Cover page -- Halftitle page -- Title page -- Copyright page -- Using cognitive methods in the classroom -- Title page -- Copyright page -- Contents -- Figures -- Tables -- Boxes -- Preface -- Chapter 1 Emerging educational technologies -- THE CURRICULUM AND TEACHING PRACTICE -- THE TEACHING PROFESSION AND TEACHING PRACTICE -- FOUR IMPORTANT PROGRAMME CRITERIA -- WHAT PBI IS DESIGNED TO ACHIEVE -- THE BASES OF PBI -- THE EDUCATIONAL OBJECTIVES OF PBI -- WHAT TEACHERS HAVE SAID ABOUT PBI -- USING PBI WITH YOUR STUDENTS -- WHY PROCESS-BASED INSTRUCTION? -- SUMMARY -- Chapter 2 Classroom dynamics -- LEARNER FACTORS -- CONTENT FACTORS -- CLASSROOM SETTING FACTORS -- INSTRUCTOR FACTORS -- SUMMARY -- Chapter 3 Human learning and problem-solving -- WHAT IS LEARNING? -- WHAT IS COGNITION? -- THE ROLE OF COGNITIVE RESEARCH IN EDUCATION -- HAVE COGNITIVE EDUCATION PROGRAMMES WORKED? -- WHY PROCESS-BASED INSTRUCTION WAS DEVELOPED -- PROBLEM-SOLVING AND PLANNING -- THE NATURE OF PLANNING -- SUMMARY -- Chapter 4 An overview of the PBI model -- THE PBI MODEL -- PHASES OF THE PBI MODEL -- PBI PLANS -- SUMMARY -- Chapter 5 Preparing to use PBI -- STUDENT CONSIDERATIONS -- CURRICULUM AND TEACHING STRATEGIES -- TEACHING STRATEGIES -- INCORPORATING PLANNING ACROSS GRADES -- PBI AND INTEGRATION -- WHEN TO USE, AND WHEN NOT TO USE, A PLAN -- ADAPTING PBI PLANS TO YOUR SITUATION -- MAKING YOUR FIRST PLAN -- SUMMARY -- Chapter 6 Starting PBI in the classroom -- THE INTRODUCTION PHASE -- THE ESTABLISHMENT PHASE -- REFINING PLANS FOR CLASSROOM USE -- USING PBI FLEXIBLY -- SUMMARY -- Chapter 7 Maintaining PBI in the classroom -- THE CONSOLIDATION PHASE -- THE INCORPORATION PHASE -- SUMMARY -- Chapter 8 Plans in the social and affective domains -- THE PBI MODEL AND BEHAVIOUR CHANGE -- CRITERIA FOR PBI BEHAVIOUR PLANS -- PLANS FOR THE SOCIAL AND AFFECTIVE DOMAINS