This paper proposes a basic instructional design model that focuses on the planning of a learning environment so that students not only acquire factual knowledge, but also improve their cognitive abilities to use and extend their knowledge. The model describes the direct relationships between learning time, cognitive objectives, memory system components, and instructional strategies; thus, learning times are directly allocated to specific cognitive learning objectives and instructional methods. It is suggested that the acquisition of conceptual knowledge and development and improvement of thinking strategies and creativity should account for about 70% of the learner's formal learning time, and that the remaining time should be allocated to the acquisition of information. Five instructional methods that have direct relationships to specific cognitive-based objectives are also discussed, i.e., drill and practice, tutorials, task-oriented simulations, problem-oriented simulations, and self-directed experiences. A diagram of the model is provided. (33 references) (EW)