• Anomalies must be perceived before change and growth can occur.
• Abduction or "best guesses" help learners account for surprises, anomalies and uncertainties that do not match the learner's existing concepts.
• Educators cannot create anomalies for students; we can only create situations in which anomalies might be perceived by our students.

2.  Provide proper contexts for learning.

• Give students greater choice over what, how and why they read.
• Create environments where learners can encounter anomalies of their own.

3.  Provide a supportive learning environment.

• Concentrate on interactive processes.
• Encourage students to extend the boundaries of their knowledge.
• Help students recognize and act in these new environments by: identifying consequential issues, problems and tasks and developing effective strategies for examining the issues, solving the problems and completing the tasks
• Model the critical thinking process.
• Follow Steps for Better Thinking (Lynch & Wolcott).

4.  Provide opportunities for learners to collaborate.

• Students benefit from one another's feedback and interaction.
• Collaboration (instead of competition) encourages risk taking and facilitates change.

5. Extend learning boundaries.