The purpose of this book is to share successful instructional and learning processes with educators. The focus is on three types of variables in classroom learning and instruction: (1) active learning time; (2) feedback and corrective procedures; and (3) instructional cues. The literature on the nature of each variable is discussed, and the conditions for successful implementation, the reasons for their powerful effects on learning, and the different ways they can be used are outlined. A section on evaluating instruction examines the roles of classroom observation, rating scales, student questionnaires, content analysis and techniques for self examination. A review of the implications arising from new demands on the educational system cites the classroom climate and the concept of individual differences as major areas that need research. An annotated bibliography of research articles written since 1960 emphasizes the feasibility of implementing the ideas discussed in the book. (FG)