In an embedded cognitive-strategy system, learners are forced to use a given cognitive strategy prepared by the instructor, designer, or researcher. In a generative cognitive-strategy system, learners are directed to generate a certain cognitive strategy activator by themselves. This is a review of experimental and theoretical studies conducted on cognitive-strategy activators and their systems, positions, and modes. It is related to learner characteristics, content characteristics, and levels of learning and proposes instructional-design models based on cognitive-strategy activators for embedded and for generative activators. Steps in instructional design are similar for the models, with differences apparent in developing the strategy activators (embedded model) or in developing directions or training for generating activators (generative model). When to use the models is explored, and the generative model is suggested for high-ability students, while the embedded model might be appropriate with organized or familiar learning contents. These models can lay a foundation of theory on design using cognitive-strategy activators. Four figures illustrate the discussion. (Contains 140 references.)