Cognitive strategies are those techniques that learners use to control and monitor their own cognitive processes. R. Gagne(1985) identified two primary kinds of cognitive strategies: those for learning and those for thinking. Cognitive strategies for learning are mental tactics for attending to, organizing, elaborating, manipulating and retrieving knowledge. Cognitive strategies for thinking are mental tactics that lead to discovery, invention, or creativity. The purpose of this study is to review and analyze Smith & Ragans' instructional strategies for cognitive strategy instruction. They concentrated on events of instruction for teaching cognitive strategies which are consisted of four steps. They are introduction, body, conclusion and assessment steps. Each step has a number of instructional and learning activities. The introduction step has the four activities: deploy attention, establish instructional purpose, arouse interest and motivation. The body step has six activities review relevant prior knowledge, process information and examples, focus attention, employ learning strategies, practice and evaluate feedback. The conclusion step has two activities: summarize and review and transfer knowledge, The assess performance step has also two activities: feedback and remediation. This study gave more attention to learning strategies, primarily because they have been more clearly described and their related instructional strategies have proven to be more successful than more general thinking strategies. Learning strategies are those tactics employed by learners to facilitate the acquisition of knowledge and skills. When learning strategies are employed, the learners guide their own processing, rather than having the processing guided or supplied by the instruction. The instructional designer must consider a number of factors in determining how much cognitive processing can be supplied by the learner.