This paper defines a schema as a memory structure representing a general concept and its framework of associated concepts, and identifies the three processes by which learning can occur in individuals whose memories are schema-based, i.e., accretion, tuning, and restructuring. Ways in which schema might influence instructional design are then discussed: (1) identification of the pre-existing schema before designing instruction; (2) organization, provision of cues, and elaboration to aid accretion; (3) elaboration and practice with a variety of examples to aid schema tuning; and (4) discovery learning through analogy or problem-solving restructuring by schema induction. Ten references are listed. (MES)