The purpose of this article is to examine and analyze current instructional practices in relation to the phases of learning so that K-12 teachers can use those practices effectively to accommodate students' diverse needs in learning. In the analysis, the authors focus on the proper uses of instructional methods to maximize students' learning outcomes. This analysis is also applied to differentiated instruction, co-teaching, and the universal design for learning (UDL) as a way to meet the needs of diverse learners. Thus, the analysis is intended to be a guide for the use of instructional practices in teacher education with the ultimate goal of providing effective and efficient teaching in K-12 classrooms. The advantages of using this guide include the utilization of a full range of effective practices in the classroom, minimizing unnecessary pedagogical conflicts, and the facilitation of co-teaching and differentiated instruction to maximize every student's learning opportunities. Suggestions for educational researchers and teacher educators are also discussed. (Contains 4 tables and 1 figure.)