DI has its own lingo that can seem confusing at first. Learn more here!
Destination Imagination (DI)
Destination Imagination, Inc. is a leading educational nonprofit dedicated to teaching students the skills needed to succeed in school, their careers and beyond. DI develops project-based learning programs that blend STEM (science, technology, engineering and mathematics) education with the arts and social entrepreneurship. Every year, DI publishes seven challenges, sets the rules for participation and provides national and international support to teams.
Through our programs, students use the creative process to turn their ideas into reality and learn invaluable skills through the process including:
Click here to learn more about DI’s mission and goals.
Through our programs, students use the creative process to turn their ideas into reality and learn invaluable skills through the process including:
- Creative & Critical Thinking
- Team Building
- Problem Solving
- Risk Taking
- Project Management
- Perseverance
- Self-Confidence
Click here to learn more about DI’s mission and goals.
Massachusetts Destination Imagination (MADI)
Massachusetts Destination Imagination (MADI) is a non-profit organization that runs the Regional and State tournaments for the hundreds of Massachusetts teams. They also provide training for team managers. Because Destination Imagination is so popular in Massachusetts, MADI is one of the largest affiliates in the country!
Click here for MADI’s website.
Click here for MADI’s website.
Central Challenge
Teams in grades 3-12 choose one of six open-ended central challenges (Technical, Scientific, Fine Arts, Engineering, Improv, and Service Learning) and work between fall to March to solve their selected challenge. Each team presents their solution to an audience in the form of a 7-8 minute skit at the Regional Tournament in March.
Teams in K-2nd grade work on a special central challenge specifically designed for young learners. They also present their solution to an audience in the form of a short skit at the Regional Tournament in March.
Teams in K-2nd grade work on a special central challenge specifically designed for young learners. They also present their solution to an audience in the form of a short skit at the Regional Tournament in March.
Instant Challenge (IC)
The Instant Challenge (IC) and the Central (main) challenge make up the Destination Imagination Program. Instant Challenges (ICs) are short challenges that usually take less than 10 minutes. ICs are designed to teach students to think quickly and flexibly in novel situations, as well as to help them build teamwork and communication skills. ICs are typically either task-based or performance-based. A task-based IC typically provides the children with some material and asks them to design and build something that meets some criteria. It could be as simple as: use several materials (i.e., paper, straws, paperclips, mailing labels and pipe cleaners) and in 3 minutes, build a tower as tall as it can be. A performance-based IC may ask a team to prepare a 2 minute skit in 3 minutes in which a character is in a particularly unusual situation, and then present the skit to the appraisers. A third type of IC is a hybrid IC, in which the team is given materials to build something and then also needs to put on a skit using the item they just built.
Teams typically practice ICs at their meetings. At the Tournament, a team must solve an IC that they have never seen before.
Teams typically practice ICs at their meetings. At the Tournament, a team must solve an IC that they have never seen before.
Team Manager (TM)
Every team is required to have at least one adult Team Manager, but teams may have anywhere up to 3 managers who share manager duties. Some teams may have a high school student, usually an experienced DIer, who acts as an assistant manager.
Managers facilitate team meetings as the team works on solving their Central Challenge. Managers may ask questions to the team to help them clarify their ideas and can teach the team skills that the team can use in solving their challenge. Managers also typically are in charge of obtaining materials for the team, using the materials fee that team members pay, although they may delegate this job to team parents. Managers also usually enforce safety rules.
Managers NEVER interfere with the actual solution to the central challenge, so they cannot tell the team how to solve the challenge (or even give the team ideas for solving the challenge), nor can they do any of the work for the team.
Because DI requires all teams to have at least one manager, and a team can have a maximum of 7 students, we can only place all the interested children on teams if we have enough volunteer team managers. We encourage parents to volunteer to manage a team. New managers often enjoy managing in pairs, so they can share the duties. Support and training will be provided for all of our managers.
Considering becoming a team manager? See FAQ for new managers to learn more!
Managers facilitate team meetings as the team works on solving their Central Challenge. Managers may ask questions to the team to help them clarify their ideas and can teach the team skills that the team can use in solving their challenge. Managers also typically are in charge of obtaining materials for the team, using the materials fee that team members pay, although they may delegate this job to team parents. Managers also usually enforce safety rules.
Managers NEVER interfere with the actual solution to the central challenge, so they cannot tell the team how to solve the challenge (or even give the team ideas for solving the challenge), nor can they do any of the work for the team.
Because DI requires all teams to have at least one manager, and a team can have a maximum of 7 students, we can only place all the interested children on teams if we have enough volunteer team managers. We encourage parents to volunteer to manage a team. New managers often enjoy managing in pairs, so they can share the duties. Support and training will be provided for all of our managers.
Considering becoming a team manager? See FAQ for new managers to learn more!
Appraiser
An appraiser is an enthusiastic volunteer that serves as an official at our tournaments. Appraisers can have various jobs (see more about the possible roles here), but they most often observe and score the Central Challenge or the Instant Challenge. Volunteering as an appraiser is generally a 2 day commitment: 1 day at a Regional Tournament, a Saturday or Sunday in March, and 1 day of training that takes place on a Saturday in late January or early February. After the first year, the Appraiser training is only a half-day.
Appraisers learn a lot about DI through training, so it is a great way for new parents to learn more about what DI is about.
All teams are required to supply one volunteer appraiser or they are assessed a $200 fine by MADI. MADI does not want the fine; they want appraisers because each Regional Tournament needs about 100 volunteers to run smoothly! Please consider volunteering as an appraiser!
Appraisers learn a lot about DI through training, so it is a great way for new parents to learn more about what DI is about.
All teams are required to supply one volunteer appraiser or they are assessed a $200 fine by MADI. MADI does not want the fine; they want appraisers because each Regional Tournament needs about 100 volunteers to run smoothly! Please consider volunteering as an appraiser!
Interference
DI has a no-interference rule, which states that the team’s entire solution must have come only from the team and the team must have done all the work for the solution themselves. This means that team managers and parents must not provide ideas or suggestions to the team members about how to solve their challenge. DI’s strongest asset is that the children do all the work themselves. While this may lead some managers to go prematurely gray, it ends up being the best thing for the children. They are very proud of their work and learn to take responsibility and pride in their accomplishments.
Adults may teach children any skills they need or to use equipment safely and properly, but they may not tell the children how to make something, design something for them, or do any work for them. Adults may take them to a museum to learn about something, or watch a documentary with them. Adults may do a workshop on a key concept they are learning about, but an adult may not say, “Use this information in your solution.”
However, safety is a priority. If children are doing research on the Internet, an adult may supervise and make sure the sites they visit are age appropriate. An adult may also insist on goggles and other safety equipment. If children need to cut with scissors or box cutters or power tools, an adult may show them how to do that. However, an adult may not make the cuts for them. If the children are not old enough to use the tools safely, then they need to think of another solution.
Adults may teach children any skills they need or to use equipment safely and properly, but they may not tell the children how to make something, design something for them, or do any work for them. Adults may take them to a museum to learn about something, or watch a documentary with them. Adults may do a workshop on a key concept they are learning about, but an adult may not say, “Use this information in your solution.”
However, safety is a priority. If children are doing research on the Internet, an adult may supervise and make sure the sites they visit are age appropriate. An adult may also insist on goggles and other safety equipment. If children need to cut with scissors or box cutters or power tools, an adult may show them how to do that. However, an adult may not make the cuts for them. If the children are not old enough to use the tools safely, then they need to think of another solution.