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227
Lateral Thinking Test
Following is a very interesting test. In this test you are required to think differently only.
There is no right or wrong answer. You can choose your answer from the given answers.
But it is highly recommended that you give your own answers just putting your logics
aside.
(Part 1)
Here some Geometrical figures are given. You have to carefully examine the figures. To
express immediate thought you got from the figure, you can either choose from the
given answer or give your own idea.
Q1. It looks like a
i. Inverted tree with two bases
ii. A skater rolling on the head
iii. A cloud with two antennas
iv. _______________________________
Q2. It looks like a
i. Small A
ii. Six, inverted 9
iii. Inverted e
iv. _______________________________
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(Part 2)
Following part has some situational questions. Give your preferred answer. You can
pick from the answers given or write your own answer.
Q3. A man is eating something in a café. One of the waiter pulls out the gun and
shoots at him. Reason is
i. Man must have some enmity to the waiter
ii. The waiter is psychic man
iii. Waiter is an undercover cop or a criminal
iv. __________________________________
Q4. A woman has given a proof that her sister killed her husband. Yet the judge
declares that he cannot punish the sister.
i. Judge may have some relation with the sister
ii. The sister is already dead
iii. The judge has been bribed
iv. _____________________________________
Q5. A couple had a big fight in the day. The husband dies after eating the dinner.
i. Woman must have poisoned the food
ii. Man had a heart attack
iii. Man himself consumed some poison
iv. _____________________________________
229
Q6. A woman had two sons born on the same hour of the same day of the same year.
But she claims they are not twins
i. She must be lying
ii. At least one of them is adopted
iii. They are step brothers
iv. _______________________________________
O7. A man rode into the town on Friday. He claims that he stayed there for three nights
and left on Friday.
i. it is a lie
ii. he traveled some different time zone
iii. he was drugged so he slept for so long that he forgot the counts of the day
iv. __________________________________________
(Part 3)
Q8. Complete the sentence using the given phrase
“It would be nice if”
Phrase “Car”
i. Cars were inexpensive
ii. Cars could fly
iii. Cars could be reshaped whenever wished
iv. ________________________________________
Q9. The steering of the bus gets broken. Now
i. It will lose control and collide with something
230
ii. The driver may use breaks
iii. Some other control device may be used
iv. ________________________________________
Q10. A friend presents you a clock with no hands you will
i. Throw it
ii. Mend it.
iii. Keep it as a funny gift from your friend
iv. _____________________________________
Part 4
Q11. Complete the sentence
To solve the problem of discipline teacher should use ____________ in the class
i. Cane
ii. Reward
iii. Love & affection
iv. ____________________________
Q12. A woman profusely sweating picks up a knife and hits
i. A man chasing her
ii. A burglar
iii. herself
iv. ____________________________
Q13. A child gets under a truck
i. He gets killed
ii. Is seriously injured
iii. Miraculously escaped
iv. ______________________________
Give your view on the statements with reason
231
Q14. Stupid people should pay less tax
i. Disagree as ______________________________
ii. Agree as ________________________________
Q15. Irrespective of work everyone should be paid equally.
i. Disagree as ______________________________
ii. Agree as ________________________________
Q16. A tomato can be an apple
i. Disagree as ______________________________
ii. Agree as ________________________________
Q17. All food should be free for fatty people
This is an absurd looking statement. With what you will like to change ‘all food’ to make
it meaningful
i. No food
ii. Healthy food
iii. slimming tablets
iv. _____________________________
Q18. Professor X has been nicknamed watermelon by his students because
i. He is fatty
ii. They love watermelon as well as him.
iii. He loves watermelon
iv. _____________________________
232
Q19. Somebody is lying dead on bed, but nobody bothered
i. They have not seen him
ii. They know and have called police
iii. They are heartless people
iv. _____________________________
Q20. Mrs. Sharma reformed her naughty students with a safety pin
i. By piercing students with needle when they made mischief
ii. By frightening with needle prick
iii. By tucking something embarrassing on their dress with the pin, when they make
mischief
iv. ______________________________
Q21. A traffic police officer saw a truck driver clearly going on the wrong side of a one-
way road. But he did not try to stop him as
i. The officer is not on duty
ii. He is not dutiful
iii. He is afraid of the driver or is a relative of him
iv. _______________________________
Q22. A man lives on the 21st floor of the building. He leaves to the work using a lift. But
when he returns, he goes only up to 10th floor by lift then he uses stairs to go to his
floor.
i. Man is health conscious.
ii. He is mentally challenged
iii. He meets someone on 10th floor
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iv. Lift has some problem going up 10th floor
v. _______________________________
Q23. How many birthdays an average Indian man celebrate
i. 50
ii. 75
iii. 100
iv. ____________________________
Q24. Why a man living in Haridwar cannot be buried in Pakistan
i. Rules don’t allow
ii. Man may be Hindu so will not be buried but burnt.
iii. Haridwar itself is a place where such rituals are held
iv. _________________________________________
Scoring Sheet for Lateral Thinking Test
Item
No.
Score-1
Thinking
Score-2
Escape
Score-3
Novelty
Score-4
Provocation 1. Answer 1,
2or 3 Any other answer
than 1,2,3
Answer given by less
than 5% population
Any outrageous answer
2.
Answer 1, 2or 3
Any other answer
than 1,2,3
Answer given by less
than 5% population
Any outrageous answer
3. Answer 1, 2or 3
Any other answer
than 1,2,3
Answer given by less
than 5% population
Outrageous answer like the man was having hiccups and the waiter was helping
him out by frightening him, as hiccups tend to stop by fear.
4. Answer 1,
2or 3
Any other
answer
Answer
given by less
Outrageous answer like the women are
seismic twins so can’t be punished. Or are
234
than 1,2,3 than 5% population
twins so can’t be identified etc.
5. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like the man was
seriously ill and doctors had advised him
not to eat food as it will be lethal. The
woman was fighting just to convince him
not to eat yet the man ate.
6. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like they are triplets.
7. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like Friday is the name
of the horse.
8. Answer 1,
2or 3
Any other
answer than 1,2,3
Answer
given by less than 5%
population
Outrageous answer that is not based on a
feature of a car like the car should be good in taste.
9. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like that bus is standing
so nothing to worry about.
10. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like digital clock or a
clock announcing the time.
11. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5% population
Outrageous answer like indiscipline.
12. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5% population
Outrageous answer like fruit or veggie or
cake.
13. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like the truck is
standing.
14. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like it will encourage
more people to pay more tax so that they
are not labeled as stupid.
15. Disagree Agree
without
citing any
proper
reason
Agree with
reason given
by less than
5%
population
Outrageous answer that provides a new
idea like we can see the statement in
reverse. Equal salary equal work so more
load shedding be encouraged
16. Disagree Agree
without
Agree with
reason given
Outrageous answer that provides a new
idea like tomatoes and apples are concept
235
citing any proper
reason
by less than 5%
population
only or if a child is told from very beginning that these are the names which
can be changed.
17. Disagree Agree
without
citing any
proper
reason
Agree with
reason given
by less than
5%
population
Outrageous answer that provides a new
idea like unhealthy food.
18. Disagree Agree
without
citing any
proper reason
Agree with
reason given
by less than
5% population
Outrageous answer that provides a new
idea that is not based on the prominent
features of watermelon but on secondary
features for eg. While eating watermelon one has to spit its seeds and Professor also
has been seen spitting publically.
19. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like that somebody is a
fly.
20. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like she used it as
random word and observed sharper the pin
more it pricks so a naughty child will be
sharper. Or a pin can pierce in a board only
softly. Or she gives naughty children an
activity with pin that keeps them busy.
21. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like the driver is
walking and not driving.
22. Answer 1,
2or 3
Any other
answer than 1,2,3
Answer
given by less than 5%
population
Outrageous answer like the man is a dwarf
and can’t reach the button for 21st floor.
23. Answer 1,
2or 3
Any other
answer
than 1,2,3
Answer
given by less
than 5%
population
Outrageous answer like one birth day.
24. Answer 1, 2or 3
Any other answer
than 1,2,3
Answer given by less
than 5% population
Outrageous answer like a living man cannot be buried.
236
237
TASK ANALYSIS
TERMINAL
BEHAVIOUR
TASK
DESCRIPTION
ENTRY
LEVEL
BEHAVIOUR
TASK TYPES OF
LEARNING
METHODO
-LOGY
APPARA
-TUS
USED
Students will
be able to: -
1)differentiate
between
thinking and
intelligence
2)recall lateral
thinking
3) recall terms
like, vertical,
linear critical
and creative
thinking.
Students will be
able to: -
1)explain
thinking and
its importance
2)explain
lateral
thinking
Students are
familiar with
terms like
thinking,
achievement.
They must have
an undersanding
of the
educational
systems
Activity-1 Signal learning
Concept learning
Principle
learning
Signal Learning
Lecture
method in
the Self
learning
module
(SLM)
SLM
1) explain PO method and its
significance. 2)name
different techniques of
PO
1) recognize significance
of lateral thinking
in present day situation
2) appreciate
PO method and
its tools.
Students have a brief knowledge
of importance of thinking in
our life. They must be
able to
understand the
difference
between
thinking and
intelligence.
Activity-2 Signal learning
Concept learning
Signal learning
Signal Learning
Lecture method in
the Self learning
module (SLM
---do---
1) recall
meaning of
PO-1
2) explain how
to use PO-1
3)recall the
situations of
receiving PO-1
4)recall the ways to set
PO-1
1) illustrate
PO-1with
examples
2)state three
situations for
receiving
PO-1
3) set PO-1
Students are
familiar with
concept of
lateral thinking
and PO
Activity-3 Signal learning
Signal Learning
Principle learning
Signal learning
Lecture
method in
the Self
learning
module
(SLM) with
Examples in
form of
discussion in class-room
situation
---do---
1) recall the
terms PO-2
and random
juxtaposition. 2) Explain
ways and means to
use PO-2
1) illustrate
PO-2with
examples
2)elaborate the uses of
PO-2
Students are
familiar with
concept of
lateral thinking and PO
Activity-4 Signal learning
Signal Learning
Principle learning
Lecture
method in
the Self learning
module (SLM)
---do---
238
1) recall the term PO-3
2) state uses of PO-3
1) illustrate PO-3 with
examples 2)elaborate
the uses of PO-2
Students are familiar with
concept of lateral thinking
and PO
Activity-5 Signal learning
Signal Learning
Principle learning
Lecture
method in the Self
learning module
(SLM)
---do---
1) state general
uses of PO
2) write two
stages of
Thinking
3) recall the
meaning of
patterning
system of brain
1) explain
general uses
of PO-3
2)Explain the
stages in
thinking
3) explain the
use of PO as a
depatterning
device
Students are
familiar with
concepts of
lateral thinking
and PO-1, PO-2
and PO-3
Activity-6 Multiple
Discrimination
Learning
Principle
Learning
---do---
---do---
1) solve lateral
thinking problems using
PO methods.
1) solve all
the problems in a different
way
Students are
familiar with concepts of
lateral thinking
and PO-1, PO-
2,
PO-3 and PO in general
Exercise
Sheet
Signal Learning
Signal Learning
Problem solving
method
---do---
239
Training module in PO method (TMIPOM)
DR. SUCHETA GUPTA
Professor
Academic Staff College
KURUKSHETRA UNIVERSITY
KURUKSHETRA
AND
MS. MEENU AGGARWAL
(2012)
Module: Contents Page No.
General Instructions 1
Rationale 1-2
Expected Behavioural Objectives 2
Activity-1 2-6
Activity-2 7-9
Activity-3 10-15
Activity-4 16-24
Activity- 5 25-29
Activity-6 30-35
Practice-Sheet 36-38
240
Dr Sucheta Gupta TMIPOM
Mrs. Meenu Aggarwal
General Instructions
You are going to be trained in a very interesting and special method; PO method through this
module. The module is self-instructional and self paced. You can read it according to your own
speed. The module comprises some activities. Read these activities carefully. In the end of each
activity, there is an exercise sheet. Fill the answers on the response sheet given along with.
After completing the answers of all the questions, check the answers given in the end. If all the
questions are right, you may proceed to the next activity. In case, any of the answer is wrong,
please read the same activity again carefully. In the end of the module, there is an exercise
sheet. Attempt all the questions of the sheet.
Rationale:
We are in a constant state of change. We think differently as we gain knowledge and skills in
thinking. One generation to the next have different aims, ambitions and morals. What might be
seen as a good thing by one generation could be seen as a bad thing by the next. Technology and
other inventions now change the world faster than most people can keep up with. What seemed
impossible one week can become plausible the next, reality within months and an accepted way
of life in a year or two. Whatever was considered to be a fact in the past has now become
inappropriate due to changes which have happened since then. Education systems are designed
to cultivate the verbal, rational, time based left hemisphere, resulting in half of the brain of
every student being ignored. Our educational system, as well as science in general, tends to
neglect the nonverbal form of intellect. What it comes down to is that modern society
discriminates against the right hemisphere.
We know creative thinking is a skill that can be learned and a positive relationship between
teacher training in these methods and student achievement was also identified in studies
conducted by Crump, Schlichter, and Palk (1988); Hudgins and Edelman (1986); and Robinson
(1987). Focusing directly on 'thinking' sharpens perceptions and lateral thinking. For the same
reason various techniques like generation of alternative, brain storming, finding analogies etc.
have been explored in the recent times by different researchers. With inclusion of thinking as
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well as lateral thinking educational systems have finally given due recognition to this much
ignored cognitive function. So Developing ‘Lateral Thinking’ has already become a pedagogical
challenge to modern educators. Lateral Thinking is a systematic approach to Creativity (you
deliberately use specific steps and techniques to think creatively) In the face of fast-changing
trends, fierce competition and the need to work miracles despite tight budgets, better quality and
service are not enough. So this self learning module will help you in developing your ability to
think laterally. It will bring a desirable change in not only thinking but in perception also. The
module will not only be helpful in teaching new methods for thinking differently but also will
help in conflict resolution and problem solving.
Expected Behavioural Objectives:
After the completion of the training, the trainees are expected to:
1. Recall the terms thinking, lateral thinking, Provocative operation and its tools: random
juxtaposition, challenge for change and intermediate impossible.
2. Explain the terms lateral thinking, Provocative operation, random juxtaposition,
challenge for change and intermediate impossible.
3. Differentiate between the terms lateral thinking, Provocative operation, random
juxtaposition, challenge for change and intermediate impossible.
4. Use the Po method in problem solving.
5. Use the Po method in conflict resolution.
6. Use the Po method in generating new ideas.
7. Use the Po method in thinking differently.
8. Appreciate the role of Po method and use it in day to day life.
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Activity -1
Since long educationists have given much importance to intelligence. A child who gets marked
intelligent, always gets undue priviledges from the teachers. But lately it has been found that
having intelligence is not the guarantee to be successful. It need much more than just
intelligence. As a cook uses a variety of ingredients and the capability of the available stove, a
human-being uses believes, ethics, values, morals, principles etc. as ingredients and put them
together by the capabilities of human thinking. We can say that intelligence is a potential, and
for that potential to be fully used, we need to develop thinking skills. In a way we can say if
intelligence is a car, then thinking is the driver of the car.
Thinking is a mental acts that we all do knowingly and even unknowingly. All human
acheivements are the result of thinking. In this fast changing world, the quality of our future
depends largely on excellence of our thinking. Thinking is of many kinds. Out of these we can
mark basic two categories.First is the high probability thinking. This is the type of thinking we
generally use in any given situation. For example logical and vertical thinking .Whereas other
type of thinking is low probability thinking for example creative and lateral thinking . The
high probability thinking works like an open block. Open blocks are like wide paths on a road .
Because a wide path is available one is blocked from taking the other path. It simply means that
whereever there is well established idea or way of thinking, it is extremely difficult to find an
alternative way even if one is already available.
Thinking
Intelligenc
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Thinking
Low Probability
Thinking
Lateral
Thinking
Creative
Thinking
High Probability
Thinking
Logical
Thinking
Vertical
Thinking
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Our educational system is full of knowledge .This knowledge gets stored in our brain in form of
facts and concepts. Our experience and culture also help us to gain concepts. We use these
concepts in our thinking to reach to the conclusions. Thinking generally starts with a problem
and ends with a solution. But as our education system gives us answers to most of the problems,
so the children are able to develop only logical thinking. In this type of thinking they judge
things right or wrong only from already present information. But to develop new ideas we need
to develop lateral thinking and creative thinking. As soon as the importance of this type of
thinking became clear to the educationists, a lot of work was started on creative thinking. But
lateral thinking though quite similar to creative thinking is even today not much explored.
Lateral thinking
De Bono defines lateral thinking as methods of thinking concerned with changing concepts and
perceptions. Lateral thinking is about reasoning that is not immediately obvious, and about ideas
that may not be obtainable by using only traditional, step-by-step logic.so we may say this is
out of box thinking.
While Lateral Thinking may be a creative process, it is not meant to be aimless like creative
thinking. It is directed towards emerging with new ideas. Lateral Thinking takes to an objective
end point while acts of creativity are bound by subjective judgment. Besides creative thinking is
very vast and more of a gift while Lateral thinking is proved to be trainable
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Exercise-1
1. If __________( intelligence /thinking ) is the potential, the ability to use this potential is
__________. ( intelligence /thinking )
2. Educational system provides _____________ (readymade/ new and unique) answers to all
the problems.
3. Open blocks are ____________ path available that prevents us from taking ___________
paths.( alternative/ wide)
4. Out of these which one is high probability thinking
� Logical and vertical
� Creative and lateral
5. Creative l thinking is bound to _____________ (subjective/ objective) judgment.
6. Lateral thinking is _____________ ( aimless/ goal oriented )
7. ______________ thinking is out of box thinking. (lateral/ vertical)
8. Lateral thinking is about reasoning that __________ (is/ is not) immediately obvious.
Answers – Exercise-1
1. Intelligence, thinking
2. Readymade
3. Wide , alternative
4. Logical and vertical
5. Subjective
6. goal oriented
7. lateral
8. is not
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Activity-2
Lateral thinking is a way of thinking used to create new and original ideas. It is used to solve the
problems in new and different ways. Edward De Bono gave a special tool “PO” for developing
the lateral thinking. “PO” means provocative operation or provoking operation. It is an anti
judgement device. In this technique a provoking idea is suggested. This idea may not be a good
idea .But it can be used to move thinking to a new place from where new ideas may originate.
Let us understand the technique in a general way. On a busy road when traffic runs smoothly,
every one follows the same path. So the side lanes get ignored.
Now if the road is blocked for some time we start using the side lane. The same applies to our
thinking. We all think in a very obvious manner. But “PO” is a thought provoking tool. It blocks
the obvious way of thinking and helps to create new thinking
Thought-
1
Thought-
2
Thought-
3
Old
idea
Thought-
1
Thought-
2
Thought-
4
New
idea
Thought-
3
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How to make use of “PO” in education
Training in this method can be started by making deliberately a statement that may have no
meaning at all. Term such statements as provocation.
For example ‘cars should have square wheels’
Though the statement looks foolish but don’t reject it. Label it by writing “PO” in front of it.
“PO: cars should have square wheels
This statement can be used to provoke new ideas in the students. For this we can use specific
tools of “PO” method. There are three tools of PO namely PO-1, PO-2 &PO-3.
.
These tools block the obvious ways of thinking. So the students start thinking in new and
different ways.
Exercise-2
1. Thinking is used to____________ our problems.(solve/stop)
PO
Provocative
operation
PO-1
Intermedia
te
impossible
PO-2
Random
Juxtapositio
PO-3
Challenge for
change
Foolish
stateme
Don’t
reject
Use to
provok
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2. Lateral thinking is a way of thinking used to create ___________ (new & original ideas/old
& well proved ideas)
3. PO is a tool to develop ___________ thinking (Lateral /Vertical)
4. Full form of “PO” is _____________ operation (provoking/proving)
5. “PO” ________ obvious way of thinking and helps to _________ new thinking
(blocks/create)
6. Name three tools of “PO” ____________________________________
7. How can we start training in “PO” method
Answers – exercise -2
1. Solve
2. new & original ideas
3. Lateral
4. Provoking
5. Blocks, create
6. PO-1, PO-2 &PO-3
7. Training in this method can be started by making deliberately a statement that may have no
meaning at all. Term such statements as provocation. Though the statement looks foolish but
don’t reject it. This statement can be used to provoke new ideas in the students.
Activity -3
1. PO-1 (Intermediate impossible)
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Intermediate impossible are ideas or statements which are illogical and impossible. We may get
such ideas while thinking over our problems. As these statements are illogical and absurd, we
are trained to reject these statements immediately.
PO-1 is a tool that helps us to use these statements to provoke new ideas. PO-1 trains us to use
these statements in three ways for generating new ideas.
PO-1
a. If instead of rejecting the idea we think over it carefully, we may find some good points in
it.
b. Idea may be wrong in our present situation but after sometime, we may find it correct.
Perhaps we may feel a need to change the current situation.
c. Idea may look wrong even now but it may work as a stepping stone to new idea.
For example- Street cleaning is a big problem in cities. Nobody takes the responsibility of dirty
streets. Now let’s frame an immediate impossible
“PO: The best way to clean street is to dirty them more”
The statement makes no sense; still we can use it to generate some solutions.
For example- we can scatter tiny bits of colored paper on streets. A selected color can be
scattered on a selected day. Say we scatter red colored bits on Monday. Now observe how long
it remains on the road. So we can know the efficiency of the sweepers and the authorities.
Illogical
and
absurd
Don’t
reject
Search
some
Today wrong
later on
Wrong but
work as
stepping
illogical
and
absurd
Reject it Traditiona
l thinking
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Using PO-1 in class-room teaching
Following is an example of the situation where a teacher uses this technique in his class.
P.T. talk Student talk
Students, to improve our educational system, I
have an idea “School should have wheels”
What do you think about the idea?
O.k. it is natural to judge such statements wrong.
But let’s not reject it. Just think over it
Now, do you get some idea from the statement?
Well, Can we use mobile vans to carry study
material to the children’s home.
O.k. it means we can have books on wheels.
Is there some other way to take education to
home?
Yes, it is already being done.
Anything else?
Yes, today it may seem impossible. But may be
tomorrow we have a study centre or library in a
mobile van. So we can say, we will have wheels
on the school.
You are right, son. It may be easier to provide
better transport facilities to children. So Even
now if anyone finds the statement wrong he can
generate different ideas from the statement like
Sir, we can’t fix wheels to the schools.
Students are provoked to think.
Yes sir, we have seen some mobile vans
carrying books for sale.
Students laugh at the statement, but are
motivated to think differently.
Yes Sir, Mass media like Newspapers,
TV, and Radio can be used to take
education to the children’s home.
We can have a study centre or library in
a mobile van.
Students are able to understand the deep
meaning of the statement till now.
Yet one student may question,
Sir, why not to provide better transport
facilities to children.
Students agree with the teacher and
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the idea of providing better transport facilities
to children,
continue the discussion.
Now the question arises, from where we can have intermediate impossible. There are three
possible situations when we can have intermediate impossible
a. We get such an idea in our own thinking.
b. Somebody comes to us with such an idea
c. We set it deliberately
First two situations are natural. By training we can learn to use these intermediate impossible.
But we must also learn how to set an intermediate impossible to solve our problems.
How to set an intermediate impossible
intermedia
te
In our
own
Somebody
comes
We set it
deliberately
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Whatever idea or thought we have, we can reverse it, exaggerate it or distort it to convert it into
intermediate impossible.
For example- Idea is to prevent copying in the exam.
a. Reverse it- “PO: allow copying in the exam”
b. Exaggerate it- “PO: Shoot children for copying in the exam”
c. Distort it- “PO: Prevent writing in the exam”
All the three ideas can be used as intermediate impossible to generate a number of new ideas as
already discussed.
Exercise-3
1. Fill in the blanks
a. PO-1 is called intermediate ______________ (Possible/impossible)
b. Whenever we get a wrong idea, we _________it (accept/reject)
c. Instead of rejecting a wrong idea, we can term it as ______________ (intermediate
impossible/solution)
2. State true or false
a. We can frame an intermediate impossible by distorting, exaggerating or distorting a
statement.
b. If we hang on a wrong idea, it only results in wastage of our time.
3. Set intermediate impossible from the statement
To set an
intermediate
impossible
Reverse
a
statemen
Exaggerat
e a
statement
Distort a
statemen
t
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“Parents should pay money to schools to teach their children “
4. Can you derive some idea from this intermediate impossible. “Health and hygiene awareness
should never be imparted to any student”
Answers Exercise 3
1. a ) Impossible b) reject c) intermediate impossible
2. a) true b)true
3. a) reverse it-
d. “ Parents should pay no money to schools to teach their children “
It may lead to the idea that education should be free to all.
b) exaggerate it-
“Parents should pay money to schools to leave their children”
It may lead to the idea that school fee should be paid after completion of session.
c) distort it-
e. “ schools should pay money to parents to teach their children “
It can lead to ideas relating to stipends or scholarship for brilliant or poor children
It can also be used to give a boost to sarva-shiksha abhiyaan.
4. It may lead to an idea that the concern about health and hygiene should be extended to even
those who are not students or even illiterates .
Or that general awareness is not sufficient. It should be in form of workshops etc.
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Activity -4
PO-2 (Random Juxtaposition)
It is the simplest technique of PO method. When we are solving our problem we think only
about the issues related to the problem. For example- if we think about education, we start
thinking of books, students, teachers, teaching methods etc. So we end up thinking nearly in the
same way every time. Now the idea is to divert thinking to a totally unrelated topic. So our
obvious way of thinking is blocked for a while and we get a new starting point to think over the
problem.
Related thoughts
So PO-2 simply is a tool that provides a new starting point to our problem. As this thinking
point is unrelated to our problem. So it helps us to think differently.
How to use PO-2
To solve a problem, instead of thinking about only the issues related to the problem, randomly
pick any word. The word can be picked from either-
1. a list of words
2. from dictionary
3. from surrounding items
from name
Selecting a word randomly is called Random Juxtaposition. Now merge this word in the
problem in hand to get a new solution. It can be done by making a bridging idea based on the
word. To make a bridging idea we need to look
New Random
Starting Point
Obvious way of
thinking
List of
words
dictionary
Surroundi
ng items
Proble
m
Select a
random
word
List of
words
Dictionar
y
Surroundi
ng items
Random
Juxtapositio
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1. physical attributes of the word
2. principles behind it
3. its shape
4. its similarities/dissimilarities with the problem
5. its advantages and disadvantages etc
Random
Juxtapositi
on
Bridging
idea
Physical
attribut
es
Principl
es
shape
Similiarities
with
problem
advantag
es
256
Let us take an example where teacher uses this technique to provoke children so as to solve the
problem in hand.
Merge the two
P.T. Talk Student talk
Students, Have you seen neon lights.
You are right, son. Neon lights are used in sign
boards of big malls and shops.
So can we use neon light to solve the problem of
universal education.
Where do you see the Neon lights?
So why should students go to school for
education.
This is a good idea. Anything else you know
about Neon lights.
Yes sir, Neon lights are used in advertisement
boards.
Sir, we can have neon lights in schools.
Neon lights are used in streets, shops,
everywhere.
Yes Sir, There should be street screens with
projectors or even speakers to educate children.
Neon lights are entertaining.
Problem
Universal
Education
Random Word
Neon Light
Bridgin
g idea
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So can schools be entertaining?
Good suggestion. O.K. Anything else?
So what do you suggest?
Great. And for what these Neon lights are used.
So what is your idea?
How can we do that?
Great idea!
Well suggested. Any other feature of Neon
lights?
So what do you want?
And how is that possible?
You mean to say a student of say graduation
should teach a student of say fifth standard. That
is a great thought. Now something else about
Neon lights? So, any suggestion.
Yes Sir, Schools and education should be made
more entertaining for children. Education should
be more of fun. There should be more activities,
games, film-shows in the school.
Neon lights are attractive.
Study material, books etc. should be made more
attractive for children.
Neon lights are used in advertising Education
should use this advertising to fulfill its purpose.
Advertiser should pay some tax (say 10%) to
government for education.
For every 10 advertisements, there should be
one educational advertisement for an advertising
agency.
Some neon lights are circular and rotating.
Education system could be circular.
After completing a certain level of studies,
students should start working as teachers and
their results should include the results of their
students.
Why not Sir?
They work best in nights.
Night schools and evening schools should be
encouraged for working people and poor
children.
Children are well provoked and discussion
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Things to watch out while using this technique-
1. Some words work better for a particular problem. So we can try more than one word, one
after another.
2. Random word should never be selected. It should always be randomly picked.
Example-2 – Use random word, Onion for Noise Pollution.
“Noise Pollution PO Onion”
Building Idea-1
Onions grow underground.
Solutions
I. The traffic should move underground.
II. There should be underground rooms for relaxing.
III. Sound proof rooms can be made underground
Building Idea-2
Onion has a cover that protects internal layers from spoilage.
Solution – There can be some earflaps or covers to protect us from noise.
Building Idea-3
We close our eyes while cutting onions due to tears.
Solution – We should be trained to close our self from the external sounds or noise by Yoga or
meditations.
Building Idea-4
Onions are actually the roots.
Solution – Root cause of noise pollution should be focused.
A very good suggestion. And you know, it is
already being done at some places.
continues.
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Building Idea-5
There are special techniques and boards to cut onion.
Solution – There should be special devices to absorb noise.
Building Idea-6
Onions cannot be eaten alone. We eat them with some other food items.
Solution – People should be trained not to produce sounds that are not required for their
functioning.
Building Idea-7
During fasts, onion is not eaten.
Solution – There should be a particular time in a day when producing sound should be avoided.
Building Idea-8
Onions have layered structure. Outer layers are removed to reach to inner soft layers.
Solution – Houses can have layered walls to cut off from noise.
How does PO-2 work
There are so many ideas stored in everyone’s brain. Even if we start with two unrelated ideas,
they will ultimately get linked up. Therefore, if we bring in a random word, it gives a new entry
point for the problem. So we get a way to break continuity and so think differently about our
problem.
As Attitude – PO-2 is not only a problem-solving tool but it can also be used as an attitude.
The attitude of open mindedness, we just open up to external influences and search solution in
them instead of shutting away from them.
Exercise-4
1. Fill in the blanks
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a. PO-2 is called as _______________________
b. This technique makes use of ___________ words (Random/particular)
c. Random words can be picked from _____________________
d. After picking a random word, we need to make a ___________ idea based on it.
(bridging/breaking)
e. What main points do we see in a random word?
2. State true or false
a. Random word can be selected by choice.
b. Using random word leads us to new way of thinking
c. We can use it any number of times with any number of random words for a single problem.
d. It trains to cut off from external influences and focus on the problem.
3. You want to open a school that is unique in its features. Try to get some ideas from word
Telephone. (School PO Telephone)
4. A notorious student Ramesh in your class is causing you a lot of trouble. Try to solve the
problem using random word Pillow. (Notorious boy PO Pillow)
Answer sheet Exercise-4
1. a)Random Juxtaposition b)Random
c) a list of words, from dictionary or from surrounding item d) bridging
e) Physical attributes of the word, principles behind it, and its shape, its
similarities/dissimilarities with the problem and its advantages and disadvantages
2. a) false b) true c)true d) false
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3.) We can look at the features of telephone like-
It has dial up system by which we get to talk to different people. Similarly we can have a facility
in the school where a child can consult with any of the teacher by pressing some buttons.
Today we have mobiles which move with a person everywhere, so we can have some pre- set or
recorded programs which must be accessible to the students everywhere.
Today everyone carries an individual phone. Therefore, there should be some personalized time
for every child.
Mobile is for all. May be we have schools also for everyone. For would- be mothers, for retired
people, for newly married and so on.
Similarly we can have plenty of ideas.
4) Pillow is used while resting. Energy of Ramesh can be used to discipline the class and other
activities so giving some rest to the teacher.
Most of the pillows can’t be machine washed with other clothes, and need special care like dry-
cleaning. Ramesh also may need some special treatment like extra time.
Pillow is kept under the head. Seat of Ramesh also should be close to teacher. And so on.
Activity -5
PO-3 (Challenge for Change)
We are in a constant state of change. We think differently as we gain knowledge. What we
considered to be a fact in the past may become inappropriate due to the changes that have
happened since then. So current idea or a product may need change due to change in human
values or life-style. But we are trained to accept an idea if it is right. In such case we feel that
there is no need to look for another idea. And if the idea is wrong we reject it.
Judge
Ide
a
Right
Wron
Accept
it
Reject
it
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TRADITIONAL WAY OF THINKING
So we start searching for a new idea only if we reject the old. PO-3 is a tool that trains us to
challenge an idea without judging it right or wrong. It is like a belief, “The present way of
looking at the things may be right. But let’s search for a new way”. We don’t mark anything
right or wrong. However, just investigate what will happen if the facts were not true. Therefore,
instead of rejecting an idea we put it aside and search for alternative.
PO-3
So in this technique we can challenge any idea. It is like blocking a busy road temporarily. So
that people may look for alternative roads.
Alternative path
Busy road
If the alternative idea is useless, we can return to the original idea.
Idea DON’T
JUDGE
Right
KEEP
ASIDE
SEARCH
FOR NEW
IDEA
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How does PO-3 works
An idea is made up of the concepts. And the concepts are the meaning attached to the words.
The time is changing fast. With the changing time some concepts also need a change. For
example there was a time when we learned that a chair has four legs. So many of them have four
legs. But market is flooded with chairs having single on even no legs. Even the concept bigger
the better has lost its value. Today the smaller a gadget better it is. So there are so many ideas
that were correct earlier. But they need to be changed today. PO-3 is a tool to change an idea or
any concept related to that idea. To use challenge of facts as a stimulus for new idea, we can
start with any idea.
For example – “A society must not interfere with the freedom of the individuals”. Most of the
people believe that this statement is true. But though we may agree with it in the first look yet
we can challenge this statement completely or any part of the statement without rejecting the
statement.
The part you want to challenge, write PO before it.
Say in the above statement, we challenge the concept of freedom then write
“PO freedom”
Now we can challenge the concept freedom. As giving freedom to one person may mean
interfering with others. For Example – If a man has a freedom to play his radio loud, he
interferes with the freedom of peace for other people. Freedom to smoke, freedom to express,
freedom to information there are so many concepts where freedom of one person may cause
trouble to so many. So let’s we change freedom with non interference only. So a person should
be free but he should not interfere with others.
So in this way we can challenge any fact or a part of fact. And then use that challenge to give
birth to new ideas. For example we all know that the roads are the busiest in cities at office
hours. So we may say that- “Urban transportation is impossible as everyone wants to go to work
at same time”. Challenge this statement for the change. Let us only challenge one word in it. We
just challenge the word time. “PO time”
Now we can think of new ideas where different section of people may work at different hours of
day. Like office hours may be different from school hours.
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So by using this method we can challenge anything for change. It may be a small thing like the
handle of cup or a well known fact like “Educated people are more civilized people”. Then we
can use challenge of facts as stimulus for new ideas.
PO-3 can also be used as an attitude. Here we accept that not only our opinion but other’s
opinion also may be right. Secondly, even the most established facts may need improvement.
Exercise-5
1. What does PO-3 mean
a) Challenge for change
b) Intermediate impossible
c) Random Juxtaposition
2. Fill in the blanks
a) We hold an idea if it is _________ and reject it if it is________(right/wrong)
b) PO-3 is a tool to __________ an idea ---------------
c) The meaning attached to the words are called _________
3. Can you challenge the statement
“Criminals should be punished for their crimes”
Answer sheet Exercise-5
1. a )
2. a) right , wrong
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b) challenge, without judging it right or wrong
c) concepts
3. We can challenge any part of this statement. So let us start with word
criminal. PO ‘criminals’. In general sense criminals are the persons whose crime has been
prove d. But there are so many influential people who escape taking help of law.so it need
to be changed. Then there are different people who commit crimes due to different reasons.
Some of them are habitual, others may be needy. So putting them in the same category is not
justifiable. And so on. Then we can challenge the word punished. Criminal Psychology has
proved that the criminals are sick people who suffer from some kind of psychological
problem. So they need treatment instead of punishment.
Activity -6
General use of PO
PO in general can be used as a language tool. In our day to day thinking we use yes or no to
accept or reject an idea. In lateral thinking we use PO to have some more flexibility. Instead of
rejecting or accepting an idea, we use it to get to the new ideas. PO does not judge whether a
concept is right or wrong. It only shows us that concept is not unique, and we can look at things
in a different way. It is a way to say WHY.
We can use PO in different situations for solving our problems or conflicts. Whenever facing a
problem, instead of picking the most evident solution we can use various tools of PO to think
totally out of box or we can say laterally.
Our brain is habitual of making patterns. It is well trained to adjust new information in relation
to the old information and experiences. So a sort of sequence trap or a pattern is formed. This
brings continuity in our thoughts. So ultimately we end up thinking in a very similar way. PO in
general along with its special tools PO-1, PO-2 and PO-3 brings discontinuing in our thoughts
and channelizes them to a new direction. So the ultimate purpose of PO as a whole is to produce
a totally new way of thinking by de-patterning. The use of PO is unlimited. It can be used to
1) search new solutions of the problem
2) to discover something new
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3) to think differently
4) Even in case of arguments where we can acknowledge that our way of thinking is not only
the way of thinking.
So we can practice PO in any situation. Initially it can be done in practice session. And then it
can become a routine.
Thought-2
Thought-3
Thought-1
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Exercise-6
1. PO can be used as a ----------- tool.
2. PO channelizes our thoughts to ____________ Direction (Old/New)
3. The ultimate purpose of PO as a whole is to produce a totally new way of thinking by
_______________ (patterning, de-patterning)
4. Write various uses of PO.
Answer sheet
1. Language
2. New
3. De-patterning
4.
a. search new solutions of the problem
b. to discover something new
c. to think differently
d. even in case of arguments where we can acknowledge that our way of thinking is not only
the way of thinking.
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Practice sheet
Tips for revision
Tips for revision
To learn this method, and to solve the problems relating to it, first thing is to set or use a
provocation which helps to divert the thoughts to new directions. Following are the ways-
1. Received PO- When you receive a provocative idea from some other source.
2. Reversal- Reverse a situation eg. We always pay for purchases, so imagine that purchases
are paid for. Many malls are using this idea to increase their sale. They set a limit, say on
purchase of 2000 you get a coupon of 200 Rs.
3. Escape- escape from the for-granted features. Some features are unique in all the things that
differentiate it from others. Just drop these features. For eg.- A bus is a mean of transport
with some sitting facility. But some local buses these days have no seats so as to increase the
capacity and so decrease the cost of travelling.
4. Wishful thinking- related to mild desire or fantasy. Make a wish whether feasible or not. For
eg.
PO cars are made of noodles.
PO house can change the shape when desired
5. Outrageous – framing an idea that seems impossible.
PO cows can fly.
PO everyone votes everyday on government decision.
Practice questions
Following are some questions. You are expected to answer these questions as differently as you
can. For the same you can use any or all the tools of PO.
1. Set an escape type provocations from the following objects.
a) bicycle b) cricket c) school d) park
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Hint- pick features that you take for granted. Now cancel or drop that feature.
2. Set reversal type of PO
a) Playing cricket. b) marriage c) pocket money
Hint- Take the normal direction of action. Now reverse it.
3. Setup wishful provocation-
a) Parents b) bed c) computer d) money
Hint- you can make phrases like I wish or it would be nice if
4. Set up 3 outrageous type provocations from-
a) Television b) copy
5. Design furniture by using random word ‘bee’
6. A man is driving his car. He turns on the radio, listens for five minutes, turns around, goes
home, and shoots his wife.
Hint- Escape from the expected meaning of shoot and negativity.
7. One of Johnny’s dearest loved ones binds him to a chair, but doesn’t mind.
Hint- Johnny is a kid. The chair is a seat in a car. One of Johnny's parents put his
seatbelt on for him.
8. A man and his son are in a car accident. The father dies on the scene, but the child is rushed
to the hospital. When he arrives the surgeon says, "I can't operate on this boy, he is my son!”
How can this be?
Hint- surgeon can be a lady.
9. A man is wearing black. Black shoes, socks, trousers, coat, gloves and ski mask. He is
walking down a back street with all the street lamps off. A black car is coming towards him
with its light off but somehow manages to stop in time. How did the driver see the man?
Hint- Maybe it’s not night.
10. A woman shoots her husband. Then she holds him under water for over 5 minutes. Finally,
she hangs him. But 5 minutes later they both go out together and enjoy a wonderful dinner
together. How can this be?
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Hint- Focus on shoots, shooting carry one more meaning.
11. A man buys rice at 15 Rs per kg from farmers and sells them at 5 Rs. per kg in a remote
village. As a result of this he becomes a millionaire. How come?
Hint- Maybe he started as billionaire.
12. Some months have 31 days, how many have 28?
Hint- All
13. Is it legal for a man in California to marry his widow’s sister? Why?
Hint- Focus on ‘his widow’
14. If you have only one match and you walked into a room where there was an oil burner, a
kerosene lamp, and a wood burning stove, what would you light first?
Hint- Match is required to light all.
15. A servant in the butcher shop is 5' 6" tall. What does he weigh?
Hint- What does a butcher weighs, Meat.
16. How could you rearrange the letters in the words "new door" to make one word?
Hint- The answer is already given, one word.
17. What is the eleven-letter word that most people spell incorrectly?
Hint- Again the answer is given, incorrectly.
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General Reaction scale for Training Module
Name: Name of Institution:
Date: Sex:
Instructions
You have gone through a training module right now. The content as well as the method is new
to you. So you must have formed an opinion about this method. We would like to know your
opinion with the help of statements given below. There are five choices given against each
statement. These are strongly agree (S A), Agree (A), undecided (U), Disagree (D), Strongly
disagree (S D).
Read each statement carefully. If you strongly agree with the statement put a tick mark (√ ) on
S A . If you agree with the statement put a tick mark (√ ) on A. If you feel undecided about the
statement put a tick mark (√ ) on U. If you disagree with the statement put a tick mark (√ ) on
D. If you strongly disagree with the statement put a tick mark (√ ) on S D. Please feel free in
giving your opinion. Your response will b kept confidential.
While learning through this method, I feel that…..
1. This method is highly motivating SA A U D SD
2. This module helps in developing a new approach in life. SA A U D SD
3. Different strategies of module are very interesting. SA A U D SD
4. The module can help in inspiring new ideas. SA A U D SD
5. The module is less applicable for large groups SA A U D SD
6. The module is dull and boring SA A U D SD
7. The module gives no clarity about the concept. SA A U D SD
8. The module is supported with a lot of real life examples. SA A U D SD
9. The module is very lengthy and time consuming. SA A U D SD
10. Intellectual climate is of higher order SA A U D SD
11. There is lesser scope for teacher student interaction SA A U D SD
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12. It is less difficult to maintain discipline in the class SA A U D SD
13. The learning is better with this method SA A U D SD
14. This method helps to develop thinking independently SA A U D SD
15. This method provides sufficient scope to promote SA A U D SD
innovations and new thinking.
16. This method will help people in thinking out of box SA A U D SD
17. The module is an eye opener for me SA A U D SD
18. I will love to learn more about this method SA A U D SD
19. I will like to apply the ideas given in my day to day life S A A U D SD
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Willingness Scale for Implementation of Module
(For Teacher Educators)
Name: Sex:
Name of Institution: Age:
Instructions
You have been introduced to a new type of thinking by a training module. You as a student
teacher must have formed some opinion about this module as well as the lateral thinking we
would like to know your opinions with the help of statements given below. There are five
choices given against each statement. There are Strongly Agree (SA), Agree (A), Undecided
(U), Disagree (D) and Strongly Disagree (DS). Read each statement carefully. Put a tick mark
(√) in front of your choice. For example if you strongly agree with statement, put a tick mark (√)
on “SA”.
Please feel free in giving your opinion. Your response will be kept confidential.
1. I don’t understand the theory underlying the module SA A U D DS
2. I have lost faith in educational innovations SA A U D DS
3. I don’t have time for its preparation SA A U D DS
4. Student teachers of my institution will find it SA A U D DS
difficult to understand even the theoretical part of
the module
5. My head of institution will give academic support SA A U D DS
for implementing the module
6. My head of institution does not allow any change SA A U D DS
In the time table
7. I am ready to implement it if I get recognition SA A U D DS
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8. This module need not be applied as it will not SA A U D DS
improve teacher training program
9. Use of this module in our teacher training institution SA A U D DS
is not practicable
10. Through practice I can develop abilities needed for SA A U D DS
implementation of module
11. I can implement it in spite of all types of difficulties SA A U D DS
12. List down essential requirements of module for implementation (write at least three
points)
13. List the possible hindrances for implementing this module (give at least three
hindrances)
14. Given the present condition of teacher education institution, give suggestion for its
effective implementation (write at least three suggestions)
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Interview questions:
Q. No. 1: So, ……. How are you?
Q. No. 2: Have you read the training module carefully?
Q. No. 3: Was there any type of disturbance, when you were reading it?
Q. No. 4: What type of experience was it?
Q. No. 5: Do you find it effective/useful?
Q. No. 6: Do you find some changes in your thinking after this training?
Q. No. 7: How can it be used in normal classroom situation?
Q. No. 8: Do you have any suggestions for its improvement?
Q. No 9: Do you want to know more about the method?
Q. No. 10: Would you like to use the method in your day to day life situation?
Q. No 11: Do you notice any behavioural change in yourself after the exposure with the module.
Q. No 11: Has anybody noticed any change in you after the exposure with the module.
Q. No 11: Anything else, you want to say.
