Supporting "possibility thinking" means teachers are encouraging children to:
a. first solve problems and follow directions, then "think outside the box."
b. not merely solve problems but find them, then pose "what if" questions in their minds.
c. play with ideas and explore solutions without adults direction.
d. fee free to speak out if they feel a classroom activity is too structured or restrictive.
I chose b. when I think of possibility thinking I usually think "what if"
I agree.
It's great that you have chosen option b, as it aligns with the concept of possibility thinking. Possibility thinking involves going beyond simply solving problems and following directions. Instead, it encourages individuals, in this case, children, to explore and generate their own problems and think creatively by asking "what if" questions.
To further explain how to derive this answer, let's break down the other options:
a. First solve problems and follow directions, then "think outside the box."
While this option acknowledges the importance of thinking outside the box, it suggests doing so only after solving problems and following directions. However, in possibility thinking, there is no sequential order. It is about having an open mindset from the beginning.
c. Play with ideas and explore solutions without adult direction.
This option touches upon the idea of independent exploration, but it does not explicitly mention the critical aspect of generating problems and asking "what if" questions, which is essential for possibility thinking.
d. Feel free to speak out if they feel a classroom activity is too structured or restrictive.
Although this option references the importance of expressing oneself, it does not directly address the concept of possibility thinking. Possibility thinking is about generating new ideas and exploring different solutions, rather than solely focusing on the structure or restrictions of an activity.
Hence, option b, which emphasizes finding problems and posing "what if" questions, aligns most closely with the idea of supporting "possibility thinking."