At this stage of the CPS process, many other tools for divergent thinking can be useful.
Attribute listing, SCAMPER, morphological synthesis, metaphorical thinking, and others all can be used to increase the number and diversity of solutions put forth.
Students of any age will need many varied experiences with CPS to master the stages and be able to apply them to varied situations.
But the time and trouble required to teach CPS can be worth the effort.
Exploring the Challenge Objective Finding (also called Constructing Opportunities).
In this stage, students identify a problem or opportunity to address.
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.
Remember, the following brief overview of the components of CPS is not intended to suggest they should all be used, or that they should be used in order, but to present the tools available.
Exploring the Challenge involves selecting a broad goal, opportunity, or challenge and setting the principal direction for work.