The Diverge-Emerge-Converge Teaching Model

Have you ever wondered why some lessons work better than others? Why some classes fall flat and others don’t? While there are many factors that contribute to an effective class, I recommend using one model to ensure that the essential components of learning are in every lesson. 

The Diverge-Emerge-Converge (or DEC) model is a known framework among facilitation experts. Simply explained, it’s a model for facilitators to follow so that the participants are effectively engaged, have an opportunity to learn and create new knowledge, and find at least one solid new learning and next step within the allotted timeframe.

As with everything that I’ve learned as a facilitator, I found direct application to the work that I do with schools. This model, in particular, has a very important application in schools that I think could radically simplify our understanding of teaching and learning.

On paper, the model looks like this:

Let me explain each of the components and how they work together to create what I call a learning episode.

Diverge

The Diverge symbol is not so much an alligator as it is the opening of a book, a door, a window or a hatch (for you science fiction fans). When we Diverge at the beginning of the lesson, we create new space for learning by creating a common experience. In meetings, this might be known as an icebreaker or warmup. In a K-12 classroom, this might be known as a do now or entrance ticket. Regardless of what it’s called, I argue that it needs to be done prior to Emerging students in new information in order to engage the learners in front of you. It has a few necessary components:

One. The Divergent activity or prompt should allow the learners to identify with something that they know and connect to each other or at least the content to be revealed during Emerge (the middle section). The use of story or metaphor is a great tactic.

Two. A Divergent activity should be a relatively safe opportunity for students to enter the learning. There shouldn’t be a right or wrong answer yet. This is a great opportunity for a teacher to continue learning about their students.

Three. The Divergent activity should allow for independent processing time of the prompt at hand - a timed opportunity for students to write or draw a response prior to sharing it verbally with anyone else.  

Here are some classroom examples:

1. Brainstorming Session: Divide students into small groups and give them a topic. Allow them to brainstorm as many ideas as possible without judgment. For younger students, the topic could be as simple as What are different types of weather? and for older students, it could be more complex like How can we reduce waste in our school?

2. Mind Mapping: Provide students with a central topic and have them create mind maps of related ideas, words, or concepts individually or in groups. For instance, a central topic for K-3 grades could be Animals, and for grades 4-12, it could be Renewable Energy Sources.

3. Free Writing: Allow students a set amount of time to write continuously about a given subject without worrying about spelling or grammar. Younger students could write about My Best Day while older students could explore topics like The Impact of Technology on Society.

4. Picture Association: Show students a series of images and ask them to write or discuss their thoughts, feelings, or any ideas the images provoke. In lower grades, use simple images like animals or food, and for higher grades, use more abstract images or situations related to the content or a current event.

5. Role Play: Assign different roles to students and have them act out various scenarios. This can help generate diverse perspectives on a subject. For example, in a history lesson students could take on roles of figures from a historical event.

6. Gallery Walk: Place different images, questions, or problems around the room. Students walk around and jot down their initial thoughts or solutions. This strategy can be tailored to any subject area and grade level by adjusting the complexity of the material displayed.

7. Question Storming: Have students come up with as many questions as they can about a particular topic or problem to encourage curiosity and in-depth thinking. For younger students, the topic could be a new book or a science concept, and for older students, it could be a current event or a complex problem.

8. Word Association: Give students a word and have them list as many words as they can that they associate with it - done individually or in small groups. Topics can range from simple words like blue for younger students to more complex concepts like democracy for older students.

9. Idea Sketching: Encourage students to sketch their ideas on paper without worrying about artistic skill. Particularly effective in STEM subjects, students can sketch inventions, experiments, or scientific concepts.

10. Music Interpretation: Play different genres of music and ask students to write or draw their interpretations or feelings about the music to help students express themselves and think creatively, regardless of age.

Emerge

This is where the real fun happens. And significant risk. Once the learners have opened their door to whatever comes next, the teacher/facilitator can now provide opportunities for application, new ideas, and for every participant to have a voice. The evidence-based strategies that should be used during Emerge are well documented in any number of books by practitioners and researchers (I’ve included a few of my favorites below). But I think there are a few that strategies that stand out for me as great opportunities for creating new knowledge and learning energy in the classroom:

The three strategies mentioned as part of the Emerge section in the Diverge-Emerge-Converge (DEC) model and their applications to K-12 classrooms are as follows:

1. Vertical Learning: This approach emphasizes building upon previous knowledge by adding new layers or levels of complexity. In a K-12 classroom, this could manifest as students progressing from understanding basic concepts to applying them in more complex situations. Teachers might scaffold this process by starting with simple tasks and gradually increasing difficulty, encouraging students to build upon their existing knowledge. This strategy helps in creating a structured learning path where each step prepares students for the next level of learning.

2. Sketch Noting: This is a creative form of note-taking that combines words and visual elements like drawings, symbols, and diagrams. In K-12 classrooms, sketch noting can be used to make learning more engaging and memorable. It encourages students to represent information in a personal and meaningful way, which can enhance understanding and retention. Teachers can introduce sketch noting by providing examples and guiding students on how to represent different types of information visually. This method caters to different learning styles and encourages creativity and critical thinking.

3. Shared Inquiry: This method involves collaborative exploration of questions or problems where there may not be a single correct answer. In a K-12 setting, shared inquiry can be facilitated through group discussions, debates, or project-based learning. Teachers pose open-ended questions and guide students as they explore different perspectives and build on each other's ideas. This approach fosters critical thinking, communication, and collaboration skills as students learn to articulate their thoughts, listen to others, and construct knowledge collectively.

These strategies, within the Emerge phase of the DEC model, support dynamic learning environments where students are encouraged to explore, express, and expand their understanding. By incorporating these methods, teachers can facilitate deeper engagement and encourage students to take active roles in their learning journey.

I’ve chosen these three because they diverge from the norm and may inspire teachers to attempt new ways to let new knowledge emerge from their students. There are tons more and variations of them all. But with the goal of a very specific time period of emerging new knowledge, let’s find the best one for the learning at hand.

In the Emerge time, of course, there should be small groups, differentiation, great questioning - all driven by data sources/information we know about the learners in front of us. Again, that may be fodder for future blog posts, but I want to stay focused on the model for now.

Converge

If Divergence is the opening of something, Convergence could be closing of something. But I actually like to look at Convergence as an arrow pointing forward rather than the spine of a book for the jam of a door. Convergence represents a phase where learning is synthesized and consolidated - as an arrow it indicates that the learning continues to happen after we converge on a next learning step. Convergence is an opportunity to do a few things that are tied to what we know in brain science is critical for the connection of neurons and the creation of new cells. Like Divergence, the teacher could ask students to write an exit ticket, review their learning in a short evaluation of the learning experience, draw a picture of the system, or share concept that they’ve explored during the emergence time. 

The point here is that there is closure to the learning episode. And a next step.

I’ve been in thousands of classrooms and I see convergence as the most frequently underused element of the DEC model. But without it, the neuron never makes the connection. As teachers, we run out of time, therefore, forsake an opportunity to learn what students learned or to keep the learning alive through a next step. This is a huge mistake as convergence opportunities allow students to summarize their new learning, connect the lesson to themselves, and solidify the neural connections, so necessary for short and long-term learning.

Here are some ways we can build Convergence into our lessons:

Convergence, within the context of the Diverge-Emerge-Converge (DEC) model, represents a phase where learning is synthesized and consolidated. This phase is crucial for ensuring that the learners' experiences and discoveries made during the Diverge and Emerge phases are solidified into concrete understanding and knowledge. Here are ways to build Convergence into K-12 classroom lessons:

1. Exit Tickets: Utilize exit tickets at the end of a lesson to allow students to reflect on what they have learned. This can be a question that prompts them to summarize the day's learning or apply it to a new situation.

2. Review and Evaluation: Engage students in a short review session where they can evaluate their learning experiences to help reinforce their understanding and allow them to express any remaining questions or confusions.

3. Creation of Visual Summaries: Encourage students to create a visual representation, such as a concept map or a sketch of the key concepts explored during the lesson to help visualize connections.

4. Reflection Journals: Have students maintain a reflection journal where they can write about what they have learned, questions they still have, and how they can apply this knowledge.

5. Role-Playing or Simulations: Conduct role-playing sessions or simulations that allow students to apply their knowledge in a realistic context to reinforce the learning and assess their ability to apply it in real-world scenarios.

By integrating these strategies, educators can create a structured and supportive environment for students to consolidate their learning, connect it to previous knowledge and experiences, and prepare for future learning experiences.

Good books to check out for Emerge strategies:

Make It Stick: The Science of Successful Learning by Peter C. Brown, Henry L. Roediger III, and Mark A. McDaniel.

How Learning Works: Seven Research-Based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman.

Visible Learning for Teachers: Maximizing Impact on Learning by John Hattie.

The Science of Learning: 77 Studies That Every Teacher Needs to Know by Bradley Busch and Edward Watson.

Culturally Responsive Teaching and the Brain by Zaretta Hammond

What Works in Schools: Translating Research into Action by Robert J. Marzano.

Building a Better Teacher: How Teaching Works (and How to Teach It to Everyone) by Elizabeth Green.

Powerful Teaching: Unleash the Science of Learning by Pooja K. Agarwal and Patrice M. Bain.