Which aspect of Paul and Elder's stages of critical thinking development does NOT apply to implications for instruction?

The aspect of Paul and Elder's stages of critical thinking development that does not apply to implications for instruction is the emphasis on memorizing facts and dates. Critical thinking development is centered around the ability to analyze, evaluate, and synthesize information, which encourages deeper understanding and application of knowledge rather than simple rote memorization.

In effective instruction, particularly within the context of gifted and talented education, it is essential to promote habits of thinking that encourage students to make connections, evaluate evidence, and explore the implications of their learning. This includes fostering an environment where historical questions and purposes are examined (which enhances critical analytical skills), as well as clarifying mathematical goals to help students understand and solve complex problems.

Memorization, while it may have its place in certain foundational contexts, does not facilitate the higher-order thinking skills that Paul and Elder advocate for. Instead, instruction aimed at developing critical thinking encourages students to be active participants in their learning, critically engaging with material rather than simply recalling information.