General overview of how to implement it

This technique is carried out following the four basic points that mark its development:

• Recognize the dominant ideas that polarize the perception of a problem.
• Find different ways of looking at things.
• Relax rigid thought control.
• Take the opportunity to encourage other ideas.

For what we want the students to be able to divide the problem or challenge, reverse the way of thinking, and above all to be able to ask the correct questions.

This, in our teaching work, can be planned by following these steps:

1. Program the common thread of the different activities of this technique that will be carried out at the beginning of each didactic unit.
2. Take into account the time necessary for the presentation of the project to the students by making a good list of functions of each participant.
3. Prepare the necessary material that we will need for the development of the technique. It is important that at the beginning of the course the necessary material is available and if not, to be able to request its purchase.
4. Define two profiles in the development of the technique, two students will be the “guides” and the rest of the students will have to solve the enigma by asking the guides questions. Each new unit changes the guide team.
5. Establish “rewards” students who solve the riddle of a unit will have the right to pose the riddle in the next unit (and therefore, be the guides), always with the prior approval of the teacher.
6. Present the “enigma or paradox” to the whole class, and the solution only to the pair that will answer the questions of the rest of the class (pair of lead students).
7. Have questions planned by the teacher, in case the participation of the students is not active.
8. Show the outcome and possible alternative solutions to promote critical thinking. Analyzing the paths to which each question has led us and the possible alternative paths.
9. Improvements will be proposed.
10. The pair that will coordinate and answer the questions (guides) in the next unit is set, which will be the two students who have first solved the enigma or if they have already had the role of guide on another occasion, alphabetical order is followed, explaining the content of that puzzle. unit to allow the students’ curiosity to lead them to search for information on the subject.