Creative Problem Solving
Treffinger
From Creativity in the Classroom
Teaching and Incorporating the Theory into the Classroom
The Creative Problem Solving Model can be incorporated into the classroom and in Higher Education. This concept is something that can easily be utilized by faculty and staff to better troubleshoot the solution process when faced with unseen challenges or obstacles. CPSM is also something that can be taught to students as a skill for their studies and their lives. The more aware we make students of this concept, the better we may be able to help them in the future. We should focus on providing students with tangible and accessible tools to help them meet their goals and succeed.
As Anna Cassalia illustrates in the article Creative Problem Soving Embedded into the Curriculum (Teaching for High Potential, Fall 2010), educators can integrate all or part of the revised CPSM model developed by Treffinger, Isaksen, and Dorval, directly into their regular curriculum in lessons of their own design. Cassalia shares a lesson she created on economic and class systems that related to issues in their own community. She mentioned a few of the CPS idea generating tools: SCAMPER, Morphological Matrix, Attribute Listing, and Force-Fitting.
Gifted and Talented Education (K-12):
One area of education that has made somewhat extensive use of CPSM is gifted and talent development programs. In this article, Treffinger outlines the natural points of intersection:
- CPSM can be a powerful tool for developing creative productivity, which involves discovering and applying natural strengths and talents.
- The CPSM process tools can be applied to multiple talent domains.
- The CPSM’s way of looking at problems as opportunities lends itself to working on complex ideas and projects.
- CPSM can be used by individuals and groups, supporting both personal creative efforts and group collaboration.
- Using CPSM prompts educators and students to stretch out beyond the standards.
Specific Content Areas
Future Problem Solving Program’s Community Problem Solving component (grades 4-12): an opportunity for students to practice solving real-life problems. See “Project Based Learning” page for more information (written by the same person).
How to Solve It by Polya (Math- all grades):
- Understand the Problem– What is unknown? Data? Condition? Can you satisfy condition and then determine the unknown?; draw a figure and introduce suitable notation; seperate parts of the condition
- Devise a Plan– find connection between data and unknown; might include considering auxiliary problems; ask “Have you seen it before? Or something similar? Or related? What theorem could be useful? Is there another similar problem that has been solved?”; restate the problem; solve a related problem; use all of the data and condition
- Carry Out the Plan– check each step as you go
- Look Back– examine the solution; check the result; check the argument; ask “Can you get the same solution differently? Can you see it at a glance?”
High School:
This NY Times article from October 2010 is full of helpful information and resources for a high school educator interested in introducing CPS in the classroom. While it is not the copyrighted CPS model, it contains the fundamental components of the process, beginning of course with working on REAL problems! Check out the easy-to-implement tools and mini-lessons!