Costa has coined the term Cogitare - where we consciously use our language to evoke thinking in others. Syntax and vocabulary, used by teachers in their questioning and assignment setting, needs to include the specific cognitive clues to involve the required thinking process. Thus the instruction is at once more precise, more cognitively empowering, and student rather than teacher focussed. In this way embedded in the vocabulary and the syntax is the instruction as to what thinking is needed. Other key vocabulary as to which cognitive process to follow are, classify, cause and effect, analogy and so on.
Graphic organisers are an important additional strategy here.
It could even be argued that they are an essential part. By far the best of these are the Thinking Maps devised and developed by David Hyerle. They are considerably more than just a complement to other processes. The eight maps each shaped to facilitate a different cognitive thinking skill do more than just facilitate the process. Moreover they easily link to Bloom's higher order thinking skills of analyses, evaluation, and synthesis.