ABSTRACT
In this chapter I will give four further examples of topics in different curriculum areas planned according to the framework. While I think it is important to try to move from the more abstract realm of principles in the direction of techniques, there is always the danger that technique will become disconnected from principle. So I want to emphasize again that the framework is just one example of the principles about engaging students’ imagination, and will work only to the degree that its use exemplifies them. The focus of this book is the principles underpinning imagination in teaching and learning; the framework and examples are intended only to provide a more concrete articulation of them. Ideally, of course, it is by internalizing the principles into thinking and practice that teachers can best use them in their own ways. The framework is intended as a kind of crutch which might well be discarded once teachers have internalized the principles in ways that suit their personal style and practice.
