2012-2013 Coaches Training

1. 2012-2013 Coaches Training

2. WELCOME New and Experienced Coaches and Parents

3. What is Odyssey of the Mind • OM is not a destination; it is a JOURNEY • Teaches divergent, independent thinking • Uses classroom skills to solve complex problems • Iowa Core Curriculum & 21st Century Skills Friendly • Encourages STEM thinking • Team developed and directed

4. 21st Century Skills • employability skills • financial literacy • technology literacy • civic literacy • critical thinking • problem solving • collaboration • leadership • agility and adaptability • effective oral and written communication • accessing and analyzing information • curiosity and imagination STEM Oriented

5. Argentina Australia Belarus Canada China Czech Republic DoDDs Europe Germany Greece India Hong Kong Hungary Japan Kazakhstan Lithuania Mexico Moldova Philippines Poland Russia Odyssey of the Mind—A World Language (partial list of countries) • Singapore • Slovakia • South Korea • United Kingdom • United States • Uzbekistan

6. Become part of the World Odyssey World Finals Nearly 8000 teams at 2012 World Finals Buddy Teams Home Stays Following World Finals Available whether or not you compete at World Finals 3-5 days Apply Early European Festivals

7. The Odyssey Process • Teams of students under the guidance of a coach, pool their diverse talents to find innovative solutions

8. Problems may involve: --building mechanical devices such as robots or balsa wood structure that hold weight or spring driven cars or --giving the teams own portrayal of classical literature or civilizations or --inventing a whole new world

9. Who runs Odyssey of the Mind? • Presented by Creative Competition Inc throughout the World. • Volunteer-driven program World Finals will have 400-500 volunteers Iowa uses 100 to 200 volunteers a year • Everyone gives of their time • NO ONE in Iowa is paid. • 100% of $ goes back into program.

10. How do children participate? • Memberships from schools, civic non-profit organizations and home school associations • Memberships no more than $135.00 • $51.00 rebated back to states • Up to 15 teams/membership depending on school • State Tournament Fees and Judge • $50.00/team for State Tournament • Teams provide a trained judge AND a volunteer

11. Competition is within Divisions Based on the team member in the highest grade • Division 1-every team member 5th grade or less • Division 2-at least one team member 6th through 8th grade • Division 3-at least one team member 9th through 12th grade • Division 4-all team members high school grads and taking at least one post high school course Primary—(non-competitive) K-grade 2

12. Memberships and Teams A membership may send one team in each long-term problem per division in their school to State Finals K-5 School up to 5 division 1 teams + unlimited primary teams K-8 School up to 5 division 1 + 5 division 2 teams + unlimited primary teams 5-8 School up to 5 division 1 and 5 division 2 teams K-12 School up to 5 division 1, 5 div 2 and 5 div 3 teams + unlimited primary 9-12 Schools up to 5 division 3 teams

13. Memberships and Teams Community non-profit memberships can field one team per problem per division The purchase of additional (2nd, 3rd, ….) membership allows more teams to participate in the same problem and same division (Team A, Team B, etc.).

14. Teams Compete in Three Areas • Long term problem solving • Spontaneous problem solving • Style

15. Long Term Problem Solving Vehicular Structure Technical Performance Classical Primary(non-competitive)

16. Spontaneous Problem Solving • Day of Tournament • Limited Solution Time • Each competing team given the same problem

17. Style • Part of Long Term Problem Solution • Costumes, props, music, art and other creative performance elements • Long term is the “how” - Style is the “Wow” • Provides the Pizzazz!

18. Long Term Problem • Costs Limits $125.00--$145.00 • Cannot buy solution • Only materials used in actual presentation count • Misc, basement, Goodwill, dumpster=garage sale $ • Some items exempt from cost (see program guide) Generally several months work • May start over more than once • Don’t start solving the problem too soon • The solution is only as good as the initial idea! • Don’t hesitate to write for clarifications • IN GENERAL… if it doesn’t say you can’t do it… YOU CAN!

19. Prob. 1: Pet Project • The team’s problem is to design, build and run three vehicles from different areas and through obstacles to deliver • parts that will be assembled into a pet animal. Each vehicle will be propelled differently and will make at least three • trips to deliver parts into an Assembly Area. The team will develop signals to let the audience know which vehicle will • run next. Once assembly is completed, the pet animal will perform a trick or be part of a trick. The team will create a • theme for the presentation that includes the delivery of the parts and the animal.” situation will cause the vehicle to travel in reverse.

20. Problem No. 2: The Email Must Go Through • The problem is to create and present an original performance that includes a tangible representation of messages • sent by email. A Sender character will create and send three emails to one or more Receiver characters. Each of the • messages will pass through an email network server and be sorted in a SPAM filter before being transported to its • final destination. One email message will require a return receipt from the Receiver, one will include a work of art as • an attachment, and one will be diverted to an offbeat location.

21. Prob. 3: Classics...ARTchitecture: The Musical • The problem is to create and present an original performance that includes a replica of a classic architectural structure • that was built between 1000 AD and 1600 AD. The performance will include three works of art that “disappear” • and two characters that go on a quest to find them. When the works of art are found, they will be incorporated into the • replica. The performance must also include two songs that are accompanied by choreographed movement.

22. Problem No. 4: Tumble Wood • The team’s problem is to design and build a single structure, with all components connected, using only balsa wood • and glue. The structure will be featured in a team-created commercial and tested by being released down a ramp so it • drops onto the floor and travels partially across it, and is then transported to the tester without the team touching it. • Once the structure is resting in place on the tester, the team will test it by balancing and supporting as much weight • as possible on it. The structure will be scored for traveling across a scoring line and for how much weight it holds. The • placement of the weights onto the structure will be integrated into the team’s performance

23. Problem No. 5: It’s How You Look At It The problem is to create and present an original humorous performance that includes two main characters with different odd behaviors. One scene will establish the “normal” behavior of one character that, at a different time, finds itself among others who think the behavior is odd. The second character’s behavior also appears in a scene where its behavior is considered odd, but this character will end up in a situation where the same behavior is considered normal. The performance will also include a meter that indicates the degree of odd and normal behavior and a creative scene change.

24. The Parts of a Long-Term Problem The Parts of a Long-Term Problem INTRODUCTION THE PROBLEM LIMITATIONS PENALTIES SITE, SETUPCOMPETITION STYLE TOURNAMENTDIRECTORWILL PROVIDE SCORING TEAM WILLPROVIDE

25. How is Odyssey of the Mind Scored? Long Term Problem up to 200 points calculated Spontaneous up to 100 points calculated Style up to 50 points calculated Long Term Score + Spontaneous Score + Style Score= Champion for the Division of the Problem

26. Individual Scores Mean LITTLE High Scores or low scores don’t indicate much A team can finish below 1st Place and still win

27. Scoring Examples Long Term Style Spontaneous

28. Spontaneous Problems Spontaneous Problems • Spontaneous problems come in three types: • Verbal – requires verbal responses • Hands on – requires manipulation of materials • Scored on solving the problem and many times how well they work • as a team in solving the problem • Verbal/Hands on (Hybrid) – combines verbal and hands on components PRACTICE…PRACTICE…PRACTICE

29. Spontaneous Problems (cont) • Practice lots of different types. • Do at least two spontaneous problems each time the team meets. • Start your meetings with them • Critique the team’s spontaneous process • There is NO OUTSIDE ASSISTANCE IN SPONTANEOUS • Have each team member specialize in something. • Fall back plans …. • Brainstorm ways to get “unstuck” • Involve parents

30. Spontaneous Problems (cont) Let’s look at a Verbal Problem

31. Do it with Style ! Style ! • Elaboration of the Long-Term Problem • Shows what team is particularly excited or proud of • Presented during Long-Term presentation • What makes the presentation really shine? • Place for the team to showcase strengths & talents. • - artistic design, music, songs, choreography, construction, creative use of materials, humor, rhyme • Always scored Subjectively • 2 Mandatory Items (all teams in a problem) • 2 Team Selected Items • Overall effect of the other 4 • BE VERY SPECIFIC

32. Style Form • Style Form • four copies for Staging Judge • adds to the Long-term problem • relates to the theme of solution • showcase of team’s strengths • can not be items already scored as part of Long-Term • Categories • -2 Specific Scoring Elements • - 2 Free Choice Elements • - Overall Effect • be very specific Visual effectiveness of Hamlet’s conscience character Creativity of how the required information is displayed on the membership sign

33. Unique Features • Cost limit for solution • Outside assistance isPROHIBITED • Coaches facilitate, but MAY NOT help solve the problem

34. Requires the use of skills learned in the formal classroom setting • Stretches the mind • Problems can be solved successfully on several levels • Teaches teamwork • Teaches respect for others and their opinions • Sponsored by NASA

35. Outside Assistance • Teams MUST conceive, design, construct and present their solution • External help is termed OUTSIDE ASSISTANCE • The solution is the TEAM’S design, their work, their presentation and their score • Team is responsible – NOT the Coach • Adults MAY teach skills—NOT Solutions • Hands on for kids-HANDS OFF FOR ADULTS • Make parents aware of this rule

36. SCENARIO For a Division I team: A parent plugs in a power tool for one of the students as it is a rule in their house that no children are allowed to plug in any appliance. QUESTION: Is it outside assistance (OA) for any non-team member to plug in a power tool that the team uses to complete their solution to the problem? ANSWER: No, the only prohibition against this would be if it were done during the timed competition period. The parent may not use the power tool to work on the problem solution at anytime.

37. SCENARIO: A team decided they will revolve their skit around a CELL theme. The coach gives them a homework assignment to come up with all of the words they could with CELL in them like CELLophane, CELLular Phone, etc. QUESTION: Is it OA for a coach to give a homework assignment that gets the kids to think more creatively about an initial idea that they came up with? ANSWER: Although the coach should not give any examples, the assignment is one of the types of things the coach should do.

38. SCENEREO: A team is competing and the coach is sitting in the audience. QUESTION: Is it OA if the coach gets involved in the solution and signals (either intentionally or unintentionally) for a team member to speak louder or to move further to one side of the stage? ANSWER: This is definitely OA. Regardless if the coach meant to give signs or not, any communications between the coach (or other audience member) is considered OA. If a coach or parent can not sit still during the performance they should either sit on their hands or leave the competition site.

39. So What is the Coaches Role? • Enjoy and be amazed at what your team does • Schedule • Facilitate • Teach • Ask Questions • Assist teams to develop timelines • Spontaneous Practice • Forms • Go-fer • Snack Organizer • Friend and Mentor

40. What Parents and “Others” Can & Cannot Do Can Do: Transport the team to buy things Transport and haul props Teach Skills Sewing…Woodworking…Art… Calligraphy…Electronics… Welding…Principals of simple machine Provide snacks Help with Spontaneous Open garages, attics, etc for “things” Encouragement Place to meet/store props Applaud A LOT and help get props offstage after the team is done. Ask questions Cannot Do: Suggest what to buy Suggest what skills they need to use Give the team ANY ideas for their solutions Do anything to contribute to the team’s problem solution Analyze why something failed Expect perfection from the solution Suggest what materials you might have in the attic/basement Fix anything that breaks Criticize any part of the solution Put emphasis on scores instead of fun Criticize the ways the judges score Show poor sportsmanship

41. What is needed to Help Solve their Problem 2012-2013 Program Guide The Problem Clarifications

42. Clarifications www.odysseyofthemind.com CLICK

45. Penalties PENALTIES Penalties prevent teams from bending or breaking the rules, creating a safety hazard, interfering with other teams, delaying competition, or misbehaving. Judges DO NOT Look for Penalties Spirit of the Problem – To prevent teams from circumventing the rules (-1 to -100 Points).Unsportsmanlike Conduct - Impairing another team’s solution, disruptive behavior, inappropriate language, damage to facilities (-1 to -100 points).Outside Assistance – Help from anyone including the audience. Teams should not encourage audience participation (-1 to 200 points). Incorrect/Missing Membership Sign – -1 to -15 points. Over Cost Limit – Materials over cost limit (-1 to -100 points) Over Time Limit – For each 10 seconds or fraction thereof (-5 points). Problems 3 & 5 ONLY.

46. How to Solve the Problem HOW TO SOLVE THE PROBLEM Step 1. Read the Problem (read at every meeting)Go through each section of the problem carefully. Make sure each participant understands what is required & understands each word. Understand how each of the parts interact. Figure out the requirements and scoring for the problem. Where are the points? Step 2. Brain-Storm Possible Solutions Generate lots of ideas (keep track of them on paper, chalkboard, or whiteboard) Don’t evaluate ideas yet… just list them Don’t worry about the details Encourage wild, creative solutions….hitchhiking is always good Step 3. Refine and Evaluate Ideas(Meetings 4-6) Which ideas does the team like best? Discuss and evaluate ideas, but don’t criticize. How many trees do you plant? Modify ideas to make them better. Select a preliminary solution.

47. How to Solve the Problem… HOW TO SOLVE THE PROBLEM (cont.) Step 4. Determine Tasks & Timeline What types of tasks, skills, props, contraptions are needed? Who and how will you do these things? Determine a basic time-line for completing the solution. Continue to evaluate the solution and refine/revise as needed. Do the items decided upon fit the problem specifications? READ THE PROBLEM! Step 5. Begin Construction (probably not before meetings 6 ) Start building things and writing a script. Evaluate new ideas as they arise. Test the solution. Does it work? Can it be made to work better? Revise/refine (continuously) and as necessary. READ THE PROBLEM! Your Final Result is ONLY as good as the initial Idea DON’T HURRY IDEAS

48. HOW TO SOLVE THE PROBLEM (cont.) Step 6. Put it Together(At least one month before State) As props and tasks near completion, or are completed, test them out. Continue to refine/revise. Does it work? Is there a better way? Does the proposed solution still fit the problem? What things need to be fixed or added? READ THE PROBLEM! Step 7. Finish it Up and Practice Celebrate major accomplishments as they happen. Test things out… do they work? Can they work better? Practice the whole presentation. Timing. Can they explain how they did it? Look for problem spots. What happens if something goes wrong? Develop a contingency plan. READ THE PROBLEM!

49. Schedule for the First Five OOTM Meetings First Five Odyssey of the Mind Meetings (adjust to age and experience of students) First Meeting Meet with team (and parents) to explain program and set team goals. Discuss the process, give dates. Go over the time commitment and responsibility of being on the team. Stress regular attendance at meetings. Explain outside assistance. Review behavioral expectations. Talk about difference between “winning” and “succeeding.” Set a meeting schedule – check for family conflicts. Find out Parental Talents and desires to participate Second Meeting Incorporate team-building activity. Discuss working as a group. All ideas are valid. Review brainstorming rules (no put-downs)! Explain spontaneous. Practice several at every meeting. Read the long-term problem synopses if you haven’t picked a problem. Talk about skills and interests of team members and group. Do you need people? Decide who will do what. Develop team rules.

50. First Five Meetings Continued … First Five Meetings (continued) Third Meeting Incorporate team-building activity Brainstorm how group can be a successful team Practice spontaneous Have team decide on Long-term problem – debate - build consensus Distribute 2 copies of problem and read the problem Brainstorm on possible solutions to long term problem Number of team members is set when you start talking solutions Fourth Meeting Incorporate team-building activity Practice spontaneous Read the problem Brainstorm long term problem solutions and skills needed to solve problem Fifth Meeting Continue team-building Continue spontaneous practice Read the problem Brainstorm list of tasks to accomplish and timeline Assign tasks and discuss team member responsibility