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An Introduction to the 2014

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Title: An Introduction to the 2014


1
An Introduction to the 2014 2015 Destination
Imagination Program for
Team Members Team Managers Parents and
Relatives Teachers and School Personnel
Community Organization Members
2
Central Challenge
  • Solving the
  • Central Challenge

3
Goals
  • Understand the components of the Team Challenge
  • Central Challenge
  • Team Choice Elements
  • Locate helpful information in the Rules of the
    Road
  • Locate helpful information in the Roadmap
  • Recognize the Elements of the Team Challenge
  • Reinforce the DI philosophy of Awarding Points
    and the Level Playing Field

4
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 an Instant
    Challenge on a minimal scale

5
Rules of the road
  • It is very important for team members and Team
    Managers to read and completely understand this
    years Rules of the Road
  • A team cannot solve the Team Challenge without
    knowing the Challenge Rules, Rules of the Road,
    and all Public Clarifications

6
DI Roadmap
  • The Roadmap provides
  • An outline for the first 16 team meetings
  • Practice Instant challenges
  • Tips on team development and management for Team
    Managers
  • It is generally a great resource aimed at helping
    teams get the most out of being a Destination
    Imagination participant

7
Types of Clarifications
  • General Public Clarification
  • These are Challenge-Specific and published on the
    Destination Imagination, Inc. website.
  • They apply to all teams within that Challenge
  • 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 team-limit of 10 Clarification
    Questions
  • The Clarification Deadline is February 15th

8
Public Clarifications
  • If you have questions about your Challenge or the
    Rules You might not be sure whether you
    understand something about your Team Challenge or
    the Rules. When you have a question and you
    cannot find the answer in the Challenge or the
    Rules of the Road, your team should ask for a
    Clarification. A Clarification is a statement
    that explains the boundaries of a stated rule or
    Team Challenge requirement. Questions asked by
    your team are answered by the International
    Challenge Masters (ICMs) who are in charge of
    each Team Challenge. The answers to your
    questions are called Clarifications.

Clarifications are OPEN Submit before Mon
Feb-16-2015 at 0300 AM ET
Challenge-Specific Public Clarifications apply to
every team within the Challenge. It is important
to check them weekly to see if your Challenge has
been modified
2015 Public Clarification for Scientific
Challenge Making Waves The last sentence of
A.3.d should read If the team makes
modifications that are simply decorative to a
purchased item or to a commercially made
instrument, the team will receive lower scores
for Technical Design and Innovation.
9
Question The brochure is required to "be printed
on and made from one sheet of 8.5in by 11in or A4
paper". Can the brochure be hand-drawn or does
printed mean it has to be completely digitally
generated? Additionally, is it ok to alter the
paper or does it need to remain a complete 8.5 by
11 in paper? Thank you
Ohio Team-specific Clarification 1263 from The
World Canvas -- 135- 37525
Your team may ask questions of the International
Challenge Masters (ICMs) for your Team Challenge.
The ICMs will answer your teams questions and
send them directly back to you via email. The
question and answer will not be shared with any
other team.
  • Answer Hi Miamisburg High School Secondary Level
    projectOUTREACH Team in Ohio! We are glad to hear
    from you and to know that you are interested in
    making the world you live in a better place! Your
    team wants to know if the Marketing Brochure may
    be hand-drawn or does it have to be completely
    digitally generated. Additionally, your team
    would like to know if you can alter the paper or
    if it must remain a complete 8.5in by 11in piece
    of paper. Let's see what the Challenge says about
    the Marketing Brochure.
  • In the World Canvas, Section B.3. it states, "...
    The Marketing Brochure must be printed on and
    made from one sheet of 8.5 in by 11 in or A4
    paper. Both sides of the paper may be used. ..."
    So, your quote from the Challenge is correct! We
    are happy to see that you have been reading! The
    definition of "printed on" is not given in the
    Challenge so you are not limited to digitally
    generating the document. It may be hand-drawn.
    The Challenge requires the Marketing Brochure to
    be printed on and made from one sheet of 8.5 in.
    by 11 in. or A4 paper. The Challenge does not
    require the paper to remain a complete piece of
    8.5in by 11in or A4 paper, so your team may alter
    the paper. Keep On Reaching Out! Mary Jane
    Campbell and Jennita Speicher International
    Challenge Masters projectOUTREACH The World
    Canvas

These are team-specific. The questions and
answers are only shared with the team requesting
the Clarification. Large numbers of questions
about the same item may produce a general,
published clarification, which then applies to
all teams.
10
Solving the Central Challenge
11
The Elements of each Team Challenge
  • Challenge Overview Title
  • Time Limit
  • Team Budget
  • Approaching this Challenge
  • Team Number
  •  The checklist of requirements for teams and
    Managers
  • A. Parts of the Central Challenge 
  • B. Team Choice Elements
  • C. Presentation Site
  • D. Reward Points
  • E. Tournament Data form

12
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

13
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)

14
Solving the Central Challenge
  • Test some of the brainstormed solutions
  • Include the teams special qualities
  • Fine tuning the teams individual solution

15
Tips for the Team Manager
  • Read, Read, Read the Central Challenge and the
    Rules of the Road
  • Utilize the Information in the Roadmap
  • Be familiar with all Public Clarifications
  • Check Public Clarifications at least weekly
  • Use the Problem-Solving Process
  • Know the rules of Interference
  • Know what is needed on and how many of each form
  • Practice Improvisation with the team
  • Practice IC starting with very 1st meeting
  • Use resources available from DI, Inc.

16
Questions for the Team Manager
  • Is there sufficient time for productive team
    member interaction during each meeting?
  • Are team meeting area and conditions optimal for
    Problem-Solving to take place?
  • How do I utilize the Roadmap?
  • Is each team member participating as an equal?
  • Is there a positive atmosphere (no put-downs)?
  • Are team members taking the initiative?
  • Are only team members suggesting solutions?
  • Is there real progress from week to week?

17
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
  • Be positive!

18
  • 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 Problem-Solving tools
  • Encourage risk taking

19
  • Keep team focused on producing a creative
    solution that they can complete without help
  • Maintain the true spirit and intent of DI

20
2014 - 15 Central Challenges Challenge A
Technical Creature Feature
  • Intent of Challenge To solve this Challenge, the
    team must design and build a Creature that uses
    technical methods to perform specific
    team-selected Creature Actions. The team must
    also create and present a Story of Adventure that
    has the Creature as a character and is set in a
    world portrayed by the team. The team will use
    Technical Methods to demonstrate features of the
    world where the Story of Adventure is set.

21
Challenge A
  • Points of Interest! Your Team Will
  • Build a creature that uses technical methods to
    perform team-chosen actions.
  • Present a story of adventure with the creature as
    a character.
  • Use technical methods to demonstrate features of
    a world where the story is set.
  • Create and present two Team Choice Elements that
    show off the teams interests, skills, areas of
    strength, and talents.

22
Challenge A Learning Outcomes
  • Mechanical Engineering
  • Technical Design Process
  • Construction
  • Effective Storytelling
  • Theater Arts Skills
  • Perseverance
  • Visual Arts
  • Presentation Skills
  • Project Management
  • Creative and Critical Thinking
  • Teamwork
  • Interpersonal Skills
  • Management Skills
  • Self-directed Learning
  • Risk Taking
  • Stages of the Creative Process
  • Digital Literacy
  • Citizenship Skills

23
2014-15 Central Challenges Challenge B
Scientific Making Waves
  • The Intent of the Challenge To solve this
    Challenge, the team must design and construct an
    Incredible Sound Machine, which will produce two
    different Sounds that enhance the Presentation.
    The team must also create a way to make their
    Sounds visible and to integrate these two visible
    displays of Sound Waves into the Presentation.
    The team must create and present a story in which
    the Narrative Pace changes to a faster or slower
    rate.

24
Challenge B
  • Points of Interest! -- Your Team Will
  • Design and construct an incredible sound machine
    that produces two different sounds.
  • Create and integrate two visible displays of
    sound waves into the presentation.
  • Create and present a story that includes a change
    to a faster or slower narrative pace.
  • Create and present two Team Choice Elements that
    show off the teams interests, skills, areas of
    strength, and talents.

25
Challenge B STEM Challenge Attributes
  • Science of Acoustics
  • Cymatics (Study of Visible Sound)
  • Physics of Sound
  • Mechanical Engineering
  • Effective Storytelling Skills
  • Theater Arts Skills
  • Technical Design Process
  • Visual Arts Skills
  • Project Management
  • Creative and Critical Thinking
  • Teamwork
  • Interpersonal Skills
  • Management Skills
  • Perseverance
  • Risk Taking
  • Self-directed Learning
  • Digital Literacy
  • Citizenship Skills

26
2014 - 15 Central Challenges Challenge C Fine
Arts Feary Tales
  • Intent of the Challenge The intent of this
    Challenge is for the team to create and present
    an original Feary Tale about a character facing
    and dealing with a Phobia. The team will create
    an Expressive Artwork and a Functional Artwork
    and include them in the presentation of its Feary
    Tale. The team must also design an Illusion and
    present it during the Feary Tale.

27
Challenge C
  • Points of Interest! -- Your Team Will
  • Present a team-created fairy tale about a
    character that faces and deals with a phobia.
  • Create an expressive artwork that conveys a
    thought or feeling.
  • Create a functional artwork that serves a
    practical function.
  • Design and create an illusion that makes the
    impossible seem possible.
  • Create and present two Team Choice Elements that
    show off the teams interests, skills, areas of
    strength, and talents.

28
Challenge C Learning Outcomes
  • Fairy Tale Styles Research
  • Art Form Research
  • Effective Storytelling
  • Theater Arts Skills
  • Technical Design Process
  • Engineering Concepts
  • Presentation Skills
  • Project Management
  • Creative and Critical Thinking
  • Teamwork
  • Interpersonal Skills
  • Management Skills
  • Perseverance
  • Risk Taking
  • Self-directed Learning
  • Digital Literacy
  • Citizenship Skills

29
2014 15 Central Challenges Challenge D
Improvisational The Improv Games
  • The Intent of the Challenge To solve this
    Challenge, the team will create and present 3
    independent improvisational Sketches in rapid
    succession. Preparation for each Sketch will take
    place in front of the Appraisers and the audience
    right before that Sketch is performed. During
    each Preparation Time, the team will determine
    how they will integrate 4 Improv Elements into
    that Sketch. The 4 Improv Elements are the
    Improv Game, the Street Performance, the
    Situation, and the Setting.

30
Challenge D
  • Points of Interest! -- Your Team Will
  • Create three independent improvisational
    sketches.
  • Research and incorporate improvisational games
    and street performances.
  • Practice integrating randomly selected situations
    and settings.

31
Challenge D Learning Outcomes
  • Improvisational Skills
  • Effective Storytelling
  • Effective Integration Skills
  • Theater Arts Skills
  • Presentation Skills
  • Project Management
  • Creative and Critical Thinking
  • Teamwork
  • Interpersonal Skills
  • Management Skills
  • Perseverance
  • Risk Taking
  • Self-directed Learning
  • Digital Literacy
  • Citizenship Skills

32
2014 - 15 Central Challenges Challenge E
Structural Lose to Win
  • The Intent of the Challenge To successfully
    solve this Challenge, the team must build a
    Structure made entirely from Wood, Playing Cards,
    Glue, and/or Adhesive Tape. The team must also
    design and build a single Removal Device to be
    used at the tournament to remove pieces of its
    Structure. The team must show that its Structure
    can support the weight of the Pressure Board
    while placed in the Structure Tester. The team
    will then remove parts of its Structure using the
    team-created Removal Device, attempting to remove
    as much as possible (by weight) from the
    Structure while the Structure continues to
    support the Pressure Board. Additionally, the
    team must tell a story about transformation, and
    it must create a Prop or Set Piece that is
    transformed after a part or parts are removed
    during the Presentation.
  • Special Note Before designing and building
    Structures, the team should carefully read
    Section E Special Procedures for the Structural
    Challenge.

33
Challenge E
  • Points of Interest! -- Your Team Will
  • Design and build the lightest structure possible
    that continues to support the weight of the
    pressure board while parts of the structure are
    removed.
  • Design and build a removal device that enables
    you to safely remove the structure parts.
  • Tell a story about how something is transformed
    and revealed to be something completely
    different.
  • Create a prop or set piece that transforms as a
    part or parts of it are removed during the
    presentation.

34
Challenge E Learning Outcomes
  • Structural Engineering
  • Technical Design Process
  • Construction
  • Architectural Design
  • Effective Storytelling
  • Theater Arts Skills
  • Presentation Skills
  • Visual Arts
  • Material Science
  • Applied Mathematics
  • Project Management
  • Creative and Critical Thinking
  • Teamwork
  • Interpersonal Skills
  • Management Skills
  • Perseverance
  • Risk Taking
  • Self-directed Learning
  • Digital Literacy
  • Citizenship Skills

35
2013 - 14 Central Challenges projectOUTREACH
ServiceLearning Brand Aid
The Intent of the Challenge The team will design
and carry out a Project that addresses a real
need in a community. The team will research logos
and jingles to develop a unique team-created
Brand to assist with meeting the Project goal(s).
At the tournament, the team will use theatrical
techniques and a team-created Project Puzzle to
highlight the Project and the impact it made on
the community.
36
Project OUTREACH Service Learning
  • Points of Interest! -- Your Team Will
  • Use the creative process to identify, design and
    carry out a project that addresses at least one
    real community need.
  • Use graphic arts and sounds to create an
    effective brand to help meet the project goal(s).
  • Create a live presentation that highlights the
    project and project evaluation.
  • Design and create a project puzzle to be put
    together during the tournament presentation.
  • Create and present two Team Choice Elements that
    show off the teams interests, skills, areas of
    strength and talents.

37
Project OUTREACH Service Learning Learning
Outcomes
  • Service Learning
  • Community Partnerships
  • Branding
  • Product Marketing
  • Presentation Skills
  • Graphic Art Design
  • Research Skills
  • Project Management
  • Creative and Critical Thinking
  • Teamwork
  • Interpersonal Skills
  • Management Skills
  • Perseverance
  • Risk Taking
  • Self-directed Learning
  • Digital Literacy
  • Citizenship Skills

38
2013 - 14 Central Challenges Early Learning
Rising Stars Animal Mish Mash Non-scored
Challenge for 4 to 7 year olds only
  • Team Challenge Overview What animal do you think
    is the most amazing? What animal would you like
    to visit at a zoo? Did you know that in a zoo the
    animals all live in their own special habitats?
    What if the animals at the zoo decide to put
    together their best characteristics so they can
    live and grow in a new habitat? (A habitat is the
    place where a group of animals live.) The animals
    need your help to choose which characteristics
    they want to put together and what their new
    habitat will be like. Help the animals with this
    Animal Mish Mash by creating a new animal from
    two other animals and making it the best it can
    be. Remember the important thing is your new Mish
    Mash animal has to live and grow in the new
    habitat.

39
Rising Stars Early Learning
  • Points of Interest! -- Your Team Will
  • Learn about animal characteristics and their
    habitats - the home and area in which they live.
  • Design a new animal and its new habitat.
  • Construct the animal and its habitat in 3-D,
    including moving parts on both.
  • Create a play about the movements your new animal
    makes and the adjustment your new animal makes in
    its new habitat.
  • Explore how your team works together to make
    decisions about your new animal and its new
    habitat.

40
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

41
  • Including Whats Special...

A Brief Look At Team Choice Elements
42
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

43
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

44
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

45
Individual Specialties Tally Sheet
  1. 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.
  2. 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.
  3. 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.
  4. 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.
  5. Visual and Spatial intelligence involves the
    potential to recognize and use the patterns of
    wide space and more confined areas. 
  6. 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 well-developed
    interpersonal intelligence.
  7. 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.
  8. Nature and Environment entails the capacity to
    understand nature and the environment.

46
Team Specialties Tally Sheet
47
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

48
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

49
The Team Managers 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

50
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
    Eschers Alhambra Sketch
  • Now, please score this Team Choice Element
    using the 1 to 30 scoring range

51
Evaluating Team Choice Elements contd
  • This teams 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 Eschers Alhambra
    Sketch.
  • Now, please score this same Team Choice
    Element using the 1 to 30 scoring range.

52
Evaluating Team Choice Elements contd
  • 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?

53
Deciding Whats 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 ?

54
Here are some Team Choice Element Creations How
might your team ask for these TCEs to be scored?
giant sphinx
working lock
bus
pantomime
robot judge
55
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 teams
    solution
  • Generally, the more specific and complete
    information the team provides the Appraisers,
    including why the team thinks it is so important,
    the higher the Appraisers score

56
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 teams
    request of how they want a Team Choice Element
    evaluated

57
A Brief Look At Interference
What NOT to do...
58
The 10 Second Team Manager Pyramid
Red is for the Team Members Only
TEAMS SOLUTION
Green is for Team Members, parents and the Team
Manager
INFRASTRUCTURE
SKILL DEVELOPMENT
59
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.

60
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.
61
The 10 Second Team Manager Pyramid Guide
Team Solution
  • This area belongs only to the team. This is the
    teams Presentation. Team Managers and parents
    cant touch it. In terms of the Destination
    Imagination Challenge, the Team solution 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.

62
As a Team Manager or parent, you are only
interfering if you are in the RED
TEAMS SOLUTION
INFRASTRUCTURE
SKILL DEVELOPMENT
63
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 During that meeting, 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
non-team 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
64
Instant Challenge
  • Creative Problem Solving Against The Clock

65
Goals
  • Locate helpful information about Instant
    Challenge in the Rules of the Road and Roadmap
  • 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

66
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

67
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 until May 23, 2015
  • IC scoring criteria may include but are not
    limited to
  • - Development of skit - Character development
  • - Use of materials - Creativity of solution
  • - Teamwork - Effectiveness of solution

68
Instant Challenge (IC) New Rules
  • If a Team Manager manages two or more teams in
    the same Team Challenge and the same Level, the
    Team Manager cannot go into the Instant Challenge
    room at the tournament. At some tournaments
    different Team Challenges and Levels will be
    presented with the same Instant Challenge. At
    those tournaments, if a Team Manager manages two
    teams or more, the Team Manager cannot go into
    the Instant Challenge room at the tournament. The
    Tournament Director will make this ruling. At the
    discretion of the Tournament Director, the Team
    Manager may be allowed in the Instant Challenge
    room for his or her last scheduled teams Instant
    Challenge.
  • The team or Team Manager may not bring any
    devices, including but not limited to cameras,
    cell phones, iPads or tablets, computers or
    timing devices, and wrist watches into the
    Instant Challenge room. The team can ask the
    Appraisers for the time remaining at any point
    during the Instant Challenge.

69
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

70
Why Are Instant Challenges Done?
  • They are a great way to learn and practice
    problem-solving 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 younger persons

71
Types of Instant Challenges
  • Performance-based
  • Task-based
  • Combination

72
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 Problem-Solving Tools can be taught to the
    team through ICs
  • Teaching Problem-Solving tools in IC is analogous
    to teaching sewing skills for Central Challenge
  • Make sure you have the team practice all three
    types of ICs

73
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

74
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
  • Dont 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
  • Make up your own Improv games

75
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

76
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

77
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

78
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
  • Materials Use materials provided in unique ways

79
Now Its 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, lets gather around the IC area and listen
    for the IC to be presented as it will be during a
    sanctioned tournament

80
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

81
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)

82
Morphological Matrix
  • Choose a random 5 digit number with no digit
    larger than 3
  • 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
83
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?

84
Important Rules of the Road Changes
  • Your team is required to leave the Presentation
    Site clean at the end of the Presentation. You
    must provide your own cleaning materials and
    leave the site in the same condition in which you
    found it. Your team should be ready to show you
    have clean-up supplies for any solution that
    includes something that can cause clean-up Issues
    at the Presentation Area. It is the teams
    responsibility to find out from the Tournament
    Director prior to the tournament if there are any
    Site-Specific restrictions regarding the use of
    any potentially wet or messy solutions.
  • Dry Ice Your team MAY be able to use dry ice but
    it must be handled with gloves or tongs and it
    must be disposed of safely in a place away from
    the tournament. It must not be stored in a sealed
    container because it could cause an explosion.
    Your team is responsible for any damage that may
    occur as a result of the use of dry ice. Your
    team must be aware that some tournament sites
    prohibit the use of dry ice. It is the teams
    responsibility to find out from the Tournament
    Director prior to the tournament if there are any
    Site-Specific Restrictions on the use of this
    item.

85
Important Rules of the Road Changes
  • Exempt from cost Computers and related
    equipment Classroom, laptop, personal digital
    assistants (PDAs), handheld PCs, iPads and
    tablets, smartphones, Apple TV, home computers
    and printers, WiFi hotspot boxes Raspberry PI
    computers computer kits that make a basic
    functional computer, such as, but not limited to,
    Raspberry PI and Ardrino (Additional parts kits,
    such as breadboards and jumpers, creating devices
    that are programmed by, run buy or that work with
    the kit computer are not exempt) related hardware
    such as a cart used specifically and only to
    support the computer commercially produced and
    available software, as long as the product
    resulting from its use is of the teams design.
    Basic stamps, PICs, PLCs or Lego Mindstorm
    devices are not exempt.
  • Underlined items ate changes from last year

86
Important Rules of the Road Changes
  • Make sure your Presentation materials will fi t
    through the opening of a standard doorway,
    approximately 30in x 76in (0.76m x 1.93m). In
    addition, keep in mind that not all tournament
    sites will have standard sized doorways,
    especially in older buildings, and that access to
    some Presentation Sites may involve stairways or
    tight hallways. Tournament Directors cannot
    guarantee floor space beyond the dimensions
    outlined in the Team Challenge and cannot
    guarantee ceiling space above 7.5ft (2.29m) high.
    Your team should be prepared for this
    possibility.
  • Adults and other non-team members may help carry
    tournament items, including props, to the launch
    line. Any subsequent damage must be fixed only
    by team members. Adults and non-team members may
    help carry any items from the tournament
    performance site after the appraisers have given
    the team permission to clear the floor.
  • Underlined items are 2014-15 changes to the Rules
    of the Road

87
Important DI Region 4 Information
  • Each team is required to provide one trained
    volunteer to act as an Appraiser/Tournament
    Official.
  • Make sure that person is available to be trained
    on the Appraiser training date in February and
    from 730 am to 530 pm on tournament day.
  • Make sure that person knows that s/he may not
    watch his/her child perform at the tournament.
  • Region 4 will provide a continental breakfast,
    lunch, and a tee shirt for each
    Appraiser/Tournament Official.
  • Before registering your team for the Region 4
    tournament, make sure you have acquired at least
    one required, volunteer Appraiser/Tournament
    Official.
  • Appraisers/Officials will be placed in a venue
    that is different from the one in which his/her
    child will perform.

88
Important DI Region 4 Information
  • To Register  a Team for the Region 4 Tournament
  • 1.  Attend a Destination Imagination Team
    Manager Training sometime since 2000.
  • 2.  By December 1, 2014, Complete the Team
    Registration process available by entering the
    information into the online registration system
    on the www.ohdi.org website.
  • 3.  By December 1, 2014, Complete the Appraiser
    Registration process by entering the information
    into the online registration system on the
    www.ohdi.org website.
  • 4. By December 1, 2014, download and Complete the
    Region 4 Invoice and mail the invoice and check
    to the  address on the invoice.
  • Make sure if you are managing more than 1 team or
    have valid scheduling constraints for the
    regional tournament, to indicate such in the
    appropriate section of the Team Registration
    page.
  • 6.  Make sure to check at least weekly for
    clarifications at www.ohdi.org
  • Make sure to check weekly for updated information
    for Region 4 at www.ohdiregion4.org

89
Important Ohio DI Dates
  • February ? State and Regional Challenge Master
    Training at Reynoldsburg Summit Campus High
    School
  • No later than 3 Days following your Regional
    Tournament Affiliate Tournament bound teams
    MUST be registered on the Ohio DI website,
    including all team member names
  • April ? Affiliate Tournament Set-up at ?
  • April ? Affiliate Tournament at ?

90
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
  • and choose your Region from the drop down menu on
    left
  • Your school, district, or county DI Coordinator

91
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