In the last two columns we emphasized the importance of teaching so that students learn to think within and take command of content. We discussed the need to design instructional strategies for fostering deep learning, offering seven strategies as examples. In this column, we provide five additional strategies. As we maintain in all of our columns, teaching for thinking through content is an art, not a science. Te strategies we offer suggest some possible ways for helping students think through the logic of the subject with skill and discipline. Accordingly, any of these strategies should be contextualized and tested in the classroom and hence modified where necessary. What works with one group of students contextualized in one way may not work well with another group contextualized in another way. Most importantly, to be effective every instructional strategy should embed critical thinking concepts and principles in it. Each strategy should be based on the guiding thought that the only way to learn content deeply and truly is to think it into your thinking, to connect it with other important ideas, and to apply it to everyday life issues and problems (Paul & Elder, 2006). The ultimate goal is for students to learn how to transform their thinking as they learn within subjects and disciplines, to integrate ideas within and among disciplines, and to learn the intellectual skills they need to reason through complex problems in all domains of human thought. What follows are specific suggestions for teaching in this manner. [For Part II, see EJ868666.]