To do this, students should do the following three things: So, in this case, it may be beneficial to teach the individual parts of the process in isolation first.īefore beginning to seek creative solutions to a problem, it is important to clarify the exact nature of that problem. However, things can sometimes get a little complex for some of the younger students. The version described below is one of the more recent models and is well-suited to the classroom environment. Originally developed by Alex Osborn and Sid Parnes, the CPS process has gone through a number of revisions over the last 50 or so years and, as a result, there are a number of variations of this model in existence. Having a process to follow helps to keep students focused and to reach a point where action can be taken to implement creative ideas. The Creative Problem-Solving ProcessĬPS helps students arrive at innovative and novel solutions to the problems that arise in life. Let’s now take a closer look at the creative problem-solving process. Students can repeat this process to continue to filter and refine their ideas and perspectives until they arrive at an innovative and satisfactory solution to the initial problem. When students have a problem to solve and they’re looking for innovative solutions, they can employ divergent thinking initially to generate multiple ideas, then convergent thinking to analyze and narrow down those ideas. While it may appear that these two modes of thinking about a problem have an essentially competitive relationship, in CPS they can work together in a complementary manner. If it was a single question, it’d be ‘ Why not?’ Divergent thinking encourages the taking of creative risks and is flexible rather than analytical in its approach. It sees problems as design opportunities and encourages the use of resources and materials in original ways. If convergent thinking can be thought of as asking a single question, that question would be ‘ Why?’ĭivergent Thinking focuses more on the generation of multiple ideas and on the connections between those ideas. It attempts to find a solution to a problem by narrowing down multiple ideas into a single solution. Guilford in 1956, refer to two contrasting cognitive approaches to problem-solving.Ĭonvergent Thinking can be thought of as linear and systematic in its approach. The terms divergent and convergent thinking, coined by psychologist J.P. “It is easier to tame a wild idea than it is to push a closer-in idea further out.” There is a time to make judgments, but making a judgment too early in the process can be very detrimental to finding a creative solution.Ĭognitive Approaches: Convergent vs Divergent Thinking Making immediate judgments closes down the creative response and the formation of new ideas. Encourage your students to shift their perspectives to see opportunities where they once saw problems. ![]() Rather than seeing problems as difficulties to endure, a shift in perspective can instead view problems as challenges that offer new opportunities. If students assume they already have the answer, they will not be creative in their approach to solving a problem. They are:Īssumptions are the enemy of creativity and original thinking. These core principles should be encouraged in the classroom. In this article, we will take a look at a variety of strategies, tools, and activities that can help students improve their creative problem-solving skills.īefore we take a look at a process for implementing creative problem solving, it is helpful to examine a few of the underlying principles of CPS. However, developing a culture of approaching problem-solving in a creative manner is possible. ![]() ![]() When students have developed their creative problem-solving abilities effectively, they will have added a powerful tool to attack problems that they will encounter, whether in school, work, or in their personal lives.ĭue to its at times nebulous nature, teaching creative problem-solving in the classroom poses its own challenges. Outside the world of work, in our busy daily lives, the endless problems arising from day-to-day living can also be overcome by a creative problem-solving approach. Not only does this motivate student learning, encourage engagement, and inspire deeper learning, but the practical applications of this higher-level thinking skill are virtually inexhaustible.įor example, given the rapidly changing world of work, it is hard to conceive of a skill that will be more valuable than the ability to generate innovative solutions to the unique problems that will arise and that are impossible to predict ahead of time. By definition, creative problem-solving challenges students to think beyond the conventional and to avoid well-trodden, sterile paths of thinking.
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