Many people reason poorly, by almost any measure of reasoning. Although there is evidence that people can be taught to think critically, educators don't really know how. They don't know what works, what doesn't, or why. Over the last three years, the School of Philosophy and Bioethics at Monash has conducted a study to examine the effectiveness of different techniques for teaching reasoning. Students enrolled in a first-year informal logic course are pre- and post-tested using the California Critical Thinking Skills Test and the critical thinking section of the Graduate Skills Assessment (GSA).The course is taught in both semesters and the teaching methodology varied each time, so that the effectiveness of different methods can be compared. In this report, we discuss two of the methods investigated so far: web-based argument mapping software with automated feedback and 'Active Open-Minded Thinking'. The teaching methods will be described and some preliminary results reported.