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Develop questions based on a story prompt (e.g., 'The story about the axe').

Teacher gives students a sentence from a story.  Students create five questions that are based on this sentence this know. This helps deepen their understanding of the story and encourages inquisitive thinking.

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Stranded on a desert island, choose 4 or 5 tools to survive.

Students choose tools from a set list. Then, they receive a task card and must use the selected tools to complete the task. This teaches problem-solving and resourcefulness.

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Combine unrelated items to create a story.

Place odd objects on the floor. Students pick an object and create a sentence that incorporates it into a story. They share their stories with the class and discuss the creative process.

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Explore multiple uses for everyday objects.

Show students a common object and ask them to list as many uses as possible. For example, show a paper and discuss its various uses.
To start each lesson with a creative sentence. Show a picture of a bottle and brainstorm different ways it can be used. Write in their “special” notebooks that the teacher keeps.

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Make and discuss controversial statements (e.g., 'Women are the worst drivers,' 'Men are the best cooks').

Students debate these statements, providing evidence and counterarguments. This activity promotes critical thinking and respectful discourse.

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Teach students to identify a problem and develop solutions, considering the pros and cons.

Present a construction-related problem. Students discuss the pros and cons of various solutions and choose the best approach. This activity encourages critical thinking and decision-making.

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Identify similarities between two seemingly unrelated items or cultures

First, students find commonalities between two odd items (e.g., a fire truck and an orange). Then, they explore similarities between two different cultures, focusing on language, traditions, or values. They can present their findings through posters or presentations.

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In groups with different skill sets, interpret and create a story based on a given prompt

Provide each group with a story prompt. Students use their unique skills (e.g., drawing, writing, acting) to collaboratively develop and present their story.

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Student are given a pen and paper and told to create a new invention

Students brainstorm, sketch, and describe their invention. They should consider the invention's purpose, how it works, and who would use it. Groups can then present their inventions and receive feedback from their peers.

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Statement - All students should be treated equally.

Discussion should evolve about diversity and how to treat according to needs.

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Display different objects or vocab. Students choose 2 and say what they have in common. Can also categorize more than 2 in creative ways.

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Divide students into groups. Each group has a different object on their desks. They list different uses for the object within a time limit. Then change tables and add to the previous list.

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How many ways can you....

Get to school?

Study from a test?

Make new friends?

Be a good friend?

Get into trouble?

Get out of trouble?

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What if Isaac ( from the Bible) could see?

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I would like to ask the students to list the disadvantages of using cellphones. Then, the teacher encourages the student to use their cellphones for educational purposes in order to expose the students to the advantages of using their cellphones.

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What if, as students, you wake up next morning just to find out that there are no schools anymore?

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To discover new ideas teacher draws three circles on the board and asks the students to guess the topic of the lesson  

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To discover new ideas teacher draws three circles on the board and asks the students to guess the topic of the lesson  

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Give students 2 unrelated objects they come up with a new user and create a new product to present to the class.

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I choose a word it could be a list of words as well (it could be from the text) and ask my students to write down words that start with the given acronym. It must be time framed. The first student who finishes the task is the winner.

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Rid

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A pair of spectacles with a magic button to turn them into "rose colored spectacles".

Lesson on idioms

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The Ridiculous - number 11

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Teaching vocabulary   - Give the students verbs / nouns and ask them to think of crazy situations using those words. Then ask them to explain how to implement the idea. What could they do to (add verb)?

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I would ask students to choose an object or a practice that they love, like their cellphones or going to the gym regularly. They should think hard and differently to find out some disadvantages and list some creative ways of correcting them.

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After the students have met the important characters in the novel, instead of asking them for character analysis, I give them imaginary scenarios (not what is coming up in the plot) and ask them to predict characters’ behavior based on what they’ve learned of them so far. One could have a discussion in small groups after, or a vote on the most plausible predictions.

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Providing an object to the students and ask them to suggest different uses by using your imagination. I chose

"a chair" as an object.

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The Invention

A pair of spectacles/glasses with a small button to change the lenses into "rose colored spectacles".

A lesson on idioms

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List a number of disadvantages for using the social media like Facebook/Instagram or snapshat.

Then list ways of correcting these disadvantages.

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Literature

Ask what if questions that change the course of the story/poem. For example, Grandmother poem: what if the grand-daughter didn't stop and ask her grandmother how do you do?

Elicit answers from students

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Uses of a pen

Writing utensil

Toy

Stress reliever

A weapon ( spit dart)

A stir stick

Take apart - reverse engineering

Hair clip;

ponytail holder

Spinner

Pin the candle device

Paper clip

digging device

Hole puncher

Back scratcher

Shoe horn

Wake up alarm during class

Clicking

Timer

Ruler

Scratch out

Physiotherapy

Work out device - pilatis

Lottery ticket scarcher

Page turned

Page marker - book

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The suggested activity is to ask students to list as many words as they can from A to Z that describe or are connected to inventions, their lists should be different and based on what they have learned in the previous units in the course book.

This activity caters to all students levels.

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Having some ‘thinking out of the box’ activities for groups of students who are going to collaborate in developing this invention.

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What is your predictions for the following running competitions: Euro 2024+ copa America + Wimbledon

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Create and Present a model of a room in your house. 5th-6th grade.

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Create a modal of your bedroom , can be a ‘dream bedroom’ in a shoebox. Make a list of furniture and prepositions. Label the objects . Present to the class . 

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Speaking lesson (small group).

The objective: Review 2nd conditional, creative thinking.

A student suggests a WHAT IF.

The teacher writes it on the board, phrased as a conditional sentence (If we didn't have school on Wednesdays, _______).

The students suggest and say the second part of the sentence.

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Print the cards if you need more copies

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How to use the “Thinker’s Keys” to encourage creative thinking

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How to use the “Thinker’s Keys” to encourage creative thinking

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Implementation ideas

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How to use the “Thinker’s Keys” to encourage creative thinking

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Whether a teacher reads aloud, teaches the story (pre-reading, vocabulary, reflection), or asks students to look at the pictures and how the boy's tale evolves without reading the story in its entirety, it gives a perfect example of BAR. From there, the sky's the limit. For example: Send students around the school, their home, their neighbourhood to find items they would like to apply "BAR" to and write a descriptive piece or make a video describing how they would upgrade the item or situation. 2. Use AI image tools and enhance an everyday item/situation. Create a guessing game asking what the original item was. 3. Apply BAR to a book task. A teacher can set the BAR high with this thinker's key.

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AND TO THINK THAT I SAW IT ON MULBERRY STREET  Dr. Seuss Read Aloud *BANNED BOOK*

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Written Production activity :

Sample questions :

What if you were a bird flying high in the sky, looking down , describe what you see .

What if you were a millionaire , think about ways for spending your money .

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Teacher elicits vocabulary related to the topic .The activity can be done individually , in pairs or in groups and it can be linked to teaching the conditionals .

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T gives instructions for a specific task. Students make a list of all they should not do.... "reverse instructions".

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"Droodles": Teacher or student draw a vague object/item on the board as class suggest what that object could be. Activity can be done in trios or small groups as well.

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Choose a favorite object and why you can't live without it. Find someone in the class who chose the same item.

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Class generates excuses for the same situation for which they are blamed. Example: T asks why you didn't bring your homework. ( Ex: The dog ate it, Didn't know it was due today.... and all the rest)

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Students work in groups to suggest solutions that cater to people/students with special needs. The problem or description of the need is printed on cards and each group chooses the problem they can relate to. Ex: How does a blind person know when to stop pouring hot water into his cup of tea without getting burned? What device could help? How can a hearing impaired child join a class discussion when it is difficult for him/her to locate who and where the classmates are situated in the room . Social dilemmas for phyiscally handicapped children in inclusive settings.

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This activity I found online that implements exactly what the card suggests.