Thinking, including critical thinking, is indispensable to a person so that a person can base his or her decisions on solid reasoning and facts. Even so, to think critically requires more than just being critical; it requires skills and aptitude for applying the skills in practice. In addition, to become an advanced thinker, the skills need to be practiced, and for that classroom offers a natural venue.

Among numerous alternatives, Bloom’s taxonomy and Paul’s model provide two applicable frameworks for thinking. They can be consciously employed to practice critical thinking. The first one is a method for classifying the outcome of a thinking process. In turn, the second framework refers to a model of the elements of a thinking process.

The frameworks for thinking are examples of teachers’ tools to formulate instructional objectives involving critical thinking. With the help of these frameworks, well-designed questions and the ABCD model, a teacher can strive to ensure students engage themselves in critical thinking during lessons.