Creative Problem Solving and Critical Thinking in the Classroom

TLI Breakout Session:

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Creative Problem Solving and Critical Thinking in the Classroom

Creative Problem Solving and Critical

Thinking in the Classroom

Notes of:_______________________________

August 16, 2013

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Creative Problem Solving and Critical Thinking in the Classroom

TLI Background:

The theme for the 2013 Wynalda Teaching and Learning Institute (TLI) is Innovation and Creativity. This internal conference for Davenport University faculty is designed to be a collaborative, engaging, and supportive environment for faculty to come together to talk about teaching and their professional practices. Each year we also bring in outside speakers.

Meaningful learning results from innovative teaching that builds and sustains student interest and curiosity. An innovative and creative approach to problem solving also supports the agility and resiliency needed for individual and organizational effectiveness. This theme has been further described in four learning tracks, each with their own area of focus connected to innovation and creativity:

Learning Track #1-- Innovative use of technology to invigorate learning

Learning Track #2--Teaching creative problem solving and critical thinking skills

Learning Track #3--Innovative collaborations that enhance teaching practice and organizational effectiveness

Learning Track #4-- Creating the life you want: Enhancing productivity and personal effectiveness as an educator

Session Facilitator

Daniel Rundhaug is recognized as an exceptional leader in the areas of organizational leadership and development. He is the Director of Facilitation and Corporate Learning for IPEx and works with a variety of clients, providing organizational transformation that positions them for greater success. Daniel also serves as an adjunct professor in the Maine College of Business for Davenport University. He will be graduating with his Ph.D. from Western Michigan University in 2013.

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Creative Problem Solving and Critical Thinking in the Classroom

Today’s Backdrop to Creativity and Innovation

Moving

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Creative Problem Solving and Critical Thinking in the Classroom

Thinking Gray and Thinking Free

1. Thinking Gray…

Moving

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Skeptical Thinking Gray Thinking

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Creative Problem Solving and Critical Thinking in the Classroom

2. Thinking Free…

Qualities of Decision Making

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Creative Problem Solving and Critical Thinking in the Classroom

Mind Mapping

Mind mapping is an incredibly powerful visual technique to collect and organize information. The modern mind map was invented by the British psychology author, Tony Buzan, in the 70s. A mind map is a diagram that represents ideas, words, concepts, images and other items arranged around a central concept. Concepts are related to each through branching.

A mind map effectively translates concepts into an image. Since our brain is quite powerful when it comes to processing images, it can pick up relations much easier from an image than when processing an alternative capturing mechanism such as a list. A mind map evolves over time as you add more concepts. Mind mapping encourages you to classify new concepts based on current categories and branches you have entered to the map and as a result you get to collect and organize your thoughts simultaneously. In turn, the addition of new major branches and categories lead to even more associations. Hence, mind mapping is also very effective while brainstorming.

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Creative Problem Solving and Critical Thinking in the Classroom

Research shows that the use of mind mapping can increase your productivity. The efficiency increase is most profound for those who are more visual than others, though most people pick up mind mapping very quickly and find it helpful.

How to Create a Mind Map

Start at the center of a space (be it paper or a software solution) and keep adding branches. As more concepts are introduced categorize them appropriately based on what you have on the map. After a while you may realize that the concepts you have added belong to a different set of categories. Rearrange the map appropriately as more concepts are added. The following is an example of animals divided into a number of basic categories.

Notice that the more colorful the mind map, the easier it is to remember it. Also the main branches are drawn thicker to enhance their importance. The first level branches are called BOI, or Basic Ordering Ideas.

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Creative Problem Solving and Critical Thinking in the Classroom

Paired Comparison Analysis

Paired Comparison Analysis helps you to work out the relative importance of a number of different options – the classical case of "comparing apples with oranges."

Paired Comparison Analysis (also known as Pairwise Comparison) helps you work out the importance of a number of options relative to one another.

This creates a systematic way to choose the most important problem to solve. It also helps you set priorities where there are conflicting demands on your resources.

Option A: B: C: D: E: F: G: H:

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Creative Problem Solving and Critical Thinking in the Classroom

Force Field Analysis

Force Field Analysis is a useful decision-making technique. It helps you make a decision by analyzing the forces for and against a change, and it helps you communicate the reasoning behind your decision.

Forces FOR

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Forces AGAINST

Score

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Option Total RankA:B:C:D:E:F:G:H:

Creative Problem Solving and Critical Thinking in the Classroom

Change Proposal

The Five-Whys Technique

This technique was first popularized by the Toyota production systems in the 70s. The technique was developed to find the root of problems rather than wasting time over examining the symptoms. This type of questioning is closely related to the ‘Ishikawa Diagram’ (fishbone diagram) which aims to find contributing root factors when investigating a problem. Example:

o Q1: “Why did we lose that customer?”

o A: “Because some of the slides in his latest purchase were low quality.”

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Creative Problem Solving and Critical Thinking in the Classroom

o Q2: “Why did some of the slides have low quality?”

o A: “Because the production team didn’t spend enough time on preparing them.”

o Q3: “Why was the production team unable to spend time on this project?”

o A: “Because they had a deadline on another project.”

o Q4: “Why wasn’t enough time allocated for this project?”

o A: “The project was accepted without consulting the production team.”

o Q5: “Why wasn’t the production team consulted on this matter?”

o A: “The relevant manager didn’t think it was necessary.”

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Creative Problem Solving and Critical Thinking in the Classroom

Gradients of Agreement

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