Converging on Divergent Thinking

Picture the process:
1. Convergent Thinking Part I – Teacher leads learners to amass fact and themes, etc. This is all convergent, that is, specific type thinking.
2. Convergent Thinking Part I continued – Teacher leads learners to parse, merge, squeeze, synthesize the facts into questions and issues they are trying to solve.
3. Divergent Thinking – Teacher uses creativity techniques to encourage
  • fluency of thinking
  • variety of ideas
  • elaboration of ideas
  • combination of ideas
so that students have created new and fresh alternatives to the issue for solution.
4. NOW teacher switches back to convergent thinking┬áby inviting students to identify criteria that would help students assess their tentative – creative solutions in order to evaluate these for their potential success.
  • Using their criteria students begin to filter their ideas and to isolate those that appear to have the most promise.
  • Students use additional or previous research, canvas other individuals, poll, use feedback to refine their ideas.
  • Students use additional criteria to isolate the solutions they have created to choose the most likely ideas.

5. So that now the learners have created their own filters to sift the ideas that likely would have never been generated unless they had engaged the creativity process in the first place.

6. And now they can “rate these ideas” to CONVERGE on the optimal solutions.

Next post will speak to how to “gain acceptance” for their creative problem solving.