Laura Segedin, Nolan Fahrer, Jeremy V, Ernst, Aaron C. Clark, DTE, Daniel P. Kelly and V. William DeLuca I nstruction encompasses a multitude of techniques that a teacher uses to help students develop knowledge (ITEA, 2003). Demonstrations, audiovisual presenta-I tions, question-and-answer, and lecture are all examples of instruction. Student learning activities such as experiments, projects, simulations, role playing, and many others also should be varied to match student needs and topics of instruction. The primary goal of instruction is student learning. Learning is indeed a personal experience; each person absorbs, encodes, stores, interprets, transfers, and expresses information uniquely. Learning and cognitive development are complex events that may engage the learner in several activities. The way students learn can generally be explained in one of the many learning theories that serve as a framework (Gredler, 1992). No single learning theory can possibly address all of the various settings and contexts in which learning can occur.
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机译：Laura Segedin，Nolan Fahrer，Jeremy V，Ernst，Aaron C. Clark，DTE，Daniel P. Kelly和V.William Deluca I Nancruction包括教师用来帮助学生发展知识（ITEA，2003）的多种技术。示范，奥波瓦展示 - 我，问答和讲座是指示的例子。学生学习活动，如实验，项目，模拟，角色扮演以及许多其他人也应该改变以匹配学生的需求和教学主题。教学的主要目标是学生学习。学习确实是个人经历;每个人吸收，编码，存储，解释，转移，并唯一表示信息。学习和认知发展是复杂的事件，可能会在几个活动中吸引学习者。学生学习的方式通常可以在诸多学习理论之一中解释为框架（Gredler，1992）。没有单一学习理论可以解决可以发生学习的所有设置和上下文。
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