Starring the idea. Students write out 4 ideas on post-its and stick on the wall. Each team member has 2 stars to give out. They all look at all the post-its and give their stars to 2 different ideas. Talk about pros and cons of each idea.
Gallery walk.
Students as a group list 5 different ideas on a large piece of paper that is stuck on the wall. Each group has two stars on post-its. As a group they look at the other groups’ ideas and decide where to put their 2 stars to show they really like the idea.
Use concept fans. Representing a problem as a central circleLinks to an external site., have students write down possible solutions as a series of lines radiating outward from the circle. If the solutions aren’t quite what the student wants, tell them to reframe the idea. Draw it as a second circle connected to the first circle and write down possible solutions for the new problem. Keep repeating the process, reframing problem statements and fanning out ideas.
Consensus building
IFAT cards.After asking students to do a reading or watch a video, write multiple choice quizzes that have one right answer and three ‘could be or close to answers’. You can structure the question as “what is the best answer” or “what was the most important point”. Students do the test individually, then they do the test in groups with an IFAT scratch off cardLinks to an external site.. The group has to come to consensus about which answer is correct. When they all agree, one person scratches that letter. If there is a star underneath, they are correct. If there isn’t, the group has to discuss why that answer was incorrect and choose another to scratch off until they have the correct answer.
Using information to create a solution
Solving real life problems. Give students readings that give them information about different aspects of a subject – transportation in Austin, anti-poverty policies, different evolutionary methods, businesses downtown. Then give the group a question or case study: e.g. to connect Round Rock with Austin, what would be the best form of transport for CapMetro to develop? Of the 4 policies that you read, which was the most effective and why? How did the facialis fruit fly found in Otara become a new species? Where would you place a new dry cleaners downtown?
ABCD cards. This exercise can be used for consensus building as well if you present it as a multiple choice answer. There does not have to one correct answer, but the group has to justify their choice of answer. For example you could use some of the examples from Solving real life problems but give students a choice of 4 places downtown and they would have to justify which place would be the best. Each group would then, all at the same time, hold up a card that said A, B, C, or D. You would ask them to tell the rest of the class their reasoning. You can even get groups that think differently try to persuade other groups to their way of thinking.
Substitute. What are the alternatives to materials, processes, and methods students are already using/doing?
Find the connection. How can students combine seemingly disparate ideas?
Adapt. How can students adapt something they’re already doing or using for a new project?
Modify. What materials, processes, or methods can students modify to solve a problem?
Diversify. Can students put a material, process, or method to another use?
Eliminate. Think in terms of removing, not adding. What can students do to eliminate problems and inefficiencies? What materials, methods, and steps can be eliminated?
Rearrange. How can students move around materials, method steps, and processes to solve a problem?
Discuss lateral thinking. Lateral thinking is a type of thinking that uses unorthodox or seemingly illogical methods to solve problems. In his book, Serious Creativity (1992), de Bono describes some lateral thinking techniques for spurring creativity.
Try random input. Have students choose a random object (e.g. a noun from a dictionary or an object on their desk) and associate it with a problem they’re thinking about. What are the connections? How can these connections be used to solve or expand upon the problem?
Challenge ideas. Encourage students to ask why something is done the way it’s done. Challenge problems, solutions, or anything in between. The idea is that when you challenge something, you start thinking of alternatives.
Disprove. Have students take the traditional view of something and challenge it. See if they can support their own different position.
Use technology. Technology offers some exciting ways to complement and enhance divergent thinking techniques. Try Youtongo, an online brainstorming platform, for starters.
What is “truth”.Watch this videoLinks to an external site. to see how our perceptions may not be the only ones that are worth considering
Be provocative. Start with a provocative statement like “We should abolish standardized testing.” Then ask students to examine the consequences of the statement, potential benefits, the circumstances in which the statement describes a good solution, and the resources needed to make the idea work. Next, change the parameters of the idea, e.g., “We should make standardized testing less than 5% of our education efforts,” and begin the process again, repeating until students come to an agreement. Read more about helping your students find their voiceLinks to an external site..
Six Thinking Hats. Pioneered by Edward de Bono, the Six Thinking HatsLinks to an external site. exercise encourages parallel thinking, or viewing a problem from different perspectives depending on which “hat” you’re wearing. Think through the problem with everyone wearing a white hat, then a red hat and so on. Make notes for each hat they are wearing.