“Manipulation is the brother of creativity.”
~Michael Michalko, Thinkertoys: A Handbook for Creative Thinking Techniques

RATIONALE
Looking for a new spin on an old idea?
Trying to figure out how to solve a problem by working smarter not harder?
Then the SCAMPER strategy may be the answer you are looking for to spark your own creativity, and the creativity of your students.
SCAMPER is a mnemonic acronym that provides a structured way to assist students and teachers with understanding creative problem solving and developing extension‐building activities based on prior ideas and processes (Hale‐Evans, 2006). First proposed by Alex
Osborne in 1953, this thinking strategy was further developed by Bob Eberle and noted in his
1971 book, SCAMPER: Games for Imagination Development. Eberle states that much as the word scamper suggests “running playfully about as a child”, the strategy SCAMPER may also evoke the need “to run playfully about in one’s mind in search of ideas” (Eberle, 1984).
Why is creative problem solving useful to teach? Assisting ourselves and our students’ to be creative and critical thinkers are key goals of any teacher or school. Yet, you may ask, why is
SCAMPER so useful? Creative problem solving strategies involve “a system, a method, a plan for dealing with perplexing situations” (Erberle, 1984). The SCAMPER technique offers a systematic and practical way to stimulate divergent thinking, imagination, originality, and intuition while scaffolding students’ creative thinking for independent use on other tasks and assignments.
(Glenn, 1997)

HOW TO USE THE STRATEGY The SCAMPER Process
First, consider the target or challenge.
What do you want to change, modify, or update? This could be something you have created yourself or something that was has been discovered or made by someone else. A target could be an object, an idea, a process, or just about anything that you want to update.

SCAMPER Acronym
Adapted (Michalko, 2006)
Each of the letters in the acronym SCAMPER stands for a stage in the process. They include the following elements:

S
C

A

M

P
E
R

Substitute

Substitutions is a trial‐and‐error method where you can try things out, see if it works, then try something different.
Combine
Combining involves synthesis, the process of combining previous ideas or things together to create something new.
Adapt
Think about what is already known about the problem and how others are solving it. Become aware of the process others are using.
Modify (also,
When you modify and alter something, you reflect
Magnify or Minify) on what is needed to support and make it better, greater, simpler, or even more complex.
Magnifying will concentrate on making things bigger, thicker, stronger, or more intense.
Minifying will concentrate on makings lighter, slower, less frequent, or reduced in some capacity.
Put to other uses Consider ways that the target can be used other than originally intended.
Eliminate (also,
To remove or omit part or all of a particular quality.
If using elaborate, to add more details.
Elaborate)
Reverse (also,
When using reverse, focus on the opposite or
Rearrange)
contrary meaning. When using rearrange, consider how the change of order or sequence would affect the target or challenge.

Next go through each letter of the SCAMPER acronym using helper questions.
Ask yourself questions for each SCAMPER letter in order to gain perspective and practice in creative thinking. Mnemonic
Meaning
S
Substitute

•
•
•

Helper Questions
What can I substitute?
Who can I substitute?
Who else?

•
•
•

What else?
What other place?
What other time, routine, or process?

C

Combine

•
•
•
•
•

Combine what?
Combine ideas?
Combine purposes?
Combine materials?
Can anything be blended or ensemble?

A

Adapt

•
•
•
•

How is the problem currently solved?
How can it be made more accommodating? How can it be more compatible?
How can it be more consistent?

M

Modify (also, Magnify or
Minify)

•
•
•
•
•
•

How can this be altered for the better?
What can I modify?
Modify color?
Modify shape?
Change motion or sound?
Change size, form, or taste?

P

Put to other uses

•
•
•
•

What else can this be used?
What are those uses?
Who else could use it?
How would they use it?

E

Eliminate (also, Elaborate)

•
•
•
•
•

What should I add or take away?
What should I simplify or enrich?
Should it be plain or fancy?
How can I do these?
How will this affect the target?

R

Reverse (also, Rearrange)

•

What other arrangements might be better? What would happen if I flipped the order?
Rearranged the sequence, layout, or pattern? Turned it over or backwards?

•
•
•

Reflection
Upon completion of a SCAMPER activity, take the time to reflect on what has been accomplished. You may want to write or journal your thoughts and think about the changes that were made to the original problem or challenge. Noting specific instances of creative thinking can provide a powerful understanding and use of critical thinking skills.
SCAMPER Organizer

Blank Template

Elementary Example

Secondary Example ASSESSMENT Evaluating your own or your student’s SCAMPER organizer is the perfect way to assess the

understanding of not only the use of the strategy but also the development creative thinking and problem solving skills. While SCAMPER can be taught explicitly, teachers will also want to consider using them in the combination with other projects and activities to increase a focus on problem solving and innovative thinking.

RESOURCES S.C.A.M.P.E.R http://www.slideshare.net/angelamaiers/scamper‐1217523 This SlideShare presentation provides visuals to go along with the SCAMPER elements.
I Can Be An Inventor, Too! http://utminers.utep.edu/kbolten/lessons/pdf/1st/soc_studies/1st_ss_inventor.pdf By participating in the problem solving process and creating their own invention, students will learn that anyone who has an idea for a new product can be an inventor. The students will use a notebook to record ideas and a creative thinking technique called S.C.A.M.P.E.R.
SCAMPER Random Question Tool http://litemind.com/scamper‐tool/ Use this tool to get a random SCAMPER question to spark new ideas.
SCAMPER Mind Map http://litemind.com/wp‐content/uploads/misc/litemind‐scamper‐reference.pdf Think of it as a handy one‐page reference you can use whenever you are stuck or just need a kick start to get your creative juices flowing.
SCAMPER
http://creatingminds.org/tools/scamper.htm
The authors of this site give details on when to use the strategy of SCAMPER.
SCAMPER
http://wwwfp.education.tas.gov.au/English/scamper.htm
SCAMPER helps students ask questions that require them to think "beyond the lines" of a text.
As such, it helps develop their critical thinking skills and supports them in constructing their own imaginative texts. It is a useful cooperative learning tool and a great stimulus for role play.

REFERENCES Eberle, B. (1984). Help! In solving problems creatively at home and school. Carthage, IL: Good
Apple, Inc.
Glen, R. (1997). Scamper for student creativity. Education Digest, 62(6), 67–68.

Michalko, M. (2006). Thinker Toys. A handbook of creative‐thinking techniques. Berkeley, CA:
Ten Speed Press.