Considering difficulties per areas
Ask the student to make a list of all utilitarian items he can related to the areas of work, study, transport, recreation, relaxation, feeding, agriculture, etc. Let him cover those items or problems more promising that he came across with.
State a question problem and request students to express as many guesses as possible. For example, why has a manufacturer extended paid holidays for his employees from one to two weeks?
Present a common object to the class, such as the lid of a plastic container, and ask them to provide alternative functions that it may serve.
Have students guess the purpose of some object from a minimum set of verbal or graphic hints. For example, if the object is a mug, draw in the board an incomplete handle, adding more parts, such as the rest of the handle, until the students guess the correct item
Sharpening the vision
Let the student point out the elements that make up an object. For example, what elements constitute a wall calendar? Wait for the students to point out elements such as: numbers, months, horizontal, vertical, advertisements, sheets, paper texture, hanging device, drawings, poems, footnotes, descriptions, characters names, color, folds, moon phases, important dates, typography, etc. Special attention should be paid to the different attributes in terms of enhancements or innovations
Relating the unconnected
Have the student make connections between ideas or items seemingly unconnected. The connections will serve as starting point to develop ideas to set aside for later, combined function units, and other relationships that suggest a continuous improvement.
Have the students suggest (orally or graphically) enhancements for a daily-used object.
Making the house bigger
Encourage the students to be recipient to other people’s ideas. Have them research times when “extravagant” ideas have been very successful.