This paper presents an instructional model for thinking skills and discusses implementing the model. Based on a unitary theory of human cognition and some basic assumptions about the conditions for successfully intervening in public education, the model can be implemented at any grade level within any instructional framework. Currently used models for thinking skills instruction are briefly reviewed. Then, a unitary model of cognition is translated into an instructional model of thinking skills which can be taught and reinforced in instructional contexts. Six general categories of thinking skills are considered: (1) a general procedure for increasing task efficiency; (2) recognition and encoding procedures; (3) storage and retrieval procedures; (4) matching procedures; (5) procedures for building new cognitive structures, and (6) executive system principles. Four major implications of the unitary model for instruction and curriculum are discussed. (RH)