts:
Mechanical,
• Critical Thinking
• Team Collaboration
• Interpersonal
Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the
Creative Process
• Self-directed
Learning
2013 – 14 Central
Challenges
Challenge D:
Improvisational
Challenge D: Intent of Challenge
To solve this Challenge, the team must prepare an original
improvisational Skit of 5 minutes or less. Immediately before
the Presentation, the team will have up to 5 minutes of
Preparation Time. The Preparation Time will take place at
the Presentation Site where the team will be observed by
the audience and Appraisers. During the first 4 minutes of
the Preparation Time, the team will determine how they will
integrate Improv Element 1: The Character from the Past,
Element 2: Pandemonium and Element 3: Stage Makeup.
The team will then have an additional minute of Preparation
Time to incorporate a Contemporary Character (Improv
Element 4) and his/her occupational skills into dealing with
Challenge
D
Points of Interest! -- Your Team Will:
• Create an original 5-minute improvisational skit.
• Develop the interaction between a character from
the past and a contemporary character.
• Show how those characters work, using the time
period, their occupations and skills, to deal with
pandemonium.
• Use stage makeup to create, develop, and/or
enhance one skit character.
Challenge D: Learning Outcomes
• Improvisational Acting
• Effective Storytelling
• Research of Historic
Occupations
• Research of Present
Day Occupations
• Research and Use of
Stage Makeup
• Theater Arts Skills
• Character Development
• Effective Integration
Skills
• Critical Thinking
• Team Collaboration
• Interpersonal
Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative
Process
• Self-directed Learning
2013 - 14 Central
Challenges
Challenge E: Structural
Intent of the Challenge
To solve this Challenge, the team must build a Structure
made entirely from Wood, Glue, and/or Monofilament
Fishing Line. The team must test the Structure’s strength
under stress from two forces. The team must create and
present a Story in which tension is a threat to stability and
this tension is overcome in some way. Additionally, the team
must design a prop that will be assembled on-site at the
tournament during its Presentation from materials
transported in a team-provided container that fits entirely
within a 25in x 25in x 37in (63.5cm x 63.5cm x 94cm) space.
!
Challenge
E
Points of Interest! -- Your
•
Team Will:
Build a structure that will be tested against two forces at
the same time.
• Design a prop that will be assembled during your
presentation. The prop’s parts must fit completely inside a
measured space.
• Create a story in which tension is a threat to stability and
is overcome in some way.
• Create and present two Team Choice Elements that show
off the team’s interests, skills, areas of strength, and
talents.
Challenge E: Learning Outcomes
• Force and Tension
Research
• Technical Design Process
• Geometric Principles
• Architectural Design
Process
• Structural Engineering
and Construction
• Material Science
• Budget Management
• Effective Storytelling
• Theater Arts Skills
• Critical Thinking
• Team Collaboration
• Interpersonal
Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative
Process
• Self-directed Learning
2013 - 14 Central Challenges
projectOUTREACH: ServiceLearning
Intent of the Challenge: The team will design and
carry out a Project that addresses a community need.
The team will use Play to assist with meeting the
Project goal(s). The team will create an Elevator
Pitch that can be used to enlist at least one
Community Partner. The team will create a
Presentation that features the Project and will
present it live at a tournament for score.
Project OUTREACH®:
Service Learning
Points of Interest! -- Your Team
Will:
• Use the creative process to identify and select at least
one real community need.
• Design and carry out a project that addresses the real
community need.
• Use play to meet the goal(s) of the project.
• Create a team-created elevator pitch that can be used to
enlist at least one community partner.
• Create a live presentation that features the project.
• Create and present two Team Choice Elements that
show off the team’s interests, skills, areas of strength,
and talents.
Project OUTREACH®: Service Learning
Learning Outcomes
• Research of Community
Needs
• Service Learning
• Forging Community
Partnerships
• Utilization of Play
• Persuasive Speech
• Project Documentation
• Budget Management
• Use of Social Media
• Effective Storytelling
• Theater Arts Skills
• Critical Thinking
• Team Collaboration
• Interpersonal
Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative
Process
• Self-directed Learning
2013 - 14 Central Challenges
Rising Stars: Early Learning
Non-scored Challenge for 4 to 7 year olds
only
Team Challenge Overview: The circus is
coming to town, but…SURPRISE…all of the
performers have disappeared! Now, your team
needs to create a new circus. Will there be
people? Or will it have dinosaurs or dragons or
robots or superheroes or talking flowers? It’s up
to you! Your audience is ready to see your
Stars®:
Early
Learning
Points of Interest! -- Your
Team
Will:
• Create your own circus.
• Learn about circuses and the role of the
ringmaster.
• Learn about balancing things.
• Learn about geometric shapes.
• Explore how your team works together to make
decisions about the three acts of your circus
Rising Stars®: Early
Learning
Learning Outcomes
• Research Circus
History
• Effective Storytelling
• Theater Arts Skills
• Science: Understanding
Balance
• Math: Understanding
Geometric Shapes
• Critical Thinking
• Team Collaboration
• Interpersonal
Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative
Process
• Self-directed Learning
–Including What’s
Special...
A Brief Look At Team
Choice Elements
Goals
• Know that Team Challenge is comprised of the
Central Challenge and 2 Team Choice Elements
• Locate helpful information about Team Choice
Elements in the Rules of the Road
• Understand how Team Choice Elements contribute
to the Team Challenge solution and how they are
scored
• Understand how Team Choice Elements can
contribute to the Instant Challenge solution
• Use the Team Choice Elements Specialties
Inventory to identify strengths of the team members
and the team as a whole
Team Choice Elements
• Are based on the theory of multiple
intelligences
• Promote uniqueness in team solutions
• Give the team the chance to “show off” its:
– Talents
– Strengths
– Skills
Team Choice Elements
Specialty Inventory
• Refer to Roadmap & Rules of the Road
• Complete Individual Specialties
Inventory
• Complete Individual Specialties Tally
Sheet
• Circle 2 or 3 specialties with highest score
• Small Group – Complete Team Choice
Specialties Tally Sheet
Individual Specialties Tally
Sheet
A. Linguistic intelligence involves sensitivity to spoken and written language, the ability to
learn languages, and the capacity to use language to accomplish certain goals. This
intelligence includes the ability to effectively use language to express oneself rhetorically or
poetically; and language as a means to remember information. Writers, poets, lawyers and
speakers are among those that Howard Gardner sees as having high linguistic intelligence.
B. Logical-mathematical intelligence consists of the capacity to analyse problems logically,
carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's
words, in entails the ability to detect patterns, reason deductively and think logically. This
intelligence is most often associated with scientific and mathematical thinking.
C. Musical intelligence involves skill in the performance, composition, and appreciation of
musical patterns. It encompasses the capacity to recognize and compose musical pitches,
tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost
structural parallel to linguistic intelligence.
D. Bodily-kinaesthetic intelligence entails the potential of using one's whole body or parts of
the body to solve problems. It is the ability to use mental abilities to coordinate bodily
movements. Howard Gardner sees mental and physical activity as related.
E. Visual and Spatial intelligence involves the potential to recognize and use the patterns of
wide space and more confined areas.
F. Interpersonal intelligence is concerned with the capacity to understand the intentions,
motivations and desires of other people. It allows people to work effectively with others.
Educators, salespeople, religious and political leaders and counselors all need a welldeveloped interpersonal intelligence.
G. Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's
feelings, fears and motivations. In Howard Gardner's view it involves having an effective
working model of ourselves, and to be able to use such information to regulate our lives.
H. Nature and Environment entails the capacity to understand nature and the environment.
Team Specialties Tally Sheet
Team Member
1.
2.
3.
4.
....
7.
TOTAL
A
B
C
D
E
F
G
H
A Team Might Use the
Specialties Inventory to
• recognize areas of both individual and
team strength
• identify how team members are alike
• identify how team members are unique
• promote better understanding of one
another
• highlight skills, talents or strengths of
individuals and the team
A Team Manager Might Use the
Specialties Inventory to
• know his or her own “specialties”
• recognize areas where their expertise
might lend itself to intentional or
unintentional Interference
The Team Manager’s Job
Is to Help Team Members
• Recognize that together, team members possess a unique
combination of interests, talents, strengths and skills
• Discover and respect the individuality of one another
• Celebrate diversity
• Learn to value and utilize the wide variety of abilities and
interests on the team
• Figure out ways the TEAM is unique and exceptional
• Design Team Choice Elements that showcase those unique
and exceptional intelligences of the TEAM and all team
members
• Help the team practice writing clear instructions as to what is
actually to be evaluated in practice Team Choice Elements or
situations
Evaluating Team Choice Elements
The team-written
description of their
Team Choice Element
says…
One of our team
members created this
stained glass window for
our backdrop based on
MC Escher’s Alhambra
Sketch
Now, please score this Team
Choice Element using the 1 to
30 scoring range
Evaluating Team Choice Elements –
cont’d
This team’s description says…
Regular divisions of the plane,
called “tessellations,” are
arrangements of closed shapes
that completely cover the plane
without overlapping and without
leaving gaps. LOGO is an old
Apple program language used
in the mid 1980s to create
crude graphics, including
tessellations. One of our team
members learned to program
in Apple Logo to create this
stained glass window for our
backdrop using LOGO and the
computer. It is based on MC
Escher’s Alhambra Sketch.
Now, please score this same Team
Choice Element using the 1 to 30
Evaluating Team Choice Elements –
cont’d
• For which Team Choice Element did
you give the higher score?
• What affect did the information that a
team member had learned to
program in the LOGO computer
language have on you score?
• What would you like to know about a Team Choice
Element to help you score it as high as possible?
Deciding What’s to Be Evaluated and
How to Evaluate Your Team Choice
Element
Score the costume on a scale of 1 to 30…
• My score for this costume = ?
• My score for what I am wearing = ?
• My score for how this fits into our
western theme = ?
• My score for how the costume and
horse fits into our western theme =
?
• My score for how the total costume,
including the vest, neckerchief, hat,
and horse presents our western
theme = ?
Here are some Team Choice Element Creations
How might your team ask for these TCEs to be scored?
giant sphinx
working lock
robot judge
bus
pantomime
Recap
• The purpose of Team Choice Elements a is to give
all teams an opportunity to show off their greatest
strengths in ways other than those required by the
Challenge!
• Teams do not have to use the Specialties Inventory
• Teams may create any type of Team Choice
Elements they wish
• Be specific in the description of what the team
wishes the
Appraisers to evaluate
• Practice writing examples of how they would like
Appraisers to evaluate parts of the team’s solution
• Generally, the more specific and complete
information the team provides the Appraisers,
Assessment
• List 1 example of something that could be
done as a Team Choice Element
• Explain which area of strength from the
Specialties Inventory this example would
highlight
• Identify a good way to describe your
team’s request of how they want a Team
Choice Element evaluated
A Brief Look At
Interference
What NOT to do...
The 10 Second Team Manager Pyramid
Red is for the
Team Members
Only
TEAM’S
SOLUTION
Green is for
Team
Members,
parents
and the Team
Manager
INFRASTRUCTURE
SKILL DEVELOPMENT
The 10 Second Team Manager Pyramid Guide
Skill Development
• We all learn skills. They do not appear via osmosis or the Matrix.
Some team members will astound you with the skills they already
have. Other skills may need to be learned to accomplish even the most
basic tasks.
• Skills are tools that fill a virtual box. The magic truly happens when
team members pull an existing skill from their box and creatively apply it
to the unknown. As a Team Manager, encouraging skill development is
not just a technique, but a gift to the team for a lifetime.
• Skills for creative thinking are presented as a major part of this
level. Take advantage of them, for yourself and for your team.
• Facilitating at the Skills level is not Interference. In fact it is the
essence of what Team Managers and parents should do.
The 10 Second Team Manager Pyramid Guide
INFRASTRUCTURE
• Without a purpose and place to apply them, skills
quickly wither and fade into time.
• In our case, DestiNation Imagination® creates a
simulated slice of reality on which to focus for about six
months or so….
The Challenge is the Infrastructure.
As a Team Manager it is not Interference to help your team
understand the aspects and rules of the Challenge.
The 10 Second Team Manager Pyramid Guide
Team
Solution
• This area belongs only to the team. This is the team’s
Presentation. Team Managers and parents can’t touch it. In
terms of the Destination ImagiNation® Challenge, this is where
Team Managers and parents cannot go.
• The SOLUTION is where the team members synthesize the
SKILLS and INFRASTRUCTURE levels into something
totally their own.
•The solution draws on the lower levels, but produces
something unique to the team; a way of putting the pieces
together that is unexpected and chases the word SOLUTION
from the basic skills to the top point of the pyramid.
As a Team Manager or
parent, you are only
interfering if you are in
the RED
TEAM’S
SOLUTION
INFRASTRUCTURE
SKILL DEVELOPMENT
Interference and Parents
Early in the meeting year, hopefully before the team has chosen the
Challenge they want to apply the CPS process to, have a meeting with all
team parents and present the Interference Pyramid to them
Also, provide the parents with a copy of the Declaration of Independence
the team will have to sign as part of their Tournament paperwork
Point out to the parents that if they provide ideas to the team which they
eventually decide to use, in part or in total, they place the team in a
situation in which they either lie and state they had no help from nonteam members, or they take a deduction for the outside help they
received.
Appraisers are trained to spot and deduct for interference from Team
Managers and parents in order to provide a level playing field for all
teams
Instant Challenge
–Creative Problem Solving
Against The Clock
Goals
• Locate helpful information about Instant
Challenge in the Rules of the Road
• Become aware of the types of Instant
Challenges
• Learn techniques and process tools for team
practice of Instant Challenges
• Identify the roles of the different members of
the Instant Challenge Appraisal Team
Goals -- continued
• Understand the general logistical flow at a
Tournament Instant Challenge Site
• Provide a representation of the two types of Instant
Challenges -- Performance-based and Task-based
Instant Challenge solutions
• Provide the experience of solving an Instant
Challenge
• Create Instant Challenges from the Morphological
Matrix
• Allow you a chance to participate in an Instant
Challenge today
Instant Challenge (IC) Facts
• ICs are usually three to ten minutes long
• Teams will not know the IC until it is presented to
them on tournament day
• Teams may not talk about their IC, except
privately among themselves
• IC scoring criteria may include but are not limited
to:
- Development of skit
- Use of materials
- Teamwork
- Character development
- Creativity of solution
- Effectiveness of solution
What is Instant Challenge?
• A Challenge each team receives at the
Tournament that has to be instantly solved
• A chance for a team to show off its creative
problem solving ability in a short, unrehearsed
Presentation to the Instant Challenge Appraisers
• At Tournament:
–
–
–
–
Teams report to a separate competition area
Only team, one Team Manager and Appraisers in room
At time of IC, team will receive two copies of Challenge
Same IC for all teams in the same Central Challenge and
Level
– The IC will be read to the team and they can follow along
• All Tournament Instant Challenge information
must be kept secret until after Global Finals by
team members, team managers and appraisers
Why Are Instant Challenges
Done?
• They are a great way to learn and
practice CPS tools for use in the Central
Challenge
• Team members may use these
techniques to help solve “challenges” in
their daily lives
• Team members may use these
techniques to help solve “challenges” as
adults
• They help instil confidence in the
Types of Instant Challenges
• Performance-based
• Task-based
• Combination
Basics of Instant Challenges
• There are two ways to commit Interference in IC
room
– If a team knows the Challenge before their actual
competition
– If someone helps the team in the IC room during
competition
• A Team Manager can have a lot of fun working with
team and training them in IC techniques
• All CPS Tools can be taught to the team through
ICs
• Teaching CPS tools in IC is analogous to teaching
sewing skills for Central Challenge
Performance-based IC
• Focus is on the team working together to create
and present a theatrically-oriented solution
• The team is evaluated on the creativity of their
solution, presentation and/or use of materials
along with teamwork
• Types of Performance-based ICs
–
–
–
–
Without Props
With Props
Team-created Props
Imaginary Props
Performance-based IC Tips
•
•
•
•
•
•
•
•
Speak loudly and clearly
Listen to instructions carefully
Know where the points are in the Challenge
Listen to team-mates when doing Improv
Don’t make unnecessarily long speeches
Practice giving everyone a part
Practice talking yourself out of jam
Practice saving a team-mate who cannot think of
line
• Practice using exaggerated movements /
expressions
Task-based IC
• The focus is on the team working together to
move, build, change or protect materials they are
given in order to complete a task
• The team is evaluated on how well the team
works together to
– design the solution
– present the effectiveness of solution
– develop the creativity of their final project
• The team members may or may not be allowed to
talk during the execution of the Challenge
Types of Task-Based ICs
• To Build: possibly hold weight, build out, build as
high as possible
• To Move: moving something from points A to B
• To Protect: protecting something from outside
forces
• To Change: changing something into something
else, using given materials
• To Communicate: sending, receiving, and
understanding messages
Task-based IC Tips
•
•
•
•
•
Listen to instructions carefully
Know where the points are in the Challenge
Understand all the possible uses for materials
Work through “alternative uses”
Break into sub-groups if necessary - Divide and
Conquer
• Practice giving everyone a part
Instant Challenge Check List
Read: Read, read, the Challenge carefully
Determine: What needs to be accomplished?
Discuss: What is team really supposed to be
doing?
Time Management: Teams should allocate time
to planning, constructing, preparing, practicing
Teamwork: How can team work together to
produce best results
CPS Tools: Generating and Focusing tools
Presentation Tools: Character portrayal, Story
line…
Now It’s Your Chance
• We have materials ready for an IC team of 7
members to complete a Task-based IC
• We have materials ready for another IC team of 7
members to complete a Performance-based IC
• When you are not participating on a team, your job
is to evaluate the team members’ performance
• Quickly form together into two IC teams if you
would like to participate in the IC experience
• Now, let’s gather around the IC area and listen
for the IC to be presented as it will be during a
sanctioned tournament
Creating Your Own
Performance-based IC
• Create your own practice Performance-based
ICs…
– without props,
– with props,
– team-created props (e.g., paper, scissors, markers),
imaginary props
• Use Morphological Matrix for scenario generation
Creating Your Own
Task-based IC
• Create your own practice Task-based ICs by
combining and recombining items and tasks
• Try to include:
– Items that will hold weight, or have strength, or provide
length to go across distances (e.g., straws, pencils,
cardboard tubes, etc.)
– Items that will connect one item to another (e.g., labels,
paperclips…)
– Items that will hold and/or control items (e.g., paper
cups…)
Morphological Matrix
A
B
C
D
E
Materials
Make a …
That will
Place
Situation
1
Shoe Box
Toy
Move
Western Town
Lost in a
library
2
Newspaper
Vehicle
Make a job
easier
Mars
Overslept
3
Envelope
Wagon
Appeal to a
teenager
Underground
Waiting for a
bus
4
Pasta
Doll
Make people
laugh
Up a tree
Baking a cake
1. Choose a random 5 digit number with no digit larger than 3
2. Example: 14214
Read your created IC as follows: Using a newspaper, make a toy
that appeals to a teenager who is lost in a Martian library
Hint: use rows from 1 to 9 and 3, 4, or five columns for more or less options
Assessment
• How does Instant Challenge reflect the
Educational Goals of the program?
• How do team members engage in process
while practicing Instant Challenges?
• What are the benefits of Instant
Challenge?
Important Ohio DI Information
• What you generally need to register your team…
– Completed Team Registration Form
– Completed Required Appraiser Registration Form
– Completed Volunteer Registration Form, this varies by
your region
– Check for your Region’s Tournament Fees
• Team Registration Deadline – see your Region’s
web page
• Get above 3 or 4 items to your DI coordinator by
your Region’s deadline
• You must supply an appraiser who must attend a
sanctioned Appraiser Training prior to the
tournament
Important Ohio DI Dates
• February 1 – Challenge Master Training
Reynoldsburg Summit Campus, 8579 Summit
Road, Reynoldsburg, OH 43068
• April 26 – State Tournament Set-up
Reynoldsburg Summit Campus
• April 26 – State Tournament
Reynoldsburg Summit Campus
• No later than 3 Days following your
Regional Tournament
State Tournament bound teams MUST register
at www.ohdi.org
DI Region 15
Region 15 Website
www.ohdi15.org
Register your Team, Appraiser, and
Volunteer by the deadlines!
www.ohdi15 registration
Questions or For More Information
• What questions do you still have about the
Destination Imagination Program?
• For more information about DI, check these
out:
– DI International www.idodi.org
– Ohio DI General Information
http://www.ohdi.org
– Ohio Region Specific http://www.ohdi.org
choose your Region from the drop down
menu on left
– Your school, district, or county DI
Thank
you for
coming…
Have a
safe trip
home!