Why? What? Who? How? When? How much? Where?, etc.
Let’s assume the proposed topic is “Violence in the world” (it can be any topic on you syllabus), have the students now state questions on the topic. You or the students write down the questions around the subject. Finally, the ideas or questions map would be structured in this way:
Why does it happen..? Who produce…? What is…? What different types exist? What can be done to avoid…?
What is the source of…? Is there violence in our environment?
INTELLECTUAL PIPELINES
Questions such as: what else do we want this object to do? What are its limitations? Could it be improved? Similar questions can be made to any event or process.
SETTING THE TARGET
You can request the student to analyze the following paragraphs:
- Julio is taller than Albert, but Julio is not bigger than Albert. What is the difference? What is the difference between tall and big?
- Jesus is not just a teacher, he is The Teacher. What is it that we are saying?
CLEANING THE LENS
You can request the student to describe objects, animals, situations, or phenomena.
BROADENING LIMITS
Encourage for projective responses. One could be of the kind, so what if…?
POSITIVE, NEGATIVE AND INTERROGATIVE
Example 1: Consider positive, negative and interrogative ideas on the following situation: They decided to get rid of mid-term exams.
Example 2: Consider positive, negative and interrogative ideas on the following real or fictitious situations:
- It is forbidden to smoke in public places.
- A worldwide agreement is reached to stop watching television.
- Mothers with children under 3 years old should dedicate to raise them and not work outside from home.
