Republic of the Philippines

Catanduanes State University

Virac, Catanduanes

MODULE 18 Problem Solving and Creativity

Take the Challenge

In this Module, challenge yourself to attain the following learning outcomes:

 explain the four criteria of creativity by Torrance.

 practice creative thinking.
 apply problem-solving skills.

Introduction

Problem solving and creativity go hand in hand. You need to be creative in

order to solve a problem. It is unfortunate that these are not adequately taught in the
classroom. Edward Paul Torrance
known around the world
Advance Organizer as the “Father of
Creativity” for his
nearly 60 years of
research that became
Problem Solving/ Creativity the framework for the
field of gifted education.
He was professor
ementus of educational
Torrance’s Creativity Creative Problem Solving psychology, invented the
Framework benchmark method for
(CPS)
quantifying creativity
and arguably created
Fluency the platform for all
Six Stages of CPS research on the subject
since. The “Torrance
Flexibility Tests of Creative
Thinking” helped
Elaboration shatter the theory that
IO tests alone were
sufficient to gauge real
Originality intelligence. The tests
solidified what
heretofore was only
conceptual – namely
that creative levels can
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ENGAGE

Manifesto for Children: 1. 1. Answer this match puzzle.

1. Don’t be afraid
to fall in love
with something
& pursue it
with intensity.
2. Know,
understand,
take pride,
practice,
develop, Remove 8 matches to leave just two squares, which should not touch.
exploit, & (retrieved from [Link]
enjoy your
greatest 2. What would happen if humans had one more eye at the
strengths. back of their head?
3. Learn to free
yourself from
the expectations Your Answers Why
of others and to  The extra eye would allow
walk away from  Humans would have a wider people to see behind them
the games they field of vision without turning around.
impose on you.  Accidents would decrease  People could notice dangers
4. Find a great  Humans would be more alert coming from behind, such as
teacher or and aware vehicles or falling objects.
mentor who  It might be harder to focus  Seeing in all directions could
will help you.  Fashion and hairstyles would improve attention and
5. Don’t waste change reaction time.
energy trying to  Evolutionary advantage for  Too much visual information
be well survival could overwhelm the brain.
rounded.  Sports performance could  Hats, helmets, and hairstyles
6. Do what you improve would need space for the
love and can do back eye.
well.  Early humans could better
7. Learn the skill detect predators approaching
of inter- from behind.
dependence.  Athletes could track
- Edward opponents behind them
Paul more easily.
Father of
Creativity
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Group yourselves by five (5) then share your answer to the following questions:
1. How did you find the activities?
I found the activities engaging and thought-provoking because they encouraged me to think
creatively and consider multiple possibilities instead of recalling only one correct answer.
2. What did you do to be able to solve the puzzle?
3. What kind of question were you given in Activity # 2?
The question in Activity #2 was an open-ended and divergent thinking question that allowed
more than one possible answer.
4. Was this type of question necessary for you to be able to come up with more than one answer?
Could you have come up with more than one answer if the question asked was “Who is the
incumbent President of the Philippines?
Yes, this type of question was necessary because it encouraged multiple perspectives and ideas. If
the question had been “Who is the incumbent President of the Philippines?”, I would only be able
to give one correct factual answer, not multiple responses, since it is a convergent question.

EXPLAIN

What you went through is an exercise on creative thinking and problem solving. What are the
aspects of creative thinking and problem solving? The notes below will provide more details.

Torrance Framework for Creative Thinking

A common framework for creative thinking processes is described by Torrance (1979). Each aspect is
defined below, along with ways to facilitate the respective aspect by using key words and application
activities.
Fluency
Definition
Fluency refers to the production of a great number of ideas or alternate solutions to a problem. Fluency
implies understanding, not just remembering information that is needed.
Key words
Compare, convert, count, define, describe, explain, identify, label, list, match, name, outline, paraphrase,
predict, summarize.
Application activities
Trace a picture and label the parts.
Outline an article you find on your topic.
How many uses can you think of for a clothes hanger?
List 15 things that are commonly red or contain red.
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Example: Apple, blood, brick, caboose, cherry, Christmas stocking, exit sign, fire alarm, flag, heart, red
nose, reindeer, rose, tomato, wagon,
Flexibility
Definition
Flexibility refers to the production of ideas that show a variety of possibilities of realms of thought. It
involves the ability to see things from different points of view, to use many different approaches or
strategies.
Key words
Change, demonstrate, distinguish, employ, extrapolate, interpolate, interpret, predict.
Application ideas
What would happen if … there were no automobiles?
How would a… dog look to a flea?
How is __________ like ____________?
How would you feel if … you were invisible for a day?
How would you group the ideas about “red” into categories?
Example: Fruit, safety features, vehicles.
Once categories are identified, fluency may be further demonstrated by generating more ideas about the
idea red within categories. Even a modest attempt could result in the following lists, recognizing that the
creative thinking process may shift the mind in a spiral way between all four aspects of creativity.

Red fruit Red safety features Red vehicles

apple exit sign caboose
cherry fire alarm fire truck
raspberry stop sign tricycle
tomato tail lights wagon

Elaboration
Definition
Elaboration is the process of enhancing ideas by providing more details. Additional detail and clarity
improves interest in, and understanding of, the topic.
Key words

Appraise, critique, determine, evaluate, grade, judge, measure, select, test.

Application ideas
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Tell your neighbor about your last family trip using as many details as possible.
What can you add to ___________ to improve its quality or performance?
Describe all the possible characteristics of the red quality in a wagon.

Example: Shade, finish, texture, uniformity.

Originality

Definition

Originality involves the production of ideas that are unique or unusual. It involves synthesis or putting
information about a topic back together in a new way.

Key words

Compose, create, design, generate, integrate, modify, rearrange, reconstruct, reorganize, revise.

Application ideas

Find an original use for ________________.

What would be the strangest way to get out of bed?

Design a new _________________ that is better than the one you have.

Write an unusual title for the ideas about red.

Example: Revolutionary "Red" Representation.

An overview of the four aspects of creativity appears in a PowerPoint presentation that may be
downloaded from the following link: [Link]

An adaptation of the creativity aspects to the construct "jumping" appears in a Word document that may
be downloaded from the following link: [Link]

Torrance, P. (1979). The Search for Satori and Creativity.

© Steven A. Henkel, 12/02
RETRIEVED FROM ([Link]

Creative Problem Solving - CPS

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Creative Problem Solving (CPS) is an intentional process for solving problems and discovering
opportunities. It espouses the use of creativity in coming up with solutions which are not only novel but
practical as well. In the 1950's Alex Osborn described this process in his book, Applied Imagination.
Osborn opened the process in the public domain which meant anyone can use it. Over the years, countless
people have utilized the CPS in various fields and endeavors.
Osborn's Checklist. the origin of Classical Brainstorming is the root of creative problem solving
(CPS). There are a variety of general structures: define problem, generate possible solutions, select and
implement the best' which can be found extensively, in several different academic traditions.
In its most extended and formalized form it has the six stages shown below, each with a divergent
and a convergent phase. However, more recent publications seem more interested in focusing on
procedure and technique issues, with less weight on the full elaboration of this structure.
The following, based on Van Gundy (1988's) description, is a very brief skeleton of a very rich
process, showing it in its full '6 x 2 stages' form:

1. Stage 1: Mess finding: Sensitise yourself (scan, search) for issues (concerns, challenges, opportunities,
etc.) that need to be tackled.
 Divergent techniques include "Wouldn't It Be Nice If... (WIBNI) and 'Wouldn't It Be Awful If...'
(WIBAI) brainstorming to identify desirable outcomes and obstacles to be overcome.
 Convergent techniques include the identification of hotspots (Highlighting), expressed as a list of
IWWMs ('In What Ways Might...'), and selection in terms of ownership criteria (e.g. problem-
owner's motivation and ability to influence it) and outlook criteria (e.g. urgency, familiarity,
stability).
2. Stage 2: Data finding: Gather information about the problem.
 Divergent techniques include Five Ws and H (Who, Why, What, When, Where and How) and
listing of wants, sources and data: List all your information 'wants' as a series of question; for
each, list possible sources of answers; then follow these up and for each source, list what you
found.
 Convergent techniques again include: identifying hotspots (Highlighting); Mind-mapping to sort
and classify the information gathered; and also restating the problem in the light of your richer
understanding of it.
3. Stage 3: Problem finding: convert a fuzzy statement of the problem into a broad statement more
suitable for idea finding.
 Divergent techniques include asking "Why?" etc. -- the repeatable questions and Five W's and H.
 Convergent techniques include highlighting again, reformulation of problem-statements to meet
the criteria that they contain only one problem and no criteria, and selection of the most
promising statement (but NB that the mental stretching that the activity

4. Stage 4: Idea Finding: generate as many ideas as possible

 Divergence using any of a very wide range of idea-generating techniques. The general rules of
classic brainstorming (such as deferring judgement) are likely to underpin all of these.
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 Convergence can again involve hotspots or mind-mapping, the combining of different ideas, and
the shortlisting of the most promising handful, perhaps with some thought for the more obvious
evaluation criteria, but not over-restrictively.

5. Stage 5: Solution Finding: Generate and select obvious evaluation criteria using an
evaluation/contraction grid, and develop (which may include combining) the short-listed ideas from Idea
Finding as much as you can in the light of these criteria. Then opt for the best of these improved ideas.
(e.g. using Connotation rules)

6. Stage 6: Acceptance Finding: How can the suggestion you have just selected be made up to standard
and put into practice? Shun negativity, and continue to apply deferred judgment - problems are exposed to
be solved, not to disappoint progress. Actions often are better developed in small groups of 2-4 rather
than in a large group (unless you particularly want commitment by the whole group). Particularly for
'people' problems it is often worth developing several alternative action plans. Possible techniques include
- Five W's and H, Implementation Checklists, Consensus Mapping, Potential-Problem Analysis (PPA).

Retrieved from [Link]

Other Model for Problem Solving

Bransford's IDEAL Model

1. Identify the problem.

2. Define the problem through thinking about it and sorting out the relevant information.
3. Explore solutions through looking at alternatives, brainstorming, and checking out different
points of view.
4. Act on the strategies.
5. Look back and evaluate the effects of your activity.

EXTEND WITH SYNAPSE STRENGTHENERS

1. Make a collection of puzzles, riddles and other materials that promote creativity and problem
solving. [Link] is one good source. Enhance your skills by trying to answer or
solve them.
2. Read more on convergent and divergent thinking by Guilford.

EXTEND BY APPLYING

1. Choose a topic from your field of specialization. Think of an activity to introduce the topic which will
provide an opportunity for your learners to practice creative thinking and problem solving skills. •
Formulate questions under the four aspects of creative thinking - fluency, flexibility, elaboration and
originality

Field of Specialization: BSED – English

Topic: Types of Sentences According to Purpose (Declarative, Interrogative, Imperative, Exclamatory)

Introductory Activity (Creative Thinking & Problem Solving)

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Activity Title: “Say It Differently!”

Description:

Students are given one simple situation:

“A student sees trash on the classroom floor.”

Learners are asked to express this situation using different types of sentences depending on purpose. This
activity allows students to explore language creatively while solving the problem of how meaning
changes based on sentence purpose.

Questions Based on the Four Aspects of Creative Thinking

1. Fluency (many ideas)

How many different sentences can you form to express the situation?

Can you write at least one sentence for each type of sentence according to purpose?

2. Flexibility (varied ideas)

How can the message change if you use a declarative instead of an imperative sentence?

How else can you express the situation using a different tone or intention?

3. Elaboration (adding details)

How can you expand your sentence to make the message clearer or more descriptive?

What details can you add to strengthen the emotion or intention of your sentence?

4. Originality (unique ideas)

Can you create an unusual or creative sentence that still fits the sentence type?

How can you make your sentence stand out from others while keeping the same purpose?

• Do creative problem solving by applying Van Gundy's '6 x 2 stages' form or Brandsford's IDEAL
model.

Creative Problem Solving Using Bransford’s IDEAL Model

I – Identify the problem

Students find it difficult to understand how one idea can be expressed in different sentence types.

D – Define the problem

Students confuse sentence purpose because they focus only on meaning, not intention or tone.

E – Explore possible strategies

Analyze examples
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Rewrite sentences in different forms

Discuss how purpose affects meaning

A – Act on the best strategy

Students rewrite one situation using all four sentence types and share their work with the class.

L – Look back and evaluate

Students reflect on which sentence type best fits certain situations and explain why.
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EXTEND BY RESEARCHING

Read a research or study related to creativity. Fill out the matrix below

Problem Research Methodology

The study used a quantitative, correlational
Traditional classroom practices often emphasize research design. Standardized creativity tests
rote memorization and convergent thinking, (such as divergent thinking tasks) were
which may limit students’ creativity and ability to administered to students, and their creativity
generate original ideas. scores were analyzed in relation to classroom
practices and instructional approaches.

TITILE AND SOURCE:(Complete APA bibliographical entry format)

Torrance, E. P. (1974). Torrance Tests of Creative Thinking: Norms-technical manual.
Lexington, MA: Ginn.

Findings Conclusions/Recommendations
Results showed that students exposed to open- The study concluded that creativity can be
ended tasks, problem-based learning, and developed and enhanced through appropriate
opportunities for divergent thinking instructional strategies. It recommended that
demonstrated significantly higher creativity levels teachers integrate open-ended questions,
than those taught using traditional, teacher- creative problem-solving activities, and flexible
centered methods. learning tasks into daily instruction to foster
students’ creative thinking skills.
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EVALUATE

1. Explain in your own words the Torrance’s 4 criteria of creativity

2. Practice creative thinking. Do the following:

a. In two minutes, think of as many uses as possible for a spoon

The test measures divergent thinking across four sub-categories
 Fluency – how many uses you can come up with
 Originality – how uncommon those uses are (e.g. for a paper clip “router
restarter” is more uncommon than “holding papers together)
 Flexibility – how many areas your answer cover (e.g. for a paper clip,
cufflinks, and earing are both accessories, aka one area)
 Elaborate – level of detail in responses; (for a clip, “keeping headphones
from getting tangled up” would be more worth it than “bookmark”)

1. Torrance’s Four Criteria of Creativity (in my own words)

Fluency – the ability to produce many ideas or responses to a given problem. The focus is on
quantity rather than quality.
Originality – the ability to produce unique or uncommon ideas that are different from what most
people would think of.
Flexibility – the ability to think in different categories or perspectives, showing variety in the
types of ideas generated.
Elaboration – the ability to add details, expand ideas, and make them clearer or more interesting.

Practice Creative Thinking:

Uses of a Spoon
Fluency (many uses):
 Eating food
 Stirring drinks
 Measuring ingredients
 Digging small holes for planting seeds
 Musical instrument (tapping rhythm)
 Ice cream scoop
 Mirror substitute (reflection)
 Shoe horn
 Hair parting tool
 Door handle prop
Originality (uncommon uses):
 Mini satellite dish for phone signal reflection (experiment)
 Paint texture tool for art projects
 Candle wax shaper
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 Jewelry mold for clay or resin

 Heat reflector for small plants
Flexibility (different areas/categories):
 Food & Kitchen: eating, stirring, measuring
 Gardening: digging soil, planting seeds
Art & Creativity: texture painting, clay molding
Music: rhythm instrument
Personal care: shoe horn, hair tool
Household use: door prop, wax shaper
Elaboration (detailed responses):
Using a spoon to dig shallow holes when planting small seeds like basil or parsley to avoid
damaging the soil structure.
Using the back of a spoon to create textured patterns in wet paint or clay for art and craft projects.
Bending the spoon slightly to act as a temporary shoe horn, making it easier to wear tight shoes
without damaging the heel.

b. Incomplete figures
Complete the images below

My Completed Image:

A man has married 20 women in a small town. All of the women are still alive and none
of them are divorced. The man has broken no laws. Who is the man?

My Answer: The man is a priest (or minister).

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d. The Candle Problem

You are given a candle, a box of thumbtacks, and a book of matches. Affix the lit candle to the wall so
that it will not drip wax onto the table below.

3. Apply problem solving skills

(a) There are 200 marbles in a box. All the marbles are either red or blue. If there are 40 more red
marbles than blue, how many red marbles are there in the box?

A. 40

B. 80

C. 120

D. 160

E. 180

(b) Three times a number is the same as the number added to 60. What is the number?

A. 15

B. 20

C. 30

D. 45

E. 180

(c) If the length, width and height of a rectangular box measure 1, 3, and 8, respectively, what is the total
surface area of the box?

A. 24

B. 35

C. 70

D. 72
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E. 144

3. Applied Problem-Solving Skills

(a)

There are 200 marbles in total.

Let blue marbles = x

Red marbles = x + 40

x + (x + 40) = 200

2x + 40 = 200

2x = 160

x = 80 (blue)

Red marbles = 80 + 40 = 120

✅ Answer: C. 120

(b)

Let the number be x.

Three times a number is the same as the number added to 60:

3x = x + 60

2x = 60

x = 30

✅ Answer: C. 30

(c)

Formula for total surface area of a rectangular box:

2(lw + lh + wh)

l = 1, w = 3, h = 8

2(1×3 + 1×8 + 3×8)

2(3 + 8 + 24)

2(35) = 70

✅ Answer: C. 70

Final Answers Summary

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(a) C. 120

(b) C. 30

(c) C. 70

Answer: 3c. The solution to the "Candle Problem" is to empty the box of thumbtacks, use the box to put
the candle in, and use a tack to secure the box to the wall and light the candle. This solution is based on
the concept of functional fixedness, which is a cognitive bias that limits a person to using an object only
in the way it is traditionally used. The challenge is to overcome the conventional component and see the
box as a separate problem-solving tool, not just as a container for the tacks.