ABSTRACT
In translating process-based instruction (PBI) into a classroom model, the small group methods are evaluated to identify components that would have direct application to the classroom. The problem solving orientation of PBI is derived from the use of plans and coding strategies. In any classroom, the teacher is responsible for the selection of the academic content, the teaching sequence, and the organization of the daily and weekly schedule. In PBI, these responsibilities are extended to include the ability to develop plans and identify appropriate coding strategies for curriculum tasks. PBI has a number of important features that distinguish it from other strategy training models. These characteristics appear to facilitate constructive classroom interactions, and transfer and generalization of skills beyond the learning task: student orientation, classroom based, student involvement, and integration of strategic behavior and content.
