ABSTRACT
The term instruction is usually meant to describe a process that is used to bring a learner to intended learning. Several key notions characterize instruction. First, the purpose of instruction is learning, and second, this learning is intended by the teacher. Students may learn much that is not intended, both as part of the instructional process as well as apart from the instructional process. What distinguishes instruction is the teacher’s intended learning: the design of learning experiences for a particular intent. Two theoretical and research bases provide a framework for instruction: what we know about learning and what we know about teaching for learning. Too often these perspectives operate in isolation of each other.
