Creative Problem Solving

Creative problem solving is a life lesson that I'd like to work into my curriculum as I instruct students. Creativity is a big part of science. With tight budgets and limits in technology and/or manpower, we're constantly finding work-arounds. My favorite research posters and talks are the ones where scientists share how they've made something fantastic work using simple inexpensive materials.

Share examples of creative problem solving from your own life.
Post links to news articles involving creative problem solving.
Share whatever else seems applicable.

 

In all seriousness...I've found that one movie phrase has helped me incredibly to solve some problems.

When Gene Wilder as Willy Wonka says, "We have so much time and so little to do... Strike that, reverse it."

Thinking of a process or situation, and turning it inside out or reversing the idea.
This has been great for both my fields of computers and physics.

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For example, a process that was setup with a set of business rules, take one person...go through all the rules for that person.
But when you do that for multiple people...each going through the rules, it was taking forever. (3+ hours)
So instead I did this...
Bring in the all the people, have the whole set go through each rule all at the same time.
First rule...all people, 2nd rule...all people...and so on until finished.
This way it was done in seconds.

Why??
Because each person with each rule, you were sitting the source each time...each one takes time to find that info for that person within the whole damned dataset for that rule.
But if you set it up, with specific contraints...
You have it only hitting that dataset once...for the whole group. Bam.
Databases run better in sets.

You'd be surprised how many developers only think in linear terms.
Or only doing things "by the rules" they've been taught.

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Often I think of this for work-arounds for issues/bugs I'm encountering...if it doesn't work this way, what if I do it the opposite way.

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Or even in Physics...if scientists are proposing one scenario...which sounds good, but it's not quite coming out right in sync with what they are observing.
But if you think of the scenario in a reversed perspective,
this allows the math and reality to sync up.

(sorry, I won't get into the specifics of this one...this is one of my ideas, and it will make string theory work...let's just say it's a doozy )

 

If you come up with a way to teach this effectively in modern schools, you'll be a gazillionaire.

John Dewey argued that we best learn problem solving if we're able to do something from start to finish. This is the basis of the constructivist view of education--everyone has prior knowledge, and by engaging in an activity, we activate that prior knowledge and use it to problem solve.

The problem is that many students want to be spoonfed information. I wrestle with this day in and day out. Well, there has to be a right answer! the students complain. We're in English class--the right answer is the one with the best evidence and the best argument. Sometimes, there ARE clear right answers, but it takes close reading and analysis to reach those right answers. I'm trying to teach them to step out of the box and learn how to engage with analysis and rhetoric, but it's proved difficult, as they seem to think there ought to be a shortcut for everything, or they think they already know how to do it (they're largely wrong, by the way).

 

There are multiple difficulties with most people's thinking.

Most think, this is the way it was taught...thus this is the only way.
Many including doctors and scientists get caught by this trap.

However, if you can "observe"..."test"...change..."retest" ...observe again...you may see what actually works.
And there MAY be multiple solutions.
But most don't have the patience for this.

Most get disoriented if you don't tell them exactly what to do. They only do what they are used to.

If schools can get out of the "system" based education...just getting them through. Then they may succeed.
They need to have a class that encourages seeing and thinking in different perspectives.
There is no "right" or "wrong" biased to one answer...but what works and doesn't work.
But this takes teachers themselves to not take the easy or biased route to...but to allow and see the potentials.

Even in something as Art in college, which you'd think would promote creativity and originality,
the teachers giving assignments & judging grades are subjective...and they decide on what they "like" or favor at the time.
Ex: they like Monet at the time, they assign projects for Monet topics...and only like those that are most like Monet.
Rather than perhaps teaching the techniques that Monet used...then enjoying the different styles that students call their own using those skills.

This takes a special effort and mindset.
Usually I've only heard of K-12 schools that do something that this in NYC or San Francisco.
Encouraging experimentation.

You've got to give the permission to think outside the box...reward the trial.
And teach and explain the different varieties available even beyond that.

Make them understand that it's not just
1 + 2 = 3 and X + Y = Z but also could be O + P = T or [LastName] + [FirstName] = "LastName" & "," & "FirstName" as FULL_NAME
It's all really the same...and beyond.

It's not just those that know the formula.
But can work the formula.
Then apply the formula.
Then consider the consequences of application.
And then see the perspectives of it in multiple situations.
And then see it in another angle or approach...or incorporate it with another at the same time.
And then see it not just in one dimension, but then two...and then three...and...
And then realize the whole thing is based on one definition...but what if you change the definition???
And then...

And the reason I'm saying this...it is difficult to find teachers and mentors that encourage and allow this...and make an effort to show it.
There are so many layers to the onion...and there are always more.

If only more teachers would ask the question you have.
If only the powers that be would support those teachers.

This is the challenge that those who think differently have always had.
It's like you told them the world is round...

 

One of the problems is sheer class size. I'd love to spend more time delving deeper into analysis, and helping my students really read things closely, the way my college professors did for me. However, I have 30 students. There are perhaps 10 of them paying any kind of attention at any one time to the stuff that really matters. Most just want to know the formula so they can pass the class. I'm not saying I don't try to get them hooked, to get them interested, to get them want to invest the time, but I have 12 weeks in which to do so, and when working with 14-year-olds, that is really very limited time to build the relationships necessary to get them to trust me on the journey.

 

Well, that's what I mean by "system" based classes...the logistics and resource given to most teachers are limited.

Fortunately, I'm finding that as the web is incorporated into most kids mindsets...they learn to explore and try-out.
They get an action-reaction result...and can evaluate if it worked for them.

And new educational games and sites can also show variety and entertainment of any topic.

It is getting better...it's just a slow process.
And not everyone is capable or interested in absorbing it. (But I guess the world needs ditch-diggers too...but it would be nice otherwise)

Personally, the best way I always teach is tell them to dive in.
Give themselves a project...with whatever approach or topic they are interested in. (within reason for appropriate-ness)
People always learn best by doing. And with something they like.
Don't just read a book and take a test. Try it, do it...and even better, get someone to use it.

However, there is some personal responsibility.
You can bring a horse to water but you can't make them drink.
And if you act stupid, expect stupid in return.

I feel for your burdens.

 

Oh sure, but getting them to engage in the "doing" process is really difficult. Technology isn't helping. It's making them lazier in lots of ways--as in, why can't I just press a button and make this work?