Teaching strategies for CPS -
Creative Problem-Solving
What is Creative Problem-Solving
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The Creative Problem-Solving (CPS) process consists of 4 stages. The first is clarifying. It serves to explore a problem thoroughly toward defining the challenge (problem). The second is ideation. Many ideas responding to the challenge are generated while deferring judgement (Divergent thinking). In the development stage the participants narrow down (Convergent thinking) toward the most applicable solution, relevant to the identified problem according to preset categories. The final stage is implementation. Its significance is in tracking down resources and focusing the actions toward best possible response to the challenge (Creative Education Foundation, 2016).
Creative Problem-Solving preferences
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Diverse people have preferences toward one or more of the processes in each stage: Clarifiers, Ideators, Developers and Implementers (Puccio, 2014). Becoming aware of one’s personal CPS preference enables leveraging strengths, while controlling the creative process related weaknesses. For example, it is best to let clarifiers do the deep research in Project Based Learning, and then let the developers expand the idea into a project without interference. At least the developers should be the ones to lead this stage. The implementers might be anxious to get to the final product. Their patience should be encouraged, while being supported by their motivation, because they are the ones driving the process. The ideators are capable of a flow of ideas. It is human inclination to decide on implementing the first idea suggested. Yet the more ideas, the better. Therefore, it is vital to let the ideators come up with ideas without interruption, while trying to write them all down. After the ideation session, the ideas should be examined, toward choosing the ones best applicable and most relevant to the initial identified challenge.
Creative Problem-Solving training
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Each of the CPS stages begins with divergent thinking to make sure all angles are covered, and convergent thinking to focus on the essential before moving on to the next step. Therefore, professional development toward Creative Problem Solving introduces divergent thinking tools like brainstorming. This is a process in which a challenge is defined, and participants are invited to generate many solutions. Brainwriting lets shy people contribute by jotting down their ideas. Another divergent thinking tool is SCAMPER (Substitute, Combine, Adapt, Modify, Put to other uses, Eliminate, Rearrange). The training should offer convergent thinking tools, too. For example, dot voting, highlighting, evaluation matrix, and PPCO (Pluses, Potentials, Concerns, Overcoming concerns) (Creative Education Foundation, 2016). The only tool that is widespread today is brainstorming.
Fostering students' Creative Problem-Solving skills by the 5 Es strategy
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The 5 Es strategy is an adaptation of Creative Problem-Solving to teaching and learning processes. Explore represents clarifying a subject. The students are introduced to today's lesson by a video, a story, or by a short lecture. The Experience phase is equivocal to clarifying and ideating. The students engage in experiential activities to learn more about the subject. They research themselves, possibly by using AI. They are invited to draw on their own ideas and insights, express them in conversation, in writing, or by a digital tool. The Examine and Elevate phases reflect Creative Problem Solving's Develop stage. The ideas drawn by the students are checked, together with the teacher, possibly with the support of AI. Then students are guided to elevate a chosen idea into an educational product, deepening their understanding of the subject. The final stage in the 5 Es, Express, reflects CPS' Implement final stage. The students express their learning product by presenting to classmates, by writing, or in another creative way. For Project Based Learning students explore a problem or a challenge, experience with ideas on responding to the challenge, examine the ideas and elevate one into a solution (for example, to an environmental challenge). Raising Creative Thinkers' books offer activities to explore nature and science subjects with the students, igniting them to draw on ideas, find problems and nurture curiosity. Michelle Korenfeld's PD offers teaching tools to help students develop educational products, based on their ideas, in a formative assessment autonomous process.
