The Kipling method Creative tools > The Kipling method (5W1H) When to use it | How to use it | Example | How it works | See also When to use it Use the Kipling questions at any time or when you need to get an extra stimulus. They are good for unsticking creative session, when people dry up and run out of ideas. They are also useful to help take different views when defining the problem. You can also use it to ask questions when selecting an idea to carry forward for further development. How to use it Rudyard Kipling used a set of questions to help trigger ideas and solve problems and immortalized them in the poem: I have six honest serving men They taught me all I knew I call them What and Where and When And How and Why and Who These questions can be used as stimuli to get thinking going in many situations. Ask a question The simple approach is to take one of the questions, either at random or with a more particular purpose in mind and ask it of the situation. Extend the questions How much? What is the problem? Example
~Futurefarmers~Project Propigation House Twenty Rules of Thumb for Creativity Twenty Rules of Thumb for Creativity 1. The best way to get great ideas is to get lots of ideas and throw the bad ones away. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. If you have some other rules of thumb for creativity, Send them to me e-mail Return to Tools Page here.
GroupZap, un outil de brainstorming collaboratif en temps réel J’aime beaucoup les outils collaboratifs Web qui ne demandent aucune explication ou formation pour être utilisés. GroupZap entre dans cette catégorie d’outils web. Il s’agit d’un tableau blanc collaboratif sur lequel vous pouvez ajouter des post-its virtuels. GroupZap peut être utilisé comme espace où vous brainstormez et structurez vos idées au cours d’une téléconférence ou d’une réunion. Une nouvelle version du document est créée à chaque fois qu’il est modifié. Groupzap:
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Oblique Strategies Origin and history[edit] The entire story of Oblique Strategies, with the content of all the cards, exhaustive history and commentary, is documented in a website widely acknowledged as the authoritative source, put together by musician and educator Gregory Alan Taylor.[4] The text of Schmidt's "The Thoughts Behind the Thoughts" was published by Mindmade Books in 2012. Design and use[edit] Each card contains a phrase or cryptic remark which can be used to break a deadlock or dilemma situation. Use an old idea.State the problem in words as clearly as possible.Only one element of each kind.What would your closest friend do? From the introduction to the 2001 edition: These cards evolved from separate observations of the principles underlying what we were doing. Cultural impact[edit] Editions and variations[edit] See also[edit] References[edit] External links[edit]
hillmancurtis Right-brained Writing Prompts Writing Prompts: For the Right Brain inspiring students to be recklessly creative when beginning new writing In 2001, we launched the WritingFix website with twenty-one interactive prompts. Many of those original prompts became our "Right-brained Prompt Collection," which has always been housed on this page. WritingFix believes this: No one writes with just the right side of his/her brain. We do believe this too: Ideas that spark a writer's inspiration can start on the right-side of the brain. And don't neglect the left-side of your brain! During the 2011-12 school year, we will be revising all of the prompts on this page so that they all feature a mentor text as part of the learning process!
Free Online OCR - convert scanned PDF and images to Word, JPEG to Word brendandawes.com Random Writing Prompt Generator I began requiring journal writing way back in 1990--my first year of teaching. I had taken a methods class at my university that stressed the importance of having students keep journals to record daily responses to topics. I said, "Why not?" and every student from day one maintained a spiral-bound "journal" for me. Most students tossed their journals in the trash on the last day of class in June; they could have cared less about the responses they'd scribbled in there, and I knew they didn't care about their journals, yet I continued to use this daily practice for those first five or so years of teaching. To be perfectly honest, journal-writing was ten or fifteen minutes of daily "busy work" that allowed me to take care of attendance and set up the classroom's lesson for the day while the kids were quiet. In the spring of 1998, thanks to my high school journalism students' hard work, I was awarded with a month-long, summer fellowship from I have to be doing something right.