The purpose of this study was to develop a teaching-learning method and instructional design model for creativity convergence reading education in order to design teaching that includes processes, guidelines, considerations, and precautions. These teaching-learning method and instructional design models were developed as formative research that is based on literature reviews, expert interviews, and a pilot study. This study produced several results. First, the teaching-learning method and instructional design model includes the processes and principles needed for systemic and systematic design principles, which translates into creativity convergence reading education. Second, these macro-instructional design strategies use the principle of convergence, finality, diversity, solving problem, and experience, which are executed through unit teaching. Third, these micro-instructional design strategies use the processes, guidelines, considerations, and precautions of five design stages which are executed through lesson classes. The teaching-learning method and instructional design model give the results of the instructional design for creativity convergence reading education to the teachers, and then they suggest various interventions that help improve creativity convergence instruction. The three types of instructional design model(troubleshooting-type class model, team challenge-type class model, and individual challenge-type class model) for creativity convergence reading education developed through this research provide useful guidelines for teachers and learners, which can ultimately contribute to the improvement of creativity, problem-solving, collaboration, discussion competences, and reading strategies.