Scamper Exercise

Scamper Exercise
Setting: In my living room
Participants: An 8th grader, and a 12th grader. (My siblings)
Process: I stood in the front of the room with a white board. I allowed the participants to pitch in
ordinary objects that could be transformed into something different and useful. They agreed upon
peanut butter to be the example. This portion took about 5 mins. Then I wrote the SCAMPER acronym
on the board and I allowed the participants to say ideas that corresponded with the letter of the words. I
made sure to let them know that they did not have to go in order. This process took about 30 mins. This
is the final product:
(S) *substitute* the nuts with another ingredient for people who have nut allergies such as pumpkin
seeds.
(C) *combine* peanut butter and jelly together into 1 jar for cost efficiency. This helps people and the
company both save money.
(A) *adapt* the peanut butter to have a higher protein content and less sugar to be even healthier than
it is now.
(M) *modify-magnify-minify* the jar that the peanut butter comes in to be a biodegradable plastic, so it
helps the environment, and is easily recyclable.
(P) *put to other uses* the jar can be transformed into a homemade bird feeder, and the peanut butter
can be smeared on the outside and rolled in birdseed for the birds to eat.
(E) *eliminate* the paper label on the outside of the jar. This saves some trees as well as having an
aesthetically pleasing jar.
(R) *reverse-rearrange* the concept of peanut butter as a food and put it to other uses such as using it
as glue, or a sealant for pools.
FFOE Evaluation:
Fluency- There were many ideas that each individual came up with, and at first some of them were silly,
but after a while, they got into it and really came up with awesome ideas.
Flexibility- The perspectives from each person were widely different, one had an out of the box
approach, while the other one had a more practical approach.
Originality- Both participants had original ideas, and some were so original and unique that I probably
would not be able to come up with on my own.
Elaboration- Both participants worked well as a team and added to each other’s ideas so that they could
both come up with the best product.
Was there one of these (F, F, O, or E) that you feel the students did better on or had more of than the
others? Why?
I think the participants had a lot more of originality than the others, because they had no problem with
coming up with solutions that were unique as well as out of the box. I also think they had a lot of skill in
elaboration, because they were able to explain their ideas in depth and come up with scenarios in which
their idea would be the most practical.
Was there one of these that you feel they did not do as well or had has many of as the others? Why?
I think that they did great in all categories but the one that did not have as many ideas as others would
probably be fluency, because they did not come up with many different ideas, instead, they perfected
the few ideas that they had until it met their standards.
Give an overall assessment of your students’ ability to think creatively using SCAMPER.
Overall, I think they did a good job with this assignment to think creatively using SCAMPER, because they
were able to think out of the box and use their brain in a different way. I was told by one of the
participants that it was such a fun activity, that they will try to come up with the next biggest thing and
go on SharkTank!
Conclusion:
The process and outcome from using this targeted creativity strategy was interesting and was a fun
experience for both me and the students. I learned that creativity is truly unique and is different from
everyone. I also learned that creativity can be expressed in many ways, and an activity such as this one is
a good example on how we can draw creativity out of students in unconventional and fun ways. There is
always an activity for each student, and this activity is something that I would like to try in my own
classroom. I go back to face to face teaching next week, and I’m curious on how this activity would
translate to students in the special needs classroom!

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Scamper Exercise

Setting: In my living room

Participants: An 8th grader, and a 12th grader. (My siblings)

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