Creative Problem Solving Model

Creative Problem Solving Model-45
For the 250th anniversary group, the curious students read town history, talked to local officials about planned celebrations (there were none), and spoke to community members about town activities during the 1976 national bicentennial.

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With CPS, students have a powerful process for attacking school, social, and personal problems from elementary grades into adulthood.

Although early practice activities may focus on fantasy situations or fairy tales, CPS is most potent when used to interact with the real world.

For example, if the 250th anniversary group had an idea that was ranked high on every criterion except “Will the principal let us do it?

” the high rankings probably will not be sufficient to make it a viable idea.

If students use CPS in real-world contexts, they probably will soon determine that the point totals may not always identify the best idea.

Sometimes an idea may rank high but be impossible to carry out.

After the group has produced as many ideas as needed, a smaller number of ideas usually is selected to continue the CPS process.

The 250th anniversary group suggested numerous ideas for a community celebration: a town festival, articles in the paper, commemorative souvenirs, a new time capsule, and a variety of school projects.

It has three sub-components, with names that vary slightly depending on whose version of the process you are using.

See the Creative Education Foundation for another popular option.


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