Hagevik’s approach to prompting her students to use skillful decision making to think about energy and energy sources involves three basic ingredients. These all serve to shift the center of gravity in her classroom away from a teacher centered model to an active student-centered model. She (1) breaks the students into “collaborative thinking groups” each with specific thinking tasks that contribute to the overall process, she (2) provides them with various graphics that serve as reflection and recording devices for their thinking, and (3) she provides oral guidance for them as they work through the thinking map for skillful decision making she says things like, “Let’s work on the question about options now what options do we have with regard to sources of energy?”. This classroom engagement by the students in skillful decision making is, therefore, highly scaffolded and focused. This has become one of the norms in Ms Hagevik’s classroom in starting instruction in a specific thinking skill. This detailed and explicit guidance is, in fact, no different from good instructional practice in teaching students to develop any skill.