In the last column we focused (as a primary goal of instruction) on the importance of teaching so that students learn to think their way into and through content. We stressed the need for well-designed daily structures and tactics for fostering deep learning, offering three strategies as examples. In this column, we provide four additional strategies. There is no perfect technique for fostering critical thinking, no ideal method for engaging the intellects of students. The strategies detailed in this column suggest some possible ways for helping students take command of what they are learning, integrate and apply what they are learning, and appropriately question what they are learning. These approaches to teaching and learning can be modified in any number of ways. And of course, any one strategy, if used, would need to be integrated into a well-designed course plan. Most importantly, each strategy presupposes the use of critical thinking concepts and principles to be effective. Each strategy presupposes that the only way to learn content deeply and truly is to think it into individual thinking, to connect it with other important ideas, and to apply it to everyday life issues and problems. [For Part III, see EJ868672.]