thinking tools - empowering students to get the job done

THINKING TOOLS -‐‑

EMPOWERING STUDENTS TO GET THE JOB DONE

UNDERSTANDING THE CHALLENGE

Constructing Opportunities

Framing Problems

Exploring Data

PREPARING FOR ACTION

Developing Solutions

Building Acceptance

GENERATING IDEASGenerating

Ideas

Designing Process

PLANNING YOUR APPROACH

Appraising Tasks

CREATIVE PROBLEM SOLVING— CPS Version 6.1™

Clarity

Options

Action

© 2013 Future Problem Solving Program International, Inc.

Self Assessment

© 1996, Center for Creative Learning; reproduced by permission

Let’s find out where you stand now as a creative problem solver?! 4= Familiar and could teach to others 3= Have seen and used some 2= Have heard of or seen, have never used 1= Unfamiliar to me

Preparing a New Generation of Problem Solvers ©2010, Future Problem Solving Program International, Inc.

List any generating or focusing tools you know well and have used:

Brainstorming

Brainstorming with Post-‐‑itsTM

Brainwriting

Force-‐‑FiZing

Hot spots, Highlighting

Identifying Hits

Sequencing: SML

Evaluation Matrix (variations)

Paired Comparison Analysis

ALoU

SCAMPER

Morphological Matrix Ladder of Abstraction

WIBAI / WIBNI

EFFECTIVE PROBLEM SOLVING RELIES UPON…

Creative Thinking (divergent)

Generating new & many ideas

Principle of Deferred Judgment

Adapted from: Treffinger, D. J., Isaksen, S. G., & Dorval, K. B. (2006). Creative problem solving: An introduction. (4th Ed.). Waco, TX: Prufrock Press.


Guidelines for Generating . . . Use Deferred Judgment

1.  No Criticism or Praise…

2.  Quantity

3.  Combinations and improvements (hitchhiking or piggybacking)

4.  Freewheeling (Wild and crazy ideas are allowed!)

Category List for Generating Ideas •  Arts & Aesthetics

•  Basic Needs

•  Business & Commerce

•  Communication

•  Defense

•  Economics

•  Education

•  Environment

•  Ethics & Religion

•  Government & Politics

•  Law & Justice

•  Miscellaneous

•  Physical Health

•  Psychological Health

•  Recreation

•  Social Relationships

•  Technology

•  Transportation

(Used in both Steps 1 & 3)


Brainwriting Directions There should be enough sheets for everyone in the group, Identify the question or problem on which the group will be working. Write your name on the top of this sheet. Next: 1. Take a blank brainwriting sheet and write three ideas for dealing with the problem, entering one idea in boxes 1, 1, and 1. 2. Pass your sheet to the right when finished and take the one passed to you from your left. 3. You should always have a new sheet, not the one you just wrote on. 4. Read the ideas on the sheet you received and use the ideas to make new connections. 5. Add three more ideas to the new sheet, and then repeat steps 1-‐‑4. (write in boxes 2,2,2; then 3,3,3; and finally 4,4,4) 6. Continue until all the sheets have been filled with ideas! 7. Duplicate ideas should not be wriZen on any sheet; however, if one of your ideas is not on the sheet you receive and you cannot think of a novel idea, you may repeat it.

1. 1.

1.

2. 2.

2.

3. 3.

3.

4. 4.

4.


Critical Thinking (convergent)

Focusing on the best idea(s)

Principle of Affirmative Judgment



Guidelines for Focusing … Use Affirmative Judgment

1. Be thorough, but positive.

2. Follow a plan using focusing tools.

3. Keep eyes on the goal.

4. Stay open to all ideas -‐‑ looking for new & unusual

possibilities.

These guidelines are adapted from Treffinger, Isaksen, and Dorval (1994).


Creative Thinking

Critical Thinking


CHESS *A]ribute Listing -‐‑ What parts or game pieces are needed? (Generating/Focusing)

*SCAMPER How might we improve young peoples’ enjoyment of chess?

S -‐‑ Substitute

C -‐‑ Combine

A -‐‑ Adapt

M -‐‑ Modify/Magnify/Minimize

P -‐‑ put to other uses

E -‐‑ Eliminate

R -‐‑ Rearrange or reverse (SCAMPER)

(Generating)

Applying the Guidelines My friend has an idea for a new product.


*Brainstorm -‐‑ provide your 1st, spontaneous reaction (Don’t ask!! Just your reaction!!)

(Generating/Focusing)

Let’s create and sell Chocolate Chess Sets…

WIBAI / WIBNI

• WIBAI (Wouldn’t it be awful if?)

• WIBNI (Wouldn’t it be nice if?)

(Generating/Focusing)

Morphological Matrix (Generating)


Topic - Great Care

People/Agencies Places Goals Obstacles 1 Parent Schools To teach chess Object to eaEng of candy

2 Teachers Stores To sell at store Funds not available to replenish

3 Community Center Instructors

Clubs To make money Unhealthy

4 Camps Counselors Home To sustain sales People objecEng to unsanitary condiEon

5 Business Owners who market

Resorts To increase thinking Shelf-‐life of pieces

6 Chess Players CompeEEons To provide fun/entertainment Messiness 7 Students ARer School Agencies To open people’s minds to new and

different ideas People with closed minds

8 MarkeEng Specialists Exhibits To socialize Trash concern throughout game

And Now Your Solutions:

*Hits & Hot Spots within your team to determine the best solutions

(Focusing)

Preparing a New Generation of Problem Solvers -‐‑ Practice Session ©2010, Future Problem Solving Program International, Inc. All rights reserved.

Select Criteria STEP 4. Select Criteria (Generating)

Generate criteria to help you decide which solution idea does the best job of solving your underlying problem. Select the five criteria you think are the most important for measuring your solution ideas and write them in the space provided.. Each criterion should have a different focus. Do not write on the back of any page. If needed, additional blank pages are provided.

1. Which solution will … ?

2.

3.

4.

5.

Step 5. Apply Criteria (Focusing)

From your list of solution ideas, select the 8 ideas you think have the most potential to solve your underlying problem. Use each criterion to compare/rank the solutions on a scale from 1 (poorest) to 8 (best). Enter the numbers in the appropriate columns. Add the ranks you have given to each solution and enter the sums in the Total

Step 3 Sol’n #

Solu-on Idea Criteria

Total 1 2 3 4

# 1 Bank loan 5

# 2 LOC 1

# 3 Borrow from a friend or family member 3

# 4 Raise money on line – Go Fund Me 4

# 5 Fund Raiser 2

ALoU *ALoU – show the Advantages, Limitations/means to Overcome, and Unique possibilities (Focusing)

•  ALoU : What Advantages will be recognized

because of the Action Plan? •  What Limitations may be encountered and how

might we overcome them? •  What are the Unique possibilities of this plan?

Add even more to the Plan of Action . . .

Preparing a New Generation of Problem Solvers -‐‑ Practice Session ©2010, Future Problem Solving Program International, Inc. All rights reserved.

Going down the ladder: Ask “How?”

(Options become more specific)

Going up the ladder: Ask “Why?”

(Options become more general)

Help all students become competent critical/creative thinkers for the competitive 21st Century

Incorporate learning opportunities in which generating & focusing tools are applicable

Involve students in challenging, yet enjoyable activities or programs and use various generating or focusing tools to

reach the desired effect

Become comfortable with multiple thinking tools, design lessons which include appropriate tools, and plan time for

spontaneous use of tools

WHAT IS THE PURPOSE OF THINKING TOOLS IN THE CLASSROOM?

(An example of the “Ladder of Abstraction” tool) (Focusing) Preparing a New Generation of Problem Solvers ©2010, Future Problem Solving Program International, Inc.

Applying the Tools Effectively Tools for Problem Solvers -‐‑ Chapter 5


•  Set time aside to work deliberately on learning & practicing these tools.

•  Learn & use the tools by name. •  Review regularly both the Tools & the Guidelines

for Generating & Focusing. •  Recognize the role & importance of style differences. •  Provide familiar tasks for learning & practicing new

tools, and use familiar tools when beginning new tasks.

•  Preparing a New Generation of Problem Solvers ©2010, Future Problem Solving Program International, Inc.

Applying the Tools Effectively Tools for Problem Solvers -‐‑ Chapter 5


•  Plan deliberately when selecting tools; be certain you know what you want to accomplish & why you’re choosing a certain tool.

•  Discuss & debrief the tools & the results. •  Encourage participants to apply tools in other seZings and to

share their personal applications of any of the tools. •  Model using the tools. •  Seek ways to use the tools in combination. •  If what you’re doing isn’t working, try something else.

•  Preparing a New Generation of Problem Solvers ©2010, Future Problem Solving Program International, Inc.

The tools won’t break. You might discover a great new way to apply it successfully.

Feel free to be creative about

being creative!