In their Work:
* Quantity of ideas: Students demonstrating divergent thinking will generate a large number of ideas in response to a prompt. This goes beyond simply finding one "right" answer.
* Variety of ideas: The ideas generated should show a wide range and be different from each other. They shouldn't all be minor variations on the same theme. Look for originality and unconventionality.
* Flexibility of thinking: Students should demonstrate the ability to shift perspectives and approach problems from multiple angles. Their responses might jump between seemingly unrelated ideas, but in a way that ultimately contributes to a richer solution.
* Elaboration and detail: While quantity is important, the quality of the ideas matters too. Students who are encouraged to think divergently will often elaborate on their ideas with rich detail and creative extensions.
* Unusual or unexpected solutions: Look for answers that go beyond the obvious or expected. Creative problem-solving and "outside-the-box" thinking are key indicators.
* Willingness to take risks: Divergent thinkers are often more comfortable with uncertainty and ambiguity. Their work might show a willingness to experiment and explore unconventional approaches, even if they aren't entirely successful.
* Openness to criticism and feedback: Divergent thinking isn't just about generating ideas; it's also about refining them. Students who are comfortable receiving feedback and using it to improve their work are exhibiting a crucial aspect of divergent thinking.
In their Behavior:
* Active participation in brainstorming sessions: Students who readily contribute ideas, even seemingly "outlandish" ones, and build on the ideas of others are demonstrating active divergent thinking.
* Asking "what if" questions: A curiosity and a propensity to explore possibilities through questioning is a hallmark of this thinking style.
* Experimentation and exploration: They might be seen trying different approaches to a task or problem, even if it means making mistakes.
* Tolerance of ambiguity: They are comfortable with open-ended tasks and situations where there's no single "right" answer.
* Positive attitude towards challenges: Divergent thinkers often see challenges as opportunities for creative problem-solving, rather than obstacles.
* Collaboration and sharing of ideas: They are open to collaborating with others and integrating diverse perspectives into their thinking.
It's important to note that these are indicators, not definitive proof. The context of the task and the student's overall learning style should also be considered. A single instance of generating many ideas doesn't automatically mean a student is a divergent thinker; consistent demonstration across different tasks and contexts provides stronger evidence.