INSTRUCTIONAL METHODS WERE DEVELOPED FOR STUDENT GROUPS WITH VARYING PATTERNS FOR TEMPERAMENTAL READINESS AND ORIENTATION IN LEARNING TO HELP THE ELEMENTARY OR HIGH SCHOOL TEACHER ESTABLISH MORE MANAGEABLE AND PRODUCTIVE CLASSES, SATISFY HIS DESIRE TO HELP CERTAIN STUDENTS, AND HELP HIMSELF AT THE SAME TIME. THESE INNOVATIVE TEACHING METHODS EMPHASIZED SUCH ELEMENTS AS VERBAL GROUND COVERINGS, LEARNING BY DOING, SOCIAL INTERACTIVENESS, AND CONSCIOUS SELF-DIRECTIVENESS. THE INVESTIGATION SURVEYED 15 TEACHERS AND A NUMBER OF FUNCTIONAL COURSES. BASED ON TEACHER SELECTION AND THE RESULTS OF A LARGE TEST BATTERY, STUDENTS WERE SELECTED FOR AN EXPERIMENTAL CLASS FOR EACH TEACHER. A CONTROL CLASS FOR EACH TEACHER WAS ALSO SELECTED BY STANDARD PROCEDURES. EVALUATION OF STUDENT PROGRESS WAS ACCOMPLISHED THROUGH PRE- AND POST-TESTING AND GENERAL OBSERVATION OF BEHAVIOR. THE RESULTS OF ALL TEACHING METHODS STUDIED AGREED THAT HIGHER GRADES WERE GIVEN IN THE TEACHABLE OR EXPERIMENTAL CLASSES, BUT OTHER CONCLUSIONS SHOWED EXCEPTIONS IN A FEW CASES. IT WAS DETERMINED THAT ANY ATTEMPT AT HOMOGENEOUS EDUCATIONAL GROUPING MUST ACCOUNT FOR ATTITUDES AND CHARACTERISTICS OF STUDENT AND TEACHER ALIKE IF ANYTHING BUT ACCIDENTAL SUCCESS IS TO BE ANTICIPATED. FURTHER CONSIDERATIONS AND SUGGESTIONS WERE DISCUSSED IN THE REPORT SUMMARY. (JH)