Reaching for the stars: A lesson on divergent and convergent thinking

In this lesson, students explore the mechanics of creativity. Based on a dynamic video about problem-solving, students will learn why our brains struggle to come up with ideas and judge them at the same time. This lesson is perfect for business English or general intermediate learners looking to improve their professional communication.

Lesson overview

• Level: Intermediate to upper-intermediate
• Topic: Creativity, workplace dynamics, and problem-solving
• Objectives: To distinguish between divergent and convergent thinking and to discuss “meeting culture.”
• Materials: A physical space where students can stand and stretch.

Background intro to the topic

This section will help the teacher and student be introduced to the topic and provide some material for further reading.

Check out the book by James Clear on Amazon:

The Scientific Core: Divergent vs. convergent thinking

The distinction between these two modes is the backbone of your lesson.

• The Origin: This concept was developed by J.P. Guilford in 1956.
• Creative Education Foundation: They offer a clear breakdown of the Principles of Creative Problem Solving, which explicitly discusses the need to separate “ideation” (divergent) from “evaluation” (convergent).

The “gas and brake” metaphor: Cognitive load

The speaker in the video mentions that we can’t hit the gas and the brake at the same time. This is supported by neuroscience regarding the Executive Control Network vs. the Default Mode Network.

• Harvard Business Review: For a business-authoritative take, refer to The Neuroscience of Creativity. It explains why the brain’s “evaluative” centers can accidentally stifle the “generative” centers if they aren’t separated.
• Scientific American: A great piece on The Creative Brain that discusses how highly creative people can toggle between these networks more effectively than others.

Warm-up: the stretch test (10 minutes)

Instead of just talking, start this lesson with the physical exercise mentioned in the video above to help students “feel” the concept.

• The reach: Ask everyone to stand up and reach as high as they can. Ask: “How does this feel in your body?” (Expected: Empowering, expansive, waking up).
• The bend: Ask them to bend over and touch their toes. Ask: “How does this feel?” (Expected: Heavy, restrictive, reflective).
• The challenge: Ask them: “Can you do both at the same time?”

Pro-Tip: If students struggle to understand why “bending over” feels like judging, tell them: “When we judge, we narrow our focus, we look down at the details, and we feel the weight of reality. When we brainstorm, we look up and expand.”

Key vocabulary (15 minutes)

Review these terms to help students describe the creative process.

Vocabulary expansion: the language of ideas

These words help students participate more effectively in “divergent” and “convergent” stages of a meeting.

• Expansive: Covering a wide area in terms of space or scope. (“We need an expansive approach to this problem.”)
• Analytic: Using logical reasoning to examine something. (“She has a very analytic mind for data.”)
• Deliberately: On purpose; intentionally. (“We must deliberately separate the two parts of the process.”)
• Restrictive: Limiting or preventing freedom of action. (“Too many rules can be restrictive to creativity.”)
• Evaluate: To judge the value or quality of something. (“After the brainstorm, we will evaluate the costs.”)

Video & listening comprehension (20 minutes)

Watch the video (or read the video) and answer the following questions:

1. The physical metaphor: According to the speaker, which physical action represents “coming up with ideas,” and which represents “making decisions”?
2. The “craziness”: Why is it impossible to reach for the sky and touch your toes at the same time? How does this apply to business meetings?
3. The meeting killer: What happens when someone shares an idea and another person immediately says, “We tried that last year”?
4. The essential rule: What is the specific advice the speaker gives for managing the creative process?

Practice: the “gas and the brake” (20 minutes)

Break the students into small groups for a simulation.

• The scenario: Your school/company wants to organize a summer party, but there is no budget.
• Stage A (Divergent): For 5 minutes, students must reach for the sky. They must list as many ideas as possible. Rule: No one is allowed to say “no” or “that’s too expensive.”
• Stage B (Convergent): For 5 minutes, students must touch their toes. They must look at the list and pick the most realistic idea.
• Discussion: Was it easier to come up with ideas when you knew no one would judge them immediately?

Wrap-up & homework

Summary: Most people are trained to be analytic (convergent), but we must learn to be expansive (divergent) first. You cannot put your foot on the gas and the brake at the same time!

Homework task: Observe your next meeting or conversation. Did people try to “reach up” and “reach down” at the same time? Write 5 sentences describing how the process could have been improved by separating the two phases.

If you missed our previous lesson on why the brain needs rest, read Why you need to be bored.

Appendixes

Appendix A: The “idea filter” categorization test

This test checks if students can distinguish between the two types of thinking.

Instructions: Label each statement as either D (Divergent) or C (Convergent) based on the goal of the speaker.

1. “Let’s just throw every crazy idea on the whiteboard for now.” [ ]
2. “According to our data, we don’t have the budget for that specific plan.” [ ]
3. “What if we tried to sell this product to an entirely different age group?” [ ]
4. “We need to narrow this list of ten ideas down to just the top two.” [ ]
5. “I want us to imagine what this company would look like in the year 2050.” [ ]
6. “Let’s look for the flaws in this proposal before we send it to the boss.” [ ]

Appendix B: The “alternative uses” divergent challenge

This is a classic psychological test (the Guilford test) to measure divergent thinking. It’s a great warm-up for students to practice “reaching for the stars.”

Instructions: Set a timer for 3 minutes. List as many different, unusual uses as possible for a paperclip.

• Example: A toothpick, a tiny hook, a reset button for a router.

Reflect: Did you find yourself “judging” your ideas as you wrote them? That was your convergent brain trying to “touch your toes”!

Appendix C: Vocabulary check-up

A quick cloze (fill-in-the-blank) activity focusing on the video’s most important terms.

Instructions: Fill in the blanks using: fundamental, analytic, anticipating, expansive, deliberately.

1. The speaker believes that coming up with ideas is a __________ part of problem solving.
2. In school, we are often trained to be very __________ and good at dissecting problems.
3. When we are in an __________ place, we feel like we are “reaching for the sky.”
4. People stop sharing ideas when they are __________ that someone will criticize them.
5. You should __________ separate the time you spend brainstorming from the time you spend judging.

Appendix D: Meeting “red flag” checklist

Students can use this checklist to evaluate their own workplace or classroom dynamics.

Teacher’s key

• Appendix A: 1.D, 2.C, 3.D, 4.C, 5.D, 6.C
• Appendix C: 1. fundamental, 2. analytic, 3. expansive, 4. anticipating, 5. deliberately