Ever changing variables affect instructional decision-making. Educators are encouraged to extend their range of instructional approaches based on a foundation of research, a wide range of practical and theoretical knowledge, and a regard for students a s active participants in the learning process. Effective instruction recognizes there is an art as well as a science to teaching. Effective instruction results from a blend of the art and the science of teaching. The science of instruction, which has predominated in the past, needs to achieve a balance with the artistry involved in the successful teaching act.
Effective instruction acknowledges a comprehensive understanding of the instructional cycle.
Teachers begin the instructional cycle by assessing individual student learning needs, interests, and strengths through observation and consultation with the student. They then determine the instructional approaches required, deliver instruction in a m anner appropriate to the students' learning abilities and styles, and evaluate student growth-and understanding. Effective instruction finds best expression when educators collaborate to develop, implement, and refine their professional practices. Instructional practice can be improved through sustained and systematic attention to professional development. Teachers can improve their own instructional practices by participating in professional development programs or working with peers and superv isors.