Process-based instruction, in my mind, is instruction that capitalizes on getting students to work on that which they are learning.  In writing, it looks like writer's workshop.  In reading, it looks like either book groups or independent reading.  In math, it looks like group or individually-based problem solving (this is explained further later). In art, it looks like students making their own original works. And in science or history students may be carrying out experiments, examining artifacts, or acting out a scene.

A number of educators may disagree with my framing of these practices as "process-based" because components of products (in writing) or components of lesson instruction (in the form of mini-lessons or follow-up class discussions) oftentimes occur.  My logic goes like this: these teaching practices are less about formal lessons, less about products, and more about students spending time learning through doing.  Although mini-lessons are taught and may well be in a directed-lesson format, mini-lessons are a small part of the overall format of this sort of instruction.  Although problem solving can lead to designing a product, product-development is not commonly part of math problem-solving lessons.

Below are some readings and resources that illustrate this type of lesson design.  Select one or two and examine them for student engagement strategies. 

Writer's Workshop- A slideshow introduction by DIane Moore, Literacy Leader at Hamilton Elementary School.

How to Set Up Reader's Workshop in Your Classroom- by Reader's Workshop.org.

Mathematical Problem Solving by James W. Wilson, Maria L. Fernandez, and Nelda Hadaway

Discuss in our comments section: In what ways do teachers engage students when they are using process-based instruction?  What elements of engagement work with this sort of instruction?  Are there elements of engagement that are less prevalent or useful in this type of instruction?