Divergent Thinking in

the Classroom
Teaching & Assessing Divergent Thinking in Secondary
Education with PBL Project
 Divergent vs. Convergent Thinking

• What is Divergent Thinking?

• Outside the box
• Many solutions

Video is “Changing Educational Paradigms” by Sir Ken

Robinson; paused at 3:36
 Divergent vs. Convergent Thinking

• Famous Divergent Thinkers:

• Einstein, Greene, Freire, Robinson

• “Imagination is more important than

knowledge. For knowledge is limited to
all we now know and understand, while
imagination embraces the entire world,
and all there ever will be to know and
understand.” --Einstein
 Divergent vs. Convergent Thinking

• Education based on standardized tests (Convergent Thinking)

• Teaching to the test
• Assessment – multiple choice, true/false, fill in blank, etc.

Video is “Divergent Thinking” by Sir Ken Robinson

 Divergent vs. Convergent Thinking

• Divergent thinking can be assessed

• Grade given
• Same as essay/more subjective
 Starting Point

• Students need to write (not K-1st grade)

• Foreign language students
• 2nd year, when writing in target language is easier
• Final project will be a bound book created with librarian
 Starting Point

• Teacher: create color-coded folders

• One color per class
• One folder per student
• Folders always remain in classroom
• Students store created work in
folder
 Step One

• Create a character of your choice

• Little green mouse
• Cher the chair
• Pierre the pierre (Peter the stone/French pun)
• Un avocat avocat (Lawyer who is an avocado/French pun)
• Create document in library on computer or hand-written
 Step One

• Contact librarian to help w/binding, format

• Background introduction, where character lives, name, any siblings,
looks
• Need folder, blank paper, dictionary
• Language translator not recommended
 Step Two
• Start Chapter One
• Introduce character using background knowledge
• Follow guidelines
• series of prompts in creative writing/review of lesson concepts
• Bilingual/start in native language
• Doesn’t impede creative process/avoids frustration
• Single spaced, size 12 font
• Dictionaries, textbooks, bon patron software, pair/group, music
• Proceed to target language
• Double-spaced, size 14 font
Sample prompt
 Step Three

Sample of student work:

• Illustrate!
• Toon Doo
• Word Draw
• Google images (non-copyright)
• Painting/drawing by hand
 Step Four

• Continue to add chapters that integrate concepts learned during the

week
• Grammar and culture
• Unrelated concepts: need to “think” how to make story logical
• Divergent thinking and connections needed for positive result
Step Four
 Step Five

• Create a cover for hard-bound book

• Include name
• Author biography page – librarian
• Table of Contents – librarian
Sample Student Book Pages
Sample Student Book Pages
 Step Six

• Assessing Divergent Thinking

• How to grade creativity?
• Written
• Oral presentation
• Through rubric
• Can be used as homework/quiz
Create a character; it can be anything, a pencil, a shoe, a book – let your imagination
run wild!
**********************************************************************
 Please include the following concepts:
 3 nouns – 1 point each/3 points
 2 colors – 1 point each/2 points
 2 animals – 1 point each/2 points
 2 countries – 1 point each/2 points
Underline, bold or highlight each concept to make them stand out for assessment.
Assessment:
Concept inclusion Divergent thinking
9 points total available 9 points total available
_____/ 9 _____/ 9

TOTAL POINTS AVAILABLE – 18

_____/ 18
Can convert grade to a percentage
 Advantages of Project

• Multiple intelligences teaching

• Instant lesson plan for substitute: continue story w/concepts learned
• Review for exams
• Cross-curricular: writing, art, computer
• Integrate technology into curriculum
• Allows creativity and development of inventiveness and critical thinking
 Advantages of Project

• Use with all languages

• Adaptive to learning level, beginner to IB
• More divergent thinking at higher level
• Instant, positive feedback/can gauge progress
• Collaboration: student/student, student/teacher, librarian/student
 Advantages of Project

• Move from student level to next level

• Collaborative
• Differentiated learning
• Bloom’s Taxonomy – all levels
• Develop student creativity/ingenuity – pushes students to think
• Follows school division curriculum
Sample Rubric
 Disadvantages

• Cost
• Book covers $8.00 each
• Binding machine $1,295.00/work with principal
• Need access to computers/printer
 Student Survey on Project

• “It was a good way to learn French instead of sitting in a classroom.”

• “I liked how it was a new and creative way to expand vocabulary without
simply studying over a textbook for hours on end.”
• “I loved all the opportunities for creative writing; it was a great outlet and a
nice way to express myself. The drawings were also a ton of fun.”
• “I liked how it was a children’s book and you had the freedom to be
creative.”
• “…gave us a more interactive way to learn.”
 Student Survey on Project
• “I like that we got to write about whatever we want, that we could be as
creative as we wanted to.”
• “I enjoyed incorporating our lessons into the story, it helped me to learn to
use these methods in real life.”
• “I liked coming up with what happened next in the book. I also like
drawing and the pictures for the book inspired me to do my best.”
• “The project was a great experience and an exciting opportunity to write
our own book in a different language.”
• “I like that it gives you a fun and easy way to remember important
concepts.”
• “I liked the freedom and responsibility with my education that it gave me.
It was fun to do something that wasn’t regular bookwork.”
 Student Survey on Education
• “Too many exams and homework assignments. Schools should
encourage creativity.”
• “Focused too much on exams, not an education. Students should enjoy
their education, it shouldn’t be a chore.”
• “Too much standardized testing! Education needs to focus on creativity!”
• School should be focused on problem-solving and creativity rather than
memorization.”
• “Online classes should not be required.”
• “There needs to be more imagination and creativity.”
• Independent study with teachers as mentors. I need someone to discuss
concepts with.”