The Best Examples of Creative Problem Solving in Group Projects

Real examples of creative problem solving in group projects

Let’s skip the theory and start with what teachers always ask for: real examples of creative problem solving in group projects that actually work with real students.

Imagine these scenes in your classroom:

A group of eighth graders huddles around a table covered with sticky notes, arguing (productively) about the best way to reduce cafeteria waste. A fifth-grade team builds a cardboard prototype of a “quiet zone” divider for their noisy classroom. A high school group uses AI as a brainstorming partner—but not a shortcut—to design a mental health awareness campaign for their school.

All of these are examples of creative problem solving in group projects that go beyond “you take slide 1, I’ll take slide 2.” Below are several classroom-ready scenarios you can adapt, along with the thinking moves they encourage.

Example of creative problem solving: The Classroom Redesign Challenge

Scenario: Your students complain that the classroom feels cramped, loud, or distracting. Instead of shrugging it off, you turn it into a design challenge.

Task: In teams, students redesign the classroom layout to improve focus, traffic flow, and comfort—without buying new furniture.

Why this is one of the best examples of creative problem solving in group projects:

Students must work within real constraints (same furniture, same space), which forces them to think creatively instead of just wishing for new stuff. They:

• Measure the room and furniture, then sketch multiple layouts.
• Interview classmates about what helps or hurts their focus.
• Create a scale model with paper, tape, or a digital tool.
• Pitch their redesign and justify it with evidence (noise levels, sight lines, accessibility).

Creative problem-solving moves you’ll see:

• Reframing the problem: “The room is too loud” becomes “How might we reduce distractions using what we already have?”
• Prototyping: Students test arrangements for a day or a class period and gather feedback.
• Iterating: Groups revise designs based on what actually worked.

To connect this to real-world practice, you can introduce simplified ideas from design thinking frameworks often used in education, like those described by Stanford’s d.school K–12 Lab (k12lab.org).

Group project example: Community Problem-Solving Inquiry

This is a powerful example of creative problem solving in group projects that ties directly into civic engagement and project-based learning.

Scenario: Students identify a community issue—litter around the school, lack of safe walking routes, food waste, or limited access to books—and design a realistic action plan.

Task: In groups, students:

• Choose a local problem they care about.
• Research the issue using reliable sources (local government, .gov or .edu sites, community organizations).
• Interview at least one stakeholder (custodian, cafeteria manager, librarian, local official, or a family member).
• Propose and implement a small, realistic action.

Examples include:

• Creating a rotating “Green Team” to track and reduce classroom trash.
• Designing posters and announcements that promote walking or biking to school safely.
• Organizing a gently used book swap to increase access to reading materials.
• Partnering with the cafeteria to track and display food waste data for one week.

This project lines up well with current pushes toward authentic, problem-based learning highlighted by organizations like PBLWorks (pblworks.org).

Creative thinking you’ll see:

• Divergent thinking: Brainstorming many possible actions, including ones that seem silly at first.
• Convergent thinking: Narrowing down to what is realistic in terms of time, money, and school rules.
• Systems thinking: Seeing how one small change (like moving a trash can) can shift behavior.

STEM-focused examples of creative problem solving in group projects

STEM classes are perfect for examples of creative problem solving in group projects because constraints are built into the content.

The Low-Cost Water Filter Challenge

Scenario: In a science class, students learn about water quality and access. Their challenge: design a simple, low-cost water filter using only everyday materials.

Task: In groups, students:

• Research what makes water unsafe to drink using trusted sources like the U.S. Environmental Protection Agency (epa.gov) or CDC (cdc.gov).
• Brainstorm materials they have at home or in the classroom (sand, gravel, cotton, coffee filters, plastic bottles).
• Build and test multiple filter designs using dirty water made with soil and food coloring.
• Measure clarity and odor, and discuss limitations (they should learn this is not safe for real drinking water without proper treatment).

Why this is a strong example of creative problem solving:

Students must juggle cost, availability, and effectiveness. They quickly see that “more materials” does not always mean “better filter,” which pushes them to revise and improve instead of just building once and stopping.

The Rube Goldberg Energy Transfer Project

Scenario: In a physics or general science class, students build a chain-reaction machine that includes at least five different energy transfers.

Task: Groups design a Rube Goldberg–style device that starts with a simple action (like dropping a marble) and ends with a final task (popping a balloon, ringing a bell, or turning on a light).

Creative problem-solving elements:

• Working backward: Students picture the final action, then design the steps in reverse.
• Testing and debugging: Pieces fail constantly. Students troubleshoot, adjust angles, and change materials.
• Collaborative negotiation: Each student’s “cool idea” has to fit into one connected system.

These STEM projects give you vivid real examples of creative problem solving in group projects that you can photograph, document, and reuse as models year after year.

Humanities and ELA examples include role-play, campaigns, and podcasts

Creative problem solving is not just for science labs. Some of the best examples of creative problem solving in group projects come from humanities and language arts classrooms.

Historical Role-Play Negotiation

Scenario: Students study a historical conflict, such as the Constitutional Convention, the Paris Peace Conference, or a major labor strike.

Task: In teams, students represent different stakeholder groups and must negotiate a new agreement that avoids the historical outcome.

Examples include:

• Rewriting a treaty to prevent a later war.
• Designing a labor contract that avoids a strike.
• Proposing a compromise plan for a contested election.

Creative thinking you’ll see:

• Perspective-taking: Students must argue for positions they may not personally agree with.
• Constraint-based creativity: They have to stay within the values, technology, and politics of that time period.
• Complex problem solving: There is no perfect answer, only tradeoffs.

You can connect this to research on discussion-based and role-play learning, such as work from Harvard’s Project Zero (pz.harvard.edu).

Social Issue Campaign or Podcast

Scenario: Students choose a social or school-based issue—online safety, bullying, screen time, vaping, or mental health awareness—and create a campaign or short podcast series.

Task: In groups, students:

• Select a focus issue and research it using reliable sources (for health topics, Mayo Clinic at mayoclinic.org or NIH at nih.gov).
• Identify their target audience (younger students, parents, peers, teachers).
• Decide on a campaign format: posters, short videos, announcements, or a podcast.
• Plan, script, produce, and share their work.

Why this is a powerful example of creative problem solving:

Students must solve problems like:

• How do we explain a complex issue in a way younger students understand?
• How do we keep the tone respectful but still persuasive?
• How do we divide roles (researcher, writer, editor, designer) so everyone contributes?

Again, these are real examples of creative problem solving in group projects that mirror professional media and advocacy work.

Using AI wisely: 2024–2025 trend in group problem solving

In 2024–2025, students are not just using AI; they’re surrounded by it. Instead of banning it outright, many teachers are designing group projects that teach students how to use AI as a thinking partner, not a shortcut.

Scenario: In a high school class, groups design a solution to a school problem (hallway congestion, homework overload, lack of club participation) and are allowed to use AI for brainstorming—but not for final products.

Task: Students:

• Use AI tools to generate many possible solutions.
• Critically evaluate the suggestions, labeling which are unrealistic, unsafe, biased, or off-topic.
• Combine AI-generated ideas with their own and design a plan that fits their actual school.
• Document which parts came from AI and which came from human discussion.

Creative problem-solving skills developed:

• Critical evaluation of information sources (a major focus in current media literacy and digital citizenship standards).
• Ethical decision-making about what to adopt, adapt, or discard.
• Metacognition, as students explain how AI changed (or didn’t change) their thinking.

This gives you modern, relevant examples of creative problem solving in group projects that match the realities of 2024–2025 classrooms.

How to teach creative problem solving inside group projects

Now that you’ve seen multiple examples of creative problem solving in group projects, the next step is helping students build these skills intentionally, not just by accident.

Make the problem real and slightly messy

Students are more creative when the problem feels real and doesn’t have one obvious right answer. Instead of “research a planet,” try:

• “Design a travel brochure that convinces tourists to visit your assigned planet, but you must be honest about the dangers.”

Instead of “write a report on recycling,” try:

• “Reduce the amount of paper your class uses in one month and present the data to the principal.”

These prompts naturally lead to examples of creative problem solving in group projects because students must define the problem, research options, and test ideas.

Teach simple, repeatable processes

You don’t need complicated frameworks. A simple cycle works well across grade levels:

• Understand the problem (ask questions, interview, research).
• Imagine possibilities (brainstorm without judging).
• Plan a solution (choose, sketch, assign roles).
• Create and test (build, try, fail, adjust).
• Reflect (what worked, what didn’t, what’s next?).

Use this same language across different projects so students can recognize the pattern.

Structure group roles for thinking, not just tasks

Instead of only assigning roles like “timekeeper” or “materials manager,” add thinking roles:

• Questioner: pushes the group to clarify the problem and consider alternatives.
• Connector: links the current project to prior knowledge or real-world examples.
• Tester: plans how the group will test or get feedback on their idea.

This keeps everyone engaged in the creative problem-solving process, not just the final product.

Build in reflection and sharing

After projects, ask students to share specific examples of creative problem solving in group projects they saw in their own teams:

• When did we change our plan because of new information?
• When did someone’s “wild idea” turn into something useful?
• When did we disagree, and how did we move forward?

These reflections help students recognize that creative problem solving is a skill they can grow, not a talent some people just “have.”

FAQ: examples of creative problem solving in group projects

Q: What are some quick, low-prep examples of creative problem solving in group projects?

Short activities work well when time is tight. You might try a “paper tower” challenge where groups build the tallest free-standing tower using only one sheet of paper and tape, or a “mystery bag” engineering task where students create a device using random materials to move an object across the room without touching it. Even a 20-minute debate where groups must defend a silly policy (like “homework should only be done outdoors”) can spark creative thinking as students invent arguments and counterarguments.

Q: How can I assess creative problem solving in group work fairly?

Focus on the process, not just the product. Use simple rubrics that look at how well the group defined the problem, generated multiple ideas, tested or revised their plan, and reflected on results. Combine a group score with individual reflections or self-assessments so quieter students who contribute strong ideas are recognized, not overshadowed by the most vocal teammate.

Q: Can you give an example of a cross-curricular group project that builds creative problem solving?

One strong example of a cross-curricular project is a “Sustainable School Fair.” Science classes investigate environmental impacts and data, math classes handle measurement and statistics, ELA classes craft persuasive messages and stories, and art or tech classes design visuals or digital media. Mixed groups then create booths that propose solutions for a more sustainable school—like reducing waste, saving energy, or improving green spaces—and present them to families or other classes.

Q: How do I support students who struggle with open-ended projects?

Provide clear checkpoints and scaffolds. Break the project into stages with mini-deadlines: understand the problem, brainstorm, choose a direction, prototype, test, and revise. Offer sentence starters for discussions and reflection, like “One idea we tried was…” or “We changed our plan when…”. Pair students who need more structure with peers who are patient collaborators, and circulate with targeted questions rather than quick answers.

Q: What are examples of reflection questions I can use after group projects?

Helpful reflection prompts include: “Describe a moment when your group changed direction and why,” “What idea are you most proud of and how did it develop?,” “How did your group handle disagreement?,” and “If you had one more week, what would you try next?” These questions push students to notice their own creative problem-solving strategies so they can carry them into future projects.

When you intentionally design examples of creative problem solving in group projects, you transform group work from “divide and survive” into real practice for the kind of thinking students will need long after they leave your classroom. Start small with one project, name the thinking moves you see, and let students know: this isn’t just about the grade. It’s about learning how to tackle problems together that don’t come with an answer key.