Divergent and Convergent Thinking-Tools
Divergent tools allow us to defer judgement to get ideas in order to explore possible solutions to a problem. It is important to strive for quatity because the more options we have, the better it is. The goal of divergent thinkinking is to generate many ideas in a short amount of time. It also involves taking a topic and breaking it into parts. This process is usually spontaneous and can seem unorganized at times but it is not. Once the ideas are generated it is important to organize them to get to a possible solution. Some examples of Divergent tools include brainstorming, keeping a journal, freewriting and mind or subject mapping.
Convergent tools on the other hand, implies that we take several ideas and put them together in a way they can be related. Convergent thinking requieres a deep analysis of the situation to be able to come up with a solution. This process is very organized and may not seem to be spontaneous like divergent thinking. Divergent thinkinking is like taking a pieces of a puzzle and putting them together to see the picture.
Convergent tools on the other hand, implies that we take several ideas and put them together in a way they can be related. Convergent thinking requieres a deep analysis of the situation to be able to come up with a solution. This process is very organized and may not seem to be spontaneous like divergent thinking. Divergent thinkinking is like taking a pieces of a puzzle and putting them together to see the picture.
BrainstormingDivergent CPS technique where ideas are generated based on a statement or problem. This can be done individually or in a group. It is important to strive for quantity not just quality. The ideas have to be said out loud and they have to be written on a post it or on a piece of paper.
Brainstorming combines a relaxed, informal approach to problem solving with lateral thinking. It encourages people to come up with thoughts and ideas that can, at first, seem a bit crazy. Some of these ideas can be crafted into original, creative solutions to a problem, while others can spark even more ideas. This helps to get people unstuck by "jolting" them out of their normal ways of thinking.* Therefore, during brainstorming sessions, people should avoid criticizing or rewarding ideas. You're trying to open up possibilities and break down incorrect assumptions about the problem's limits. Judgment and analysis at this stage stunts idea generation and limit creativity.* *http://www.mindtools.com/brainstm.html SCAMPER*SCAMPER is a mnemonic that stands for:
Alex Osborn, credited by many as the originator of brainstorming, originally came up with many of the questions used in the SCAMPER technique. However, it was Bob Eberle, an education administrator and author, who organized these questions into the SCAMPER mnemonic.* *http://www.mindtools.com/pages/article/newCT_02.htm |
Brainwriting*The brainwriting technique starts in a similar way to brainstorming, ie a problem is defined and a group assembles to come up with solutions, first in large quantities and second in a qualitative listing. The key difference is that, in brainwriting, each participant thinks and records their ideas individually and anonymously and without any verbal interaction. These relatively small differences change the quantity of ideas and the dynamics of the group.
1. Get everyone to sit in a group around a table. Hand them a sheet of paper (or download the template at the web address below). Ask them to write down the defined problem at the top and then draw 3 columns down the page. Select a rounds timer. Note: nobody is to write their names on the sheet. 2. Now tell everyone to write 3 solutions to the problem in each of the 3 columns. They should write freely without editing the ideas. As nobody will know who is writing down the ideas, there is no comeback. Do not allow any discussion. 3. After 3 minutes, move on to round two. Collect the papers, shuffle them and hand them randomly back. Anyone getting their previous paper changes with someone else. Now ask everyone to jot down 3 more ideas under the existing row. They can build on the first 3 ideas or think of something totally new. 4. Continue for as many rounds as people want. (After round one, it doesn't matter if people get a paper that they've already written on). 5. When all rounds are finished, collect the papers, and transfer all the ideas onto a whiteboard or flipchart for everyone to see. You can now begin the process of evaluation and selection of a solution. *http://www.managetrainlearn.com/page/brainwriting HitsThe hits tool allows the person to select the ideas that are more appealing to solve a problem after a tool like brainstorming has been used. The client can use dot labels to differentiate which ideas he considers best. A different colored pen or marker can also be used to mark the different ideas. This technique offers the possibility of showing the client more specifi facts that will lead them to a better solution. It is important tkeep the problem in mind to select the appropriate ideas.
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ClusteringThey are used to create patterns, build connections, and establish associations between the student's own experience and new information, between known facts and new concepts, between parts of a concept or problem and its whole. Clustering is a generative, open-ended, non-linear, visual structuring of ideas, events, feelings.*
*http://volcano.oregonstate.edu/education/livingwmsh/is/cm.html Restating clusteringWhen restating clustering you can group the ideas in one specific statement
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Evaluation MatrixThis tool is very useful when it comes to looking at the possible solutions as a whole. It uses a grid where the options are listed and the client evaluates each aspect one by one using a rating code.
Forced ConnectionsA divergent thinking tool that helps generate innovative options, it forces a relationship between the task and an unrelated object.
The more random the object is, the more novelty that can be produced. When to use it: ›*When the group needs to move away from familiar ideas, possible limitations or their own experiences ›*To help the group get unstuck or loosen up ›*To produce new possibilities that may need more time and effort to refine |
Examples of how I have used convergent and divergent tools in my classroom!
I have used many CPS tools in my classroom. My students really enjoy using these tool especially when it comes to doing writing. For the past couple of weeks we have been learning how to write compositions using Explanatory writing. To end this unit the students had to select a topic and write their own Explanatory composition.
Brainstorming
They were required to come up with different ideas to write their compositions.
Brainstorming
To make it more interactive, I told them to write down their ideas, then say them out loud and finally stand up to put them on the board. They were thrilled with the idea! :)
Hits
Once the brainstorming had ended, I gave them some stickers and I told to put them on the ideas that they liked the most. I also put stickers on the ones I liked.
Clusters
We made clusters to see which ideas were liked the most by counting the number of hits they had.