BIG LITTLE THINKING (BLT) ACTIVITIES

Outcomes

• Develop an understanding of critical thinking (i.e. logical, reasoned, empirical and reductive analysis of relations).
• Communicate and apply critical thinking to problems and solutions. 

Design Terms 

Define, Choose, Find, Label, List, Match, Name, Recall, Select, Show, Spell, Tell, Classify, Categorise, Thematise, Organise, Value, Compare, Contrast, Extrapolate, Infer, Interpret, Analyse, Critique, Discover, Dissect, Reduce, Distinguish, Divide, Examine, Inspect, Simplify, Survey, Test, Appraise, Assess, Award, Conclude, Decide, Deduct, Defend, Determine, Disprove, Estimate, Evaluate, Judge, Justify, Grade, Prioritise, Measure, Opinion, Prove, Rate, Recommend, Rule on, Support, Predict, Develop, Discuss, Elaborate, Estimate, Formulate, Model, Outline, Summarise, Translate, Illustrate, Demonstrate, Explain 

Outcomes

• Develop an understanding of consilient thinking (i.e. interdependence, interconnection, entanglement).
•  Communicate and apply consilient thinking to problems and solutions. 

Design Terms

Link, Connect, Interconnect, Combine, Relate, Contrast, Coordinate, Synthesise, Abstract, Generalise, Compare, Juxtapose, Transpose, Translate, Transcend, Paradox, Complement, Entangle, Interdependence 

Outcomes

• Develop an understanding of creative thinking (i.e. original creation, innovation, disruption, transformation, configuration).
• Communicate and apply creative thinking to problems and solutions. 

Design Terms

Make, Create, Build, Imagine, Explore, Invent, Generate, Construct, Experiment, Improve, Adapt, Express, Compose, Design, Modify, Originate, Propose, Synthesise, Reconfigure, Diffract, Diversify 

There are many ways to bring BLT to life and apply the framework to real-world problems. BLT's general activities align with the parts of the BLT Process. All activities can be selected, adapted and sequenced in different ways to suit the context of the learners and the nature of the problem. To recall, the process is:

1. INITIATE

• Choose a topic 
• Select a problem 

2. POPULATE

• Share experiences of the problem 
• Share opinions on the problem 

3. INVESTIGATE 

• Explore the Zygos of the problem 
• Explore the Dimensions of the problem 
• Explore the Domains of the problem
• Explore the Dynamics of the problem 

4. IDEATE

• Imagine possible solutions to the problem  

5. CREATE

• Create a practicable solution for the problem 

6. ACTUATE

• Implement a solution to the problem 

7. EVALUATE

• Review and evaluate the solution to the problem 

8. ITERATE or DISRUPT

• Repeat or disrupt the process

Provide instruction on the nature of problems in BLT.

• Brainstorm topics of interest or importance to you. [CV/CL]
• Generate topics based on a stimulus (e.g. Photo, Video, Song). [CV]
• Imagine a person or group that you least identify with and brainstorm topics that may be of interest and importance to them. [CV, CS]
• Imagine a non-human organism or species and brainstorm topics that may be important to them. [CV, CS]
• Identify a topic, generate several other topics that seem very different to the first topic, and then try to find a meaningful way to connect them. [CV, CS]
• Choose a topic for further development.

• Brainstorm problems of interest or importance that relate to the topic. [CV/CL]
• Generate problems based on a stimulus (e.g. Photo, Video, Song) related to the topic. [CV]
• Imagine a person or group that you least identify with and brainstorm problems related to the topic that may be of interest and importance to them. [CV, CS]
• Imagine a non-human organism or species and brainstorm problems related to the topic that may be important to them. [CV, CS]
• Identify a problem, generate several other problems that seem very different to the first problem, and then try to find a meaningful way to connect them. [CV, CS]
• Choose a problem related to the topic for further development.
• Brainstorm and mind-map concepts and keywords (e.g. synonyms, antonyms, correlates) that relate to the problem.
• Represent, record and share prior knowledge and understanding of the problem.
• Represent, record and share lived experiences of the problem, including affective connections to the problem.

• Brainstorm and mind-map concepts and keywords (synonyms, antonyms, correlates) that relate to the topic.
• Represent, record and share prior knowledge and understanding of the topic.
• Represent, record and share lived experiences of the topic, including affective connections to the topic.
• Brainstorm and mind-map concepts and keywords (e.g. synonyms, antonyms, correlates) that relate to the problem.
• Represent, record and share prior knowledge and understanding of the problem.
• Represent, record and share lived experiences of the problem, including affective connections to the problem.

Provide instruction on the concept of zygos as a unit of BLT. [CT]

• Link the concept of zygos to existing theories and concepts. [CT, CV]
• Provide examples of zygos.
• Identify middle or transitional terms and concepts between different dyads (e.g. past-present-future; small-medium-large).
• Fill in the blanks to complete zygos.
• Use stimulus materials (e.g. Sights, Sounds) to brainstorm a list of zygos. [CV]
• Classify and categorise zygos.
• Explain and exemplify different ways of relating the parts of a zygo.
• Identify and share zygos of personal significance.
• Use concepts in the problem brainstorm to generate a list of zygos.
• Generate and refine a list of zygos that are most significant to the problem.

Provide instruction on the basic dimensions of BLT (i.e. Knowledge, Value, Time, Meaning). 

• Explore how these concepts appear in common metaphors and sayings.
• Reveal how these dimensions were already implicit in the earlier discussions.
• Demonstrate how these dimensions are mapped onto the ZYGO.
• Play with the ZYGO to explore the structure of the BLT dimensions. [CR]
• Brainstorm synonyms for and general examples of the basic dimensions of BLT.
• Explore theories and concepts related to the dimensions of the BLT. [CV]

Explore the basic dimensions of BLT in relation to the problem.

• Use the dimensions to generate and relate the contents of the problem. [CL, CS].

Pose and discuss key questions that draw attention to the Meta Frame (i.e. extremities of the CZ): 

1. What is in the centre of the Zygo?
2. Where does the Zygo end?
3. Where do all frames and their contents come from? 
4. Is the source of the frames important to understand? 
5. What names and forms are used to approach this frame? 
6. How do these names and forms relate to each other? 
7. Is the source possible to name and form? 

• Explain the Meta Frame. [CT]
• Share and elicit experiences in relation to the Meta Frame. [CV]
• Explore theories in relation to the Meta Frame.
• Expose and disrupt the situated choices of the BLT.
• Record the learnings from this disruption.
• Explore the Meta Frame of the Zygo in relation to the problem.
• Identify the Meta frames that seem to conflict in relation to a problem.
• Explore ways of representing these Meta Frames.
• Explore ways of disrupting these descriptions of Meta Frames.
• Explore ways of reconciling these descriptions of Meta Frames.
• Discuss and share responses to the Meta Frame.

Provide instruction on the dimensions of BLT (Left-Right; Positive-Negative). [CT]

• Make (e.g. draw and decorate) or view (e.g. digital model) a ZYGO. [CV]
• Demonstrate how these frames are mapped onto the ZYGO.

Begin with the left-right and positive-negative dimensions of the ZYGO.

• Complete, share, and discuss an example ZYGO by filling out the four panes for a Simple ZYGO (e.g. Big-Little). [CT]
• Complete quadrants for each significant zygo of the problem. [CT]
• Use role plays to complete challenging quadrants. [CV]
• Share and discuss the content of the quadrants.
• Imagine or share experiences that could influence the views and values in any quadrant for any zygo. [CV]
• Play and experiment with representations of atypical combinations of positions. [CV]

Provide instruction on the remaining dimensions of BLT (Past-Future; Big-Little; More-Less). [CT]

• Demonstrate how these dimensions are mapped onto the ZYGO.
• Explain the dimension of BLT using general examples.
• Show how the dimension has already been present in earlier discussions of the problem.
• Collect prior experiences and understandings of the dimension.
• Collect common sayings that reveal the dimension (e.g. past-future 'What goes around comes around; you reap what you sow')
• Share examples of the dimension in relation to a problem.
• Share and explore theories that relate to the  dimension in relation to a problem.

Explore the dimension in relation to a problem. 

• Play with the dimensions of the problem (e.g. using time jumps for past-future).

Provide instruction on the dynamics of BLT.

• Demonstrate how these dynamics can be mapped onto the ZYGO.
• Provide a worked example of some dynamics of the ZYGO (e.g. using Big-Little).
• Brainstorm, represent and discuss dynamics for each zygo related to the problem.
• Introduce BLT concepts such as relationality, contextuality, entanglement, interdependence, interconnectedness, dynamic equilibrium, system, ecology to develop a way of thinking about dynamic problems. [CT]
• Explore how these concepts appear in common metaphors and sayings.
• Generate activities that show the relationality (i.e. cyclical nature or entanglement) between zygos. [CV]
• Analyse experiences and media using the dynamics of BLT.

Provide instruction on the nature of solutions in BLT.

• Imagine possible solutions to the problem: This phase encourages more open and explicit explorations of the possible solutions to the problem. 
• Imagine and explore static, concrete, quantitative and hard solutions. 
• Imagine and explore dynamic, soft, disruptive and qualitative solutions.
• Imagine the effect of solutions in relation to the frames of BLT.
• Imagine the effect of solutions in relation to the dimensions of BLT.
• Imagine the effect of solutions in relation to the dynamics of BLT.

Provide instruction on the practical limitations and contextual constraints of solutions.

• Identify actual contexts for solutions to the problem.
• Create practical solutions to the problem: 
• Select from static, concrete, quantitative and hard solutions. 
• Select from dynamic, soft, disruptive and qualitative solutions.
• Model the effect of solutions in relation to the frames of BLT.
• Model the effect of solutions in relation to the dimensions of BLT.
• Model the effect of solutions in relation to the dynamics of BLT.

Apply actual solutions to the problem

• Experiment with different ways of implementing the solution to the problem

Evaluate actual solutions to the problem

• Observe actual solutions to the problem. 
• Test actual solutions to the problem.
• Assess and evaluate actual solutions to the problem.

1. What's working?
2. What's yet to work or fail?
3. What's failed?
4. What can we do differently?

• Destroy or disrupt the ZYGO (e.g. crumple the paper square or tear it up) to reflect on the zygoic positions that any theory or framework takes. [CT, CV]
• Discuss other examples of frameworks and practices that acknowledge their own positionings and limitations (e.g. wiping away the mandala, using caveats, acknowledging incompleteness, reflexivity).
• Re-configure the ZYGO into a different shape, form or style that retains all or some of the dimensions and frames.
• Represent the interactions between different dimensions and dynamics in new ways (e.g. organic form, movements, ecological metaphors)
• Repeat, reenter or diffract from the BLT process.

Big Little Stories are brief anecdotes that apply BLT to real-world experiences. They are designed to provoke, disrupt and transform thinking. They can be serious, fun, profound, challenging, celebratory and even a little quirky. Each post includes a:

1. Title: Write a title that creatively and informally expresses the situated problem. (<10 words)
2. Photograph: Include an interesting and thought-provoking photograph that represents the topic or experience. 
3. List of Zygos: List the zygos (i.e. pairs, poles, dyads or tensions) that are most implicit in the problem or issue. (2-5)
4. Central Idea: Identify the most significant or general tension (zygos) situated in the experience. (1-2 sentences)
5. Description: Describe the experience or event that situates the zygos (2-3 sentences)
6. Frame: Frame the problem or issue using basic elements of BLT (e.g. zygos, dynamics, dimensions, frames). (2-3 sentences)
7. Provocation: Reflect, provoke, and speculate to encourage Big Little Thinking (e.g. relationality, contextuality, paradox, consilience) about the problem or issue. (2-3 sentences) 

Big Little Conversations use BLT to explore real-world problems with experts and experience-practitioners. They are designed to provoke, disrupt and transform thinking. Generally, conversations are facilitated by BLT experts to explore expert knowledge and experiences relevant to the problems of a particular disruption. They include questions and prompts, such as:

1. What are some of the significant disruptions in your field of knowledge?
2. Can you provide some examples of problems that arise from these disruptions?
3. How are these problems or disruptions experienced by individuals?
4. BLT frames the problems of disruption in terms of zygos - or dyads, pairs, tensions or 'opposites'. BLT's models encourage thinking through the  positive and negative representations of the left and right parts of a  dyad or zygo. The broader framework explores the contexts and  relationships between the most significant zygos of a problem. BLT encourages us to see that problems have many parts and that there's often  deeper tensions and paradoxes at the core of problems. What would you see as some of the salient zygos or pairs at the      core of the problems you mentioned?
5. How would you describe some of the classic dynamics and  relationships within and between these zygos?
6. Can you give an example of how these dynamics and relationships are experienced by individuals, groups or whole systems?
7. Do you have a sense of a way forward or a better way of doing  things or approaching these problems and challenges? How would you describe them and what do they look like for you?
8. BLT includes frames for thinking through problems and we've  touched on many of them implicitly in terms of the matter, mind, meaning and moods through which we experience problems and solutions.      However, BLT also recognises a Meta frame - a source or origin of all other frames. By definition, this frame is difficult to express. 
9. Do you have any insight into the ultimate origins of the  problems and challenges you mentioned? In other words, are there more      generic lessons that can we learn from the challenges and opportunities in your field?

Big Little Creations use BLT to explore real-world problems with general audiences through model making and artwork. They are designed to provoke, disrupt and transform thinking through the act of making and/or customising a ZYGO. 

Creation sessions are facilitated by BLT experts to explore expert knowledge and experiences relevant to the problems of a particular disruption. 

1. Provide resources for participants to make and/or customise a ZYGO.
2. Share stories and explore ideas in relation to topics and problems while making and customising the ZYGO.
3. Facilitate discussions about the structure of the ZYGO and the BLT framework while making and customising the ZYGO.
4. Facilitate basic investigations, ideations, and creations while making and customising the ZYGO.
5. Complete the creation and/or customisation of a ZYGO and encourage further application and novel application.