An inservice program to teach instructional strategies that promote metacognitive development to classroom teachers in their roles as instructional designers, based on the notion that instruction in metacognitive strategies must be incorporated into content instruction, is described. Teachers were informed about the following specific metacognitive strategies: (1) chunking; (2) framing; (3) concept mapping; (4) use of metaphor; (5) use of advance organizers; (6) rehearsing; (7) use of imagery; and (8) use of mnemonics. The inservice program is directed at the secondary level for any content area, but may easily be adapted for any level, kindergarten through adult. The inservice program begins with an examination of the importance of metacognition and moves into discussions of the specific strategies. An initial test of the inservice design, not yet evaluated formally, indicates its utility and the positive reaction of teachers. (Contains 8 references.) (SLD)