cse-resources_9_2321242253.doc

7 hand out blank brainstorm sheets to all group

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7. Hand out blank brainstorm sheets to all group members. 8. Ask them to individually write down as many solutions they can think of for this problem. Then ask them to add the number of solutions up. 109
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9. Now place them in pairs and ask them to share ideas and record on their sheet. Ask them to again add the total number of solutions up. 10. Now ask the pairs to make groups of four and repeat the process. 11. Regroup and feedback. 12. Ask : What did that exercise show us? How did bringing in a group affect our number of possible solutions? Why should we not discount any possible solutions? Why is it helpful to have lots and lots of options for us to choose from? How is brainstorming different from what you normally do? Learning points: Brainstorming allows us to break out of our rigid thoughts. Brainstorming works well when you ask others for ideas too. Brainstorming on paper or in our head allows us to create lots of different options and solutions. Exercise 3.2: Weighing it up – Making a decision. Time: 25 Minutes. Tutor notes: What’s it all about? To encourage group members to stop and think through their options when they are problem solving. Having the ability to draw out both short 110
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and long term costs and benefits of different options allows a person to weigh up the most suitable option to solve a particular problem in line with prioritising personal long term goals. What you need: Record of alternative options agreed in Exercise 3.1 displayed on wall Flipchart pens/pens. ‘Weighing up the option’ flipchart x 2 (see below). Running the exercise: 1. Explain to the group that we are going to look at the options we generated from the previous activity as 111
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displayed on the wall in regards to one of the scenarios available (The story of Peter, the story of Danny or a problem scenario selected by tutors). It may be useful to read the appropriate scenario out to refresh group members memory. The exercise aims to take a deeper look at the options drawing out the costs and benefits and making the best suited decision. Peter’s Scenario: Peter is sixteen years old and has been playing for a local rugby team since he was eleven. He knows all of the players really well and they often socialise outside of the game. Peter has recently noticed that one of the players Micki has not been joining them when meeting up and has missed a couple of training sessions. Peter saw Micki one night in the local park on the way back from training. Micki was with a group who are known heroin users. Peter stopped to talk to Micki but Micki told him to leave. Peter believes Micki was high. Since that night Peter has tried to phone Micki but he has been cancelling his calls. Dan’s Scenario: Danny is seventeen, he left school last year and has not yet done anything else. He cannot decide what to do next; he wants to do something and has some interest in being a mechanic but is unsure of how he can go about doing this.
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