Walking in someone else’s shoes
This means to try and solve a problem by putting yourself in the position of those with opinions contrary to yours.
Facing a stated problem, request the student to describe it from someone else’s point of view, to imagine how the other person interprets the problem.
Chain of ideas
It is used to produce ideas. For example: you ask the student to make a list of all the things he can remember that are at the same time solid, flexible, and of a color.
It refers to the establishing of relationships between pairs of ideas.
Example 1: Make a list of words with the approximate opposed meaning to the word “death”.
Example 2: Place an element, fact, phenomena or action of nature, in front of a value; for the word “peace”, the term “pigeon”.
Placing equal bricks
It consists in expressing phrases containing the same number of letters.
It allows to develop the student’s spontaneous flexibility. Example: List all uses that you can think of for a common brick.
This strategy contributes to developing adaptation flexibility. Here the student needs to perform some changes (changes to the interpretation of the task, changes of statements or strategies, change of possible solution, etc.).
Example: Give as many titles as possible to the parable of the “Prodigal son”.
It allows to expand thinking from a small phrase.
Example: For the following paragraphs, explain the meaning of each one of them: (a) be the fountain, not the drain, (b) To discover is to look at what the whole world has seen and think about what no one has thought.
Making our movies
This strategy is one of my favorites. It consists on requesting each of the participants to remember and relate an experience, event, or daily happening; then they need to give it a striking movie title, and then they need to point out the lesson coming from it.