I will not review this literature here, but will highlight a few findings that help us sketch a first draft of the training model. Cues in the form of verbal communication are at a minimum or may be absent entirely. For example, teachers might learn about information processing theory and then experiment to see whether that theoretical knowledge is useful in solving the problems posed by particular performance situations. For example, if a teacher does not recognize that giving directions to children can have negative consequences if done poorly, the teacher will not view the situation as problematic. Planning a solution is a cognitive act, and a teacher might consider several possible solutions before deciding on one to implement.
Some problems allow more time for solution-planning than others.
For example, teachers typically have more time to plan an instructional unit than to plan how to handle a student who starts misbehaving in class. Implementing a solution to the problem. A teacher might do a thought experiment to consider how a solution might play out in practice. However, the authentic performance situations we have in mind are those that require the teacher to take action. Assessing the effectiveness of the solution once it has been put into action.