3.5
Seeking Divergent Thinking
Submitted by Shannon Wheatley Hartman
This activity describes how to systematically examine a topic from a multi-dimensional approach. It encourages divergent thinking by asking participants to generate different questions and viewpoints about a single area of concern, deepening appreciation for complexity.
Learning Goals
Practice examining an issue from multiple perspectives and dimensions.
Practice crafting discussion questions that examine different dimensions of a topic.
Instructions
Set Up: Prepare for the Activity
Select a broad issue that is important or pressing for the group (i.e. Housing, Food Security, Climate Change, AI, etc.).
Share the Surrounding the Topic Diagram on the board, screen, or as a handout. Place the topic at the center.
Share the Crafting Discussion Questions Worksheet.
Begin by introducing the learning goals of this activity.
Step One: Generate Possible Dimensions (5 min)
As a full group, invite participants to generate a list of dimensions that affect or are affected by this topic. Dimensions tend to be broad categories like governance, technology, religion/spirituality, culture, law/ethics, politics, psychology, arts, media, economics, environment, etc.
Sample dimensions are included in the Surrounding the Topic Diagram. Use or replace these. As a group, populate all external circles of the diagram with different but relevant dimensions.
Step Two: Craft Discussion Questions (10 min)
In pairs, ask participants to craft open ended questions for each dimension. Explain that the questions are to be designed for a discussion group. Instruct them to record these questions in the Crafting Discussion Questions Worksheet.
The questions should be open-ended (avoiding yes/no answers).
Participants should try to briefly explain the rationale for this question.
Once teams have multiple questions, ask them to consider the strategic ordering of questions and record their thoughts in the first column.
Step Three: Discuss Questions in Small Groups (25 min)
Return to the full group or create small discussion groups (6-8 ppl), and begin discussing the topic.
Ask for a volunteer to share their first question. Discuss the question.
As the discussion unfolds, invite another participant to share a question that explores a new dimension.
The discussion group may only have enough time to discuss 2-3 questions. Instruct them that it is better to focus on a couple of dimensions of the topic and not try to discuss all dimensions or questions.
Remind them that crafting discussion questions help them to mentally prepare for the discussion, even if they don’t get a chance to share their questions.
Step Four: Debrief as a Full Group (10 min)
Would anyone like to share a favorite discussion question that they weren’t able to introduce during the discussion?
What does the exercise of “surrounding the topic” do? How did new or less expected dimensions open up the discussion?
How did you experience crafting questions? How did this help you prepare for our discussion?
How do you think the discussion would have gone today if we did not surround the topic or prepare multiple discussion questions in advance?
TIME
50
min
MODULE
Critical Collaboration
This activity can be completed by any discussion group.
This activity can be easily modified for asynchronous learning. See Sample Asynchronous Certificate Program Design to illustrate sample sequencing.
This activity is suitable for professional or more formal learning environments.
This activity can be used to support facilitation skills. See Sample Facilitation Certificate Program Design to illustrate sample sequencing.
Tell us what you think. Rate and review this activity:
Have any helpful suggestions or modifications for this activity?
Share them in the comments below!
0 Comments
Ella Glaser
December 8, 2024 at 10:09:36 PM
Ella Glaser
December 8, 2024 at 10:09:14 PM
Ella Glaser
December 8, 2024 at 10:08:52 PM
September 28, 2024 at 1:33:41 AM
Sovi Herring
May 30, 2024 at 6:42:10 PM
This activity is great when a group is comfortable sharing thoughts--but it is modified to be more introspective at first. There are two versions of this, one to recognize "normalized" feelings, the other is labeled "extreme" as the group was practicing navigating high emotion. This first one covers parents, cats, dogs: https://docs.google.com/presentation/d/1IvLsBe_FtDG6twalxiKxBHEdt99gJR1V/edit?usp=sharing&ouid=113770591818162655510&rtpof=true&sd=true This one is to recognize more difficult to talk about feelings of fear, disgust, etc.: https://docs.google.com/presentation/d/1NkZoBCJ3iI5VbkqmjqVuW-_I36MBASOW/edit?usp=sharing&ouid=113770591818162655510&rtpof=true&sd=true
Sovi Herring
May 30, 2024 at 6:28:11 PM
This activity was modified for a Business & Professional Communication class. It is best when the groups have gone through the guidelines activity to help facilitate how to communicate and even the 3.4 ambiguity. This is a difficult activity if the class is uncomfortable speaking (and in my case they were very adverse to discussing these in any group). Here is how I set it up (along with a print out of the words). It is modified to fit the business world, but worked well as a concept. https://liveduq-my.sharepoint.com/:p:/g/personal/herrings1_duq_edu/EWr2jxM5HLlNmgWvYA43gwwBmoBYJP9juGJDD4m1M2H0BQ?e=TYnsVb
May 28, 2024 at 1:33:05 AM
May 28, 2024 at 1:31:01 AM
February 14, 2024 at 1:03:34 AM
February 14, 2024 at 1:02:20 AM