Innovative Behaviors

Uses multiple strategies to generate original ideas

• Talked with others in class in order to generate creative ideas

In order to generate ideas, I talked with not only other members in my group, I talked with the members of the other groups so that I could produce unique ideas. My group thought of a lot of ideas, but other people and other groups would have faced different problems in their different designs and would have other ideas on how to fix their cars that would probably apply to our car too.

Can lead others in brainstorming

Actively contributes original ideas and feedback to team

• Cultivated outside sources in order to think of new ideas

I used students in our class as sources for new ideas. I also used our teacher Mr. Moss, who helped our group recall our previous problems and helped us come up with potential solutions. But I also used other sources, like other teachers in our school. It was actually my robotics teacher who gave me the idea for frictionless wheels. Our group did not believe that to be possible in this scenario, so we reversed it because our car could also use more traction. I also looked online for help in some of the simpler design ideas.

https://www.makerspaces.com/propeller-car/

https://researchparent.com/homemade-propeller-car/

WHM Comments

S14 - 53.5/60

Uses multiple strategies to generate original ideas - 18/20 -

• Pictures of brainstorming session are not evidence; one picture and your an image of the final whiteboard (list) would suffice
• Drawing/images not completely legible

Can lead others in brainstorming - 17.5/20

• Pictures of brainstorming session are not evidence
• Correct way to show this is:
  • Show a timeline with ideas and sketches plotted along the timeline to show how your leadership influenced the evolution of the design
  • Provide a timeline, flowchart or storyboard with ideas (titles, small sketches, author) that showed the progression and evolution of your ideas
  • Provide a brainstorming bubble map with annotations showing who generated which idea in support of your narrative claims; even better if you show on the connecting arrows who had the key idea or comment that led to the derivative idea. Goal is to visually show how the ideas were generated (from multiple sources)

Actively contributes original ideas and feedback to team - 18/20

You would have achieved a higher score if you included more instances of your feedback as documented in the annotated before/after sketch with bigger motor and propeller; sketch can be improved (redraw for post)

WHM Comments

F14.2 - 47.5/60

Uses multiple strategies to generate original ideas - 15/20

Image for Attribute Listing is perfect

Brainstorming idea show image of kids doing brainstorming; you would have achieved a perfect score if you would have shown an image of the bubble chart that was generated; you would have also earned a perfect score if you would have shown a gallery of ideas that were inspired by talking with other students

Can lead others in brainstorming - 5/20 (weakest of the 3 behaviors)

You show images of the brainstorming and provide all narrative. You would have achieved a higher score if you would have shown the idea generation processes (brainstorming bubble map, attribute listing) with attributions showing who generated what idea and annotations explaining how your leadership led to follow-on ideas, or where you raised a question and directed a deep dive on the diagrams

Actively contributes original ideas and feedback to team - 17.5/20 - (strongest of the 3 behaviors)

Idea list with yellow highlighting to show your ideas - image would be better if the font was equal to normal font; also color coded the other team members idea contributions - annotation should show who was the generator with % of total ideas in brackets after team member name

Comment on other team member’s idea - redraw the graphic and add annotations on the drawing with arrows

Online ideas - images and drawings/sketches would be better than links and narrative