Process-Based Learning

Abstract

Problem-solving plans are based on the process of learning which involves metacognitive strategies applied to content or curriculum areas. It is about the individual taking control of their own learning so that they can become independent in whatever activity they are involved in. Process-based instruction is defined as instruction aimed at teaching thinking strategies and domain-specific knowledge in coherence. The role of the teacher is to activate students’ mental activities and their development of appropriate self-regulatory strategies for learning new content through modelling, cognitive coaching, guided learning and gradual transfer of control over learning processes to the student.

One of the major issues with process-based instruction or self-regulated learning is whether the skills taught in one situation would generalise or transfer to skills that are dissimilar. According to Meichenbaum and Biemiller (Nurturing independent learners: helping students take charge of their learning. Brookline Books, Cambridge, MA, 1998), the absence of transfer by students of what they have learned is evident even on seemingly similar academic tasks. Unless students are prompted, they generally do not use what they have learned.

My point of difference from the process-based instructional model or Meichenbaum’s talk-aloud model was that I utilise a purely metacognitive strategy that could be applied across any particular content area. Unlike process-based instruction, a metacognitive strategy is content-free and simply involves a problem-solving plan that could be applied to any problem in any content domain.