Creative Problem Solving (CPS) as a teaching method is outside of the norm of what is generally expected in the classroom setting, hence students may be resistant to participating in something not fully understood. Incorporating active learning strategies in a way that transcends the classroom and sparks interest and passion for students is a key pedagogical ingredient for educators. While students may find CPS a challenge due to the uncertainty and ambiguity of a different teaching method, its applicability to an MSW policy course couched in a series of two small group facilitation assignments can be useful in engaging students in the learning process. Providing an opportunity for students to work collaboratively to facilitate a small group with their peers provides a forum for them to engage in problem-solving, teaching and learning, and enable them to link theory to practice in real-world settings that are meaningful and relevant to them. CPS is a powerful teaching methodology, that when cultivated within a constructivist framework, supports the pedagogical shift in the classroom that can foster both student engagement and motivation to learn.
CPS can be a transformative learning tool that can support students becoming teachers and teachers becoming learners. It supports a dialogical learning atmosphere that can transcend the traditional classroom and inspire excellence in students by linking real life experiences into education, beyond the confines of the traditional classroom setting. It supports a sense of inquiry that incorporates both experiential learning and the development of critical thinking skills.