To report research on different instructional methods and variables, to indicate limitations of the research, and to suggest criteria for methods for particular learning goals, this review discusses and evaluates several major instructional methods: lectures, lesson-demonstration, programed instruction, case studies, tutorials, brainstorming, discussion groups, sensitivity training, role playing, system training, discovery training, student centered learning, and instructor centered learning. Cognitive objectives (emphasizing remembering something learned or solving intellectual problems and reordering information) and affective objectives (emphasing a feeling, tone, emotion, or degree of acceptance or rejection) relate to each other and to the instructional methods above. Several variables affect teaching methods: style of leadership and supervision, the classroom communications network, size of the group, the clash between teaching principle or knowledge, teaching aids, and classroom climate. More research on teaching procedures is needed, yet enough guidelines exist to help teachers desiring to improve their students' learning. (jf)