ABSTRACT
This chapter discusses the way in which process-based instruction (PBI) can be introduced into the classroom and deals with the first few teaching–learning phases. It discusses a number of ways in which teachers have dealt with these concepts before introducing the first academically-oriented PBI plan. When developing the first PBI plan it is essential to ensure that the plan contains steps which include cuing, acting, monitoring and verifying components. Furthermore, over-using plans will make PBI tedious for teachers and students, weakening the impact of a small number of carefully developed and well-presented plans on students' understanding of the planning process. Trying to make a plan for every classroom activity is inconsistent with the teaching–learning principles which underlie PBI. As PBI becomes established within the classroom through the systematic application of the planning process, it is timely to consider how students are to achieve maximum benefit – even those who may be experiencing learning problems.
