The Education Queensland has some good basic reference materials for productive intellectual quality as part of the curriculum framework program. Though presented as classroom reflection materials, its use can be easily extended for community reflection:

• higher order thinking
  Higher-order thinking [by students] involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. The higer order thinking is opposed to the more routinely based lower-order thinking which is described as Lower-order thinking occurs when students are asked to receive or recite factual information or to employ rules and algorithms through repetitive routines.
• deep knowledge
  Knowledge is deep when it concerns the central ideas of a topic or discipline, which are judged to be crucial to it. Deep knowledge involves establishing relatively complex connections to those central concepts.
• deep understanding
  The higher order thinking can leed to deep understanding when [they] grasp the relatively complex relationships between the central concepts of a topic or discipline
• substantive conversation
  In classes with substantive conversation there is considerable interaction among students, and between teacher and students, about the ideas of a substantive topic; the interactions are reciprocal, and promote shared understanding.

  Features of substantive conversation include the following:

  INTELLECTUAL SUBSTANCE. The talk is about subject matter in the discipline and encourages critical reasoning such as making distinctions, applying ideas, forming generalisations and raising questions. It moves beyond merely recounting experiences, facts, definitions or procedures, and encompasses technical language, analytical distinctions and grounds of disagreement.

  DIALOGUE. The conversation involves sharing ideas, and is not completely scripted or controlled by one party (as in teacher-led recitation). Participants provide extended statements, and address their comments, questions and statements directly to others.

  LOGICAL EXTENSION AND SYNTHESIS. The dialogue builds coherently on participants' ideas to promote improved collective understanding of a theme or topic. For example, teachers and students may make relevant topic shifts, use linking words, make explicit references to previous comments, and may summarise.

  A SUSTAINED EXCHANGE. Exchanges extend beyond the routine IRE (initiate/response/evaluate) pattern. Dialogue consists of a sustained and topically related series of linked exchanges between students, or between teacher and students.

  In classes where there is little or no substantive conversation, teacher-student interaction typically consists of a lecture with recitation, where the teacher deviates very little from delivering information and asking routine questions. In this situation students typically give very short answers. Discussion here may follow the typical IRE pattern: low-level recall/fact-based questions, short-utterance or single-word responses, and further simple questions and/or teacher evaluation statements such as 'Yes, good'. This is an extremely routine, teacher-centred pattern, amounting only to a 'fill in the blank', or 'guess what's in the teacher's head' format.

• knowledge as problematic
  Presenting knowledge as problematic involves an understanding of knowledge not as a fixed body of information, but rather as being constructed, and hence subject to political, social and cultural influences and implications. Multiple contrasting and potentially conflicting forms of knowledge are represented.
  Presenting knowledge as given is representing the subject content as immutable fact: as a body of truth to be acquired by students. The transmission of the information may vary, but is based on the concept of knowledge as being static and able to be handled as property, perhaps in the form of tables, charts, handouts, texts and comprehension activities.
• metalanguage
  High-metalanguage instruction incorporates frequent discussion about talk and writing, about how written and spoken texts work, about specific technical vocabulary and words, about how sentences work or don't work (syntax/grammar), about meaning structures and text structures (semantics/genre), and about how discourses and ideologies work in speech and writing. Teachers choose teaching moments within activities, assignments, readings and lessons to focus on particular words, sentences, text features, discourses and so on.

There is more interesting materials in the next part, about Recognition and valuing of difference, which includes Cultural knowledge, Inclusivity,Narrative,Group identity and Active citizenship.