Brainstorming model of teaching is used to improve which of the following?

The brainstorming technique, introduced by Alex Osborn, is a group activity in which participants generate as many ideas as possible on a given topic within a fixed time, with all evaluation and criticism of ideas deliberately suspended until after the idea-generation phase. This separation of free idea generation from judgment is specifically designed to build divergent, creative thinking, since suspending criticism lets unusual and wide-ranging ideas surface that a judgment-heavy method would otherwise suppress.

Applying this to the objectives offered here:

• Understanding is built through explanation, questioning, and comprehension checks on already-presented material; brainstorming's free-ideation format is not built to explain or re-teach existing content.

• Application involves correctly using an already-learned rule or procedure on a specific case; a brainstorming session has no fixed procedure to apply, only unconstrained idea generation.

• Problem solving, as a distinct objective, needs a structured process of identifying a problem, testing possible solutions, and validating one, as in reflective or inquiry-based teaching; brainstorming's own rule is to defer evaluation, so it does not itself test or validate solutions.

• Creativity is the capacity to generate many varied, unconventional ideas without early judgment; exactly the capacity that brainstorming's deferred-evaluation, high-quantity ideation format is built to develop.

This is confirmed independently by how pedagogy literature classifies teaching techniques: Brainstorming and Synectics are grouped together as techniques aimed at developing learners' creative thinking, distinct from techniques built around concept explanation, skill practice, or structured problem-solving.

So the Brainstorming model of teaching is used to improve Creativity.