Creativity in a Cycle!?!

Obviously I am not a creative individual.  I think inside the box and need push to get outside.  When introduced to the launch cycle and even throughout the process, I struggled to see how I could possibly apply this to a math class if I were back in the classroom unless I deviated from the norm and added "fun" activities that may or may not provide enough math instruction to justify taking time away from the curriculum.  Then I started thinking about the CPM courses we use, and more directly related to my work, the Discrete Math class that Mr. Pollock and I are in training to teach.  Much like CPM, the entire class is problem-based.  In fact, it takes problem-based instruction a few steps further!  We have been swimming in difficult problems, from the 7 Bridges of Konigsberg to game theory and various versions of Thai 21.  This got me thinking in a different direction.

The activities we did in class were fun, but had the main objective of walking us through the LAUNCH cycle.  While they have a place in certain classrooms (flex period intramurals came to mind), creative processes don't have to deviate that far from my curriculum.  For example, in the problem of the 7 bridges, the task is to determine a route so that you are able to cross every bridge in the city in a single trip without doubling back over any one of them.  The first step of this task is to Look and Learn - what is the problem?  The second step is to begin Asking Questions about the problem - Where are the bridges?  Can I walk across the "island" to get to the next bridge or do I have to traverse the closest bridge next?  Next, I have to Understand the Problem or Process of the task - Can I draw this out?  Do I have parameters within the problem that have to be followed or met?  Now I'm ready for the best part, Navigate Ideas - What's my approach and how many ways can I brainstorm to solve this?  Finally, I'm ready to CREATE!  I can create various paths over and over until I solve the problem.  As I'm working through this, I can Highlight What's Working and Failing!  I have to determine the solution and cannot do so without critically thinking about my mistakes. 

This is a perfect problem-solving strategy for math!  If I went back into the classroom, I think I would begin the year by teaching this approach to students.  We'd spend at least a couple of weeks, if not a little more, learning how to LAUNCH into a problem, analyze our FAILURES, and solve problems that we thought were impossible!