Thinking can be understood as that process where external events of past, present or future are represented internally, and it may also include even a thing or an event which is not directly observed or experienced by the individual. Use teaching strategies that foster both the development of thinking skills and the mastery of subject matter under consideration. Focus on effective or personality aspects as well as the cognitive components of thinking skills. When learners succeed at tasks of any kind, focus their attention on and label the thinking skills that have enabled them to be successful. Emphasize not only knowledge about strategies, but also why these strategies are valuable and how to use them. Encourage students to reflect on what they do that is effective and to give names to these processes. Model strategies by thinking aloud or by asking students why you did something, when you yourself successfully employ a thinking skill. Encourage students to talk to themselves while they think. At early stages, it may be necessary for them to talk out loud; but eventually they should be able to talk silently to themselves about what they are doing. Help students over learn basic skills, so that they can afford the leisure to focus on how they are thinking rather than being overwhelmed by the basic skills included in the task at hand. Recognize the conditional nature of many thinking skills. Help students realize that what is important of using these skills is in knowing when (not just how) to use them. Encourage transfer, emphasize connections within and beyond the topic of a given lesson. Encourage the integration of knowledge acquired on different occasions. Provide feedback on the degree to which learners have evaluated their comprehension correctly, not just on the degree to which they have comprehended correctly. Be aware that students may not transfer thinking strategies far from the original setting, unless they are guided to do so. Supply prompts to aid learners in monitoring the methods and depth at which they are processing information. These prompts can range from simple reminders or checklists to detailed scaffolded instruction programs. Avoid excessive dependence on external prompting. Although prompts may be necessary in the early stages of the development of thinking skills, the ultimate goal is self-regulation. Be careful that attention to thinking skills does not detract from learning by competing for limited learning resources that need to be devoted to academic tasks Encourage students to work together on higher-order activities, so that they can model thinking skills to one another and evaluate the comparative effectiveness of various thinking strategies. Hence, we conclude that all the above points are ways of stimulating thinking of students.