• Dilemma/problem  
• Reflection
• Problem solving
• Group collaboration
• Decision making
• Common set Features
• Resource Management
• Planning and Execution
• Lateral solutions 

In the first stage, the children learn one of the many thinking board games in the program. They then go on to play in small groups. The instructor provides them with a game's kit and explains the  instructions, goals     game  strategies and thinking concepts, to support them in developing their game-playing skills.

• Learning from our mistakes using the Mirrors Method
• Cooperation as exemplified by the Migrating Birds Method
• The Detective Method for Problem Solving
• The Stoplight Method for Decision Making
• The Thinking Tree Selection Optimizer
• The Chain Method for Systems Management

In the second stage, the instructor and the students summarize the game-playing session with the help of a thinking model framework. The model should relate to cognitive processes triggered by the game playing (for example, identifying and dealing with a problem, or having to make a tough decision), or to emotional or social processes (for example, recognizing having made a mistake or having to work as part of a group).

• Bridging and Conflict Resolution
• Mathematical Problems
• Interpersonal Relations
• Decision Making Junctions
• Group Projects
• Violence Prevention
• Language and Communication skills

In the third stage, the instructor and students examine the game patterns and then initiate a discussion, which relates to relevant real life situations. In  doing so, the students succeed in applying the knowledge derived from the game experience to their own community lives -  from their studies (and also their work as adults) to enhance their emotional, social and family relationships.