THE ART OF PROBLEM SOLVING
USING CRITICAL AND CREATIVE THINKING
Weeks 1-3: Focus on Creative Problem Solving Model
Weeks 4-6: Focus on Creative Problem Solving Designing and Implementing Solutions
Weeks 7-9: Focus on Developing Creative Solutions to Authentic School/Community
Problems
Throughout the “Art of Problem Solving” course, students will apply the steps of the
Creative Problem Solving Model (CPS). This may be done individually and/or in small
groups. Students will use the CPS Model and determine creative solutions for problems
of characters in the assigned novels. As a culminating activity, students will design and
share a solution to an authentic problem in their school or community.
Book List:
Holes Louis Sachar
Out of the Dust (free verse poetry) Karen Hesse
The Giver Lois Lowry
The Creative Problem Solvers Toolbox Richard Forbes (Selected Readings)
Course Description
How do you go about solving a problem? Everyone has problems, some are small, others
are larger and more complicated. We all need to learn how to solve our problems using
the Creative Problem Solving process. Students will use the CPS model to promote
intellectual growth, build character, nourish creativity, foster creative and analytical
thinking skills and have Fun! As a culminating project students will follow the steps of
the CPS model to design and implement a tangible solution to provide a positive impact
on their school/community.
WEEK 1 Focus: Creative Problem Solving Model
1. Read Holes (approximately first half)
2. Read and complete Creative Problem Solving for Gretel and Hansel booklet
3. Teasing and Bullying
In schools this is a problem that can have devastating effects both for the bully
and their victims. Reflect on Teasing or Bullying that you’ve witnessed in
your school or community.
4. Design a Visual to advertise the CPS Model share at Face-to-Face #1 on Feb. 4,
2008
WEEK 2 Focus: Creative Problem Solving Model
1. Read Holes (finish book)
2. Juvenile Justice System
Should juveniles be tried as adults?
3. Homelessness:
Stanley’s friend was homeless before he came to camp. What would it be
like to be homeless? Write a song to express your feelings.
4. Stanley and are influenced by fate. In what ways do Stanley and Zero act that
shapes their own destiny? Use examples/quotations from book, include page
number.
WEEK 3 Focus: Creative Problem Solving Model
1. Read Out of the Dust (entire book)
2. Write a poem that is a portrait of a photograph of your own choosing. Be sure to
include similes, metaphors, and adjectives.
3. Pretend you are Billie Jo and use the Creative Problem Solving Model to improve
your life.
4. Choose one of the following:
a. Research the Dust Bowl. Create a list of facts that includes the number
and names of the states that were affected, the worst years, and any other
significant information.
b. Billie Jo and others living in the Dust Bowl relied on music for
entertainment. Research musicians and music that were popular during
the 1930s
c. Bille Jo’s mother sends her to the story with fifty cents to buy ingredients
for a cake. Using the library or the Internet, find out what items actually
cost during the 1930s. Go to the grocery store and compare the price of
each item to the price of the same item today.
d. Interview a person who remembers the hardships of the Dust Bowl years.
WEEK 4 Focus: Creative Problem Solving Designing and Implementing Solutions
1. Concoct a Cookie Contest. Share results at Face-to-Face #2 on March 3, 2008.
2. Read The Giver (approximately first half)
3. Write a journal entry of the most wonderful and most painful memories you have.
4. Discuss/Debate your perfect life. What would be needed to make your life
perfect? What would you be willing to give up in order to achieve that
perfection?
WEEK 5 Focus: Creative Problem Solving Designing and Implementing Solutions
1. Create your own CONTEST using the steps of Creative Problem Solving
2. Read The Giver (entire book)
3. Discuss the Value of rules and laws in present day society.
4. Design and build a “perfect futuristic community”. Include – physical layout,
name, describe the type of government, explain laws and rules, describe daily
schedules and activities of inhabitants, plus anything else you feel is important.
WEEK 6 Focus: Creative Problem Solving Designing and Implementing Solutions
1. Implement your own CONTEST in your school/community. Share the results at
Face-to-Face #2 March 3, 2008.
2. Read “Making Waves with Creative Problem Solving” booklet.
3. Choose one activity for each of the six steps of CPS.
4. Examine communities that have attempted to be Utopian. Research the Amish,
Mennonites, and Hasidic Jewish communities. Report the differences between
the communities and mainstay communities in a one page essay.
WEEK 7 Focus: Develop Creative Solutions to Authentic School/Community Problems
1. Read Article on Community Service Projects
2. Using the Creative Problem Solving process design an authentic
school/community service project.
3. Submit in written form a beginning narrative that explains the need for and
describes the design of your service project. Be sure to include your Plan of
Action.
4. Photo collage of your project. Each student will be given a disposable camera to
“visually record” their work on the project. Share at Face-to-Face #3 on April 9,
2008.
WEEK 8 Focus: Develop Creative Solutions to Authentic School/Community Problems
1. Implement your community service project using the Creative Problem Solving
Model.
2. Reflections – Keep a Journal that chronicles your experiences in implementing
your project, from start to finish (5 entries minimum).
3. Visuals – Design and share visuals of your project.
4. Is it important to involve yourself in community service? Write a persuasive
essay.
WEEK 9 Focus: Develop Creative Solutions to Authentic School/Community Problems
1. Evaluate the impact of the project on you and those involved through a written
paragraph.
2. Design a Service Project Rubric.
3. Share your Visual Collage.
4. Share your School/Community Service Project. Include all steps of the Creative
Problem Solving Model.