An Introduction to the

1
An Introduction to the Destination Imagination
Program for
Team Members Team Managers Parents and
RelativesTeachers 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
• 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 a Team
  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 General Clarifications

6
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

7
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?
Ohio Team Clarification 13 from DIrect Flight
2007 -- 135- 70569

• 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.
8
Solving the Central Challenge
9
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

10
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

11
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)

12
Solving the Central Challenge

• Test some of the brainstormed solutions
• Include the teams special qualities
• Fine tuning the teams individual solution

13
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.

14
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 put-downs)?
• Are team members taking the initiative?
• Are only team members suggesting solutions?
• Is there real progress from week to week?

15
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!

16

• 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

17

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

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2013 - 14 Central ChallengesChallenge 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
  team-created Story about detecting things that
  are not evident to humans.

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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 teams interests, skills, areas of
  strength, and talents.

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Challenge A Learning Outcomes

• Critical Thinking
• Team Collaboration
• Interpersonal Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative Process
• Self-directed Learning

• 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

21
2013-14 Central ChallengesChallenge 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.

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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 teams interests, skills, areas of
  strength, and talents.

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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

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2013 - 14 Central ChallengesChallenge 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
  teams Comic Strip Story must be an original
  story containing three Panels, an ARTifact and a
  Caption Contraption.

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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 teams own.
• Theatrically present a comic strip that is based
  on the team-selected 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 teams interests, skills, areas of
  strength, and talents.

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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, Structural,
  Electrical, Chemical

• Critical Thinking
• Team Collaboration
• Interpersonal Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative Process
• Self-directed Learning

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2013 14 Central ChallengesChallenge 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 the
  Pandemonium.

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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.

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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

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2013 - 14 Central ChallengesChallenge 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
  Structures 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. !

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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 props 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 teams interests, skills, areas of
  strength, and talents.

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Challenge E Learning Outcomes

• Critical Thinking
• Team Collaboration
• Interpersonal Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative Process
• Self-directed Learning

• 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

33
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.
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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 teams interests, skills, areas of
  strength, and talents.

35
Project OUTREACH Service Learning Learning
Outcomes

• Critical Thinking
• Team Collaboration
• Interpersonal Communication
• Presentation Skills
• Time Management
• Perseverance
• Risk Taking
• Stages of the Creative Process
• Self-directed Learning

• 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

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2013 - 14 Central ChallengesRising Stars Early
Learning

• Non-scored Challenge for 4 to 7 year olds only
• Team Challenge Overview The circus is coming to
  town, butSURPRISEall 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? Its up to you! Your audience is
  ready to see your exciting Three Act Circus
  performed live!

37
Rising 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
  performance.

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Rising Stars Early LearningLearning 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

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• Including Whats Special...

• A Brief Look At Team Choice Elements

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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

41
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

42
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

43
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.

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Team Specialties Tally Sheet
45
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

46
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

47
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

48
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

49
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.

50
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?

51
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 ?

52
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
53
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

54
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

55
A Brief Look At Interference
What NOT to do...
56
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
57
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.

58
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.
59
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, 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.

60
As a Team Manager or parent, you are only
interfering if you are in the RED
TEAMS SOLUTION
INFRASTRUCTURE
SKILL DEVELOPMENT
61
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 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
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Instant Challenge

• Creative Problem Solving Against The Clock

63
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

64
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

65
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 - Character development
• - Use of materials - Creativity of solution
• - Teamwork - Effectiveness of solution

66
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

67
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 younger persons

68
Types of Instant Challenges

• Performance-based
• Task-based
• Combination

69
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
• Make sure you have the team practice all three
  types of ICs

70
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

71
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

72
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

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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

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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

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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

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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

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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

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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)

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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
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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?

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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 Regions Tournament Fees
• Team Registration Deadline see your Regions
  web page
• Get above 3 or 4 items to your DI coordinator by
  your Regions deadline
• You must supply an appraiser who must attend a
  sanctioned Appraiser Training prior to the
  tournament

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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

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DI Region 15

• Region 15 Website
• www.ohdi15.org
• Register  your Team, Appraiser, and Volunteer by
  the deadlines!
• www.ohdi15 registration

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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 Coordinator

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Thank you for coming

• Have a safe trip home!