One of the most important outcomes of a philosophical education is the acquisition of intellectual skills. Most academic studies are expected to help students acquire such skills, but it is often thought that philosophy is particularly good at developing critical, analytical, synthesising, problemsolving and systematizing skills.  These skills are  not only crucial for continued studied in philosophy, but highly transferable to other professions and tasks. 
We have strong reason to believe that succesful students have these skills after completing there studies, but there is more to understand about exactly these skills are trained. 
An assumption made in this presentation is that these skills are in fact trainable. This is in part backed up by research in the area of expertise studies. According to this research a necessary requirement for developing high levels of skill is the employment of what is called deliberate practice.  Deliberate practice requires that the skill to be trained be precisely defined, and that training exercises be constructed in such a way that performance is measurable, that the exercises can be made more difficult in small increments and structured so that immediate feedback is provided to the trainee. 
A challenge for us it to give more precise descriptions of the skills that we expect the students to acquire, and to set up programs of deliberate practice for these skills. There is a lot to be done in this area, but a few lessons have already been gleaned from the Supplemental instruction program at the department. 
SI has been in use at the department since 2013. In addition to having numerous benefits to the participating students it has turned to be a very valuable tool for better understanding which skills students need to train, and for evaluating different ways of training these skills. During the last 3 years I have tried to systematically gather such information from the SI-program. In this presentation I wish to share some of the lessons learned, and invite you all to participate in using the SI-program for developing and evaluating the ways in which we help our students acquire intellectual skills.