This article recommends strategies and process tools that teach learners to communicate with peers, observe specific behaviors in group processes, and share and analyze those observations to create increased awareness of their and others' assumptions and behaviors. The authors apply these strategies and tools in ways that make explicit to learners the theoretical basis for the activities and highly structured methods for practice. Four changes to a course structure--dividing learners into triads, explaining theory that supports course activities, providing a detailed reflection model, and taking reflective writing breaks--created increased awareness of assumptions. Through practice, learners began to question the conditions of their lives, manage change, and intentionally foster their humanity. Class activities provided practice for critical thinking, preparing learners to join in academic and professional communities and engage with the political domains of public life.