Creating Collaborative Classroomsand using

Creative Problem Solving“Planning and Accommodating Learning

Differences”

What is the primary function of a Team?

To Solve Problems . . .

Yeah . . . BUT . . .

“ That’s because you have this spot . . . that you can’t see past “

From the Movie Powder .

The Barrel Activity

Creative Problem Solving

An approach to problems that goes beyond admiration toward solution and is based on the following attributes:

A Team of Problem Solvers

Quantity breeds Quality (Brainstorming)

Divergent/Convergent Thinking

Deferring Judgment

Osborn-Parnes

Stages of the Osborn-Parnes Creative Problem

Solving Process

Stages of the Osborn-Parnes Creative Problem-Solving Process. (From Giangreco, M.F., Cloninger, C.J., Dennis, R.E., & Edelman, S.W. (1994). Problem-solving methods to facilitate inclusive education. In J.S. Thousand, R.A. villa, & A.I. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 321-346). Baltimore: Paul H. Brooks Publishing Co.

Stage 1: Mess Finding Mess Finding (Objective-Finding)(Objective-Finding)

Divergent:List broad objectives or goals of a program: imagine potential challenges (without judgment, explanation, or discussion)

Convergent: Converge on the best way to state the objective; select the best way to state the challenge

Stage 2:Stage 2: Fact FindingFact Finding

Divergent:List as many facts as possible regarding the objective/challenge: facts might concern the student’s needs or the class or activity

Present facts without explanation, judgment , or discussion in a short time period:

Facts can include team members feelings;

Facts can include what people believe to be true about the challenge situation

Facts are recorded and saved for later use (during idea-finding)

Convergent:Select a subset of relevant facts to assist problem-finding in the next stage.

Stage 3:Stage 3: Problem-Problem-FindingFinding

Divergent:Clarify the challenge or problem by considering different ways of viewing it: “in what ways might we . . .?” Repeat the question until the team feels confident that it has teased out the real issue.

Convergent:Select one of the new challenge statements that the team agrees it most wants to solve. Prompt consensus by asking team members questions such as:

Which of these challenge do we most desperately want to accomplish or solve?

If we could help this student or could resolve one problem right now, what would that be?

Stage 4Stage 4 Idea-FindingIdea-Finding

Divergent: Ideas are potential solutions to the challenge statements from stage 3;

Ideas emerge through brainstorming (i.e. a divergent process to stretch beyond the obvious): short time periods; peple speak quickly in short phrases – not sentences; ideas are recorded quickly; aim for quantity; use free-wheeling or round robin

Use techniques and “idea joggers” to jar ideas loose:

Forced relationships/rearrange: Combine two ideas/objects with little apparent relationships in some way to generate a new idea to solve a problem;

Synetics: Make the strange familiar and the familiar strange so things can be seen in new ways (facts about student and challenges).

Incubation: Move away from the challenge for a time to engage in different activities; return to it later.

Stage 4Stage 4 Idea-FindingIdea-Finding

Divergent (continued):

Idea Joggers:

Make some fact about the situation smaller or bigger, rearrange it, eliminate it, reverse or turn it upside down or inside out;

Hitch-hiking effect: Build new ideas on ideas of another

Convergent:

Separate out the ideas with the most promise and appeal

Stage 5Stage 5 Solution-Solution-FindingFindingDivergent :

List criteria or ways to evaluate the ideas generated.

Convergent:

Focus on each idea and evaluate it by each criterion; asking whether it meets or fails the criterion. Eliminate all but those judged as acceptable to the team. Combine those ideas to create the solution(s).

Stage 6Stage 6 Acceptance-Acceptance-FindingFindingDivergent :

Find ways to implement the ideas by asking the following questions: who, what where,. When why, and how?

Convergent:

Develop a plan of action that delineates actions to be taken, by whom, and when.

No negative reactions or comments are allowed;

Freewheeling is welcomed, save criticism for later;

Withhold discussion and judgment;

Focus on quantity, not quality;

Set a short time limit; generate ideas quickly.;

Assign a recorder who writes fat and translates ideas into phrases or key words.

Six Steps to Creative Problem Solving

Step 1: Identify the ProblemStep 2: Identify the Desired

OutcomeStep 3: Generating AlternativesStep 4: Evaluate AlternativesStep 5: Select Alternative

(Decision Making)

Step 6: Evaluate Results

One Tool for Solving Problems(Vermont Model, J. Villa)

SODAS

Situation (define the problem)

Options (possible solutions)

Disadvantages

Advantages

Solution

then Make an Action Plan

SODAS

SITUATION (Define the Problem)________________________________________

OPTIONS (Possible Solutions)1._________ 2.__________ 3.__________

DISADVANTAGESa._________ a.__________ a. __________ b._________ b.__________ b. __________c._________ c.__________ c. __________d._________ d.__________ d. __________

ADVANTAGESa._________ a.__________ a. __________b._________ b.__________ b. __________c._________ c.__________ c. __________d._________ d.__________ d. __________

SOLUTION

Pass the PROBLEM . . .

Solution Circles

Likelihood-Impact Matrix

Using Creative Problem Solving . . . 1. Identify a problem

2. Brainstorm Solution

3. Use the Likelihood – Impact Matrix System

4. What are the BEST Solutions

“Baby elephants are heavily chained to stakes driven deep in the ground. Pull as they might, they remain firmly tethered. Soon, the baby elephant becomes discouraged and stops pulling. It learns to stay put. Over time, the trainer uses lighter and lighter restraints. Eventually, a small rope attached to a stick barely anchored in the earth is sufficient to stop a fully grown elephant from moving.”

Do It! Let’s Get off Our Buts by Peter McWilliams (1991)