This document reports the development of an instructional design model for facilitating students' higher order thinking in vocational education programs. It is intended to help those who establish training requirements, identify training problems, diagnose student learning needs, develop training programs, and evaluate program effectiveness. The development process described is considered replicable in other vocational knowledge domains. The first chapter introduces the research project that produced the document and discusses the significance of developing the design model. Chapter 2 outlines the research underlying knowledge domain development. Chapter 3 describes domain structure and development, including: identification of a goal action structure; development of a task environment structure; and identification of domain-relevant thinking processes. Chapter 4 reports the development and validation of appropriate instructional materials. Among the eight appendices are a list of: the main goals for a goal action structure on supporting children's social development; the subgoals associated with each main goal; recommended actions for each goal and subgoal; a list contrasting actions that foster control of students with those that support students; and rules for establishing priorities among competing goals. (A 70-item bibliography is included). (CML)