When making instructional decisions, teachers should consider the content, perspectives, and processes specified in the curriculum for a Required Area of Study or a Locally Determined Option, and the appropriate Common Essential Learnings. Teachers als o need to make decisions regarding adaptation of instruction to meet individual student learning needs. Effective instruction is generative and dynamic. 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.