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Research has confirmed the common belief that instructional outcomes are influenced by "extraneous variables." It is important to separate the contributions of the teacher from the contributions of extraneous factors to student learning, and that is the purpose of the IDEA system's adjusted ratings. To adjust scores on the IDEA Center's Diagnostic Form, five extraneous variables are assessed and taken into account. These include measures of: (1) course motivation; (2) work habits; (3) student effort; (4) disciplinary difficulty; and (5) size of class. This paper contains a brief definition of each of the extraneous variables, the relationships among the variables, and their impact on course outcomes. Some findings from previous research about the extraneous variables are presented. (SLD)

This study was conducted to identify teaching styles that facilitate student progress on specific learning objectives. Initially, 15 step-wise multiple regression analyses were undertaken using the 44,448 classes in the IDEA database (IDEA center) for classes processed between August 1998 and August 2001, consisting of 1 analysis for each of the 12 learning objectives and 3 global outcomes defined by the IDEA Center. The analyses were repeated for each of 4 class sizes: 10-14 students, 15-34 students, 35-49 students, and 50 or more students. Findings show that progress on a few objectives was maximized by the same style, but there was no one style that was effective for all objectives. The relevance of the five teaching approaches previously identified by the IDEA Center depended on the objective being pursued. Six teaching styles were identified, each of which offered a model for enhancing different kinds of student growth. These styles were associated with: (1) pursuing cognitive objectives; (2) pursuing objectives stressing in-depth analysis and thought; (3) establishing student rapport and fostering student cooperation; (4) pursuing self-expression; (5) developing team skills; and (6) promoting progress in finding and using resources for problem solving. All six styles emphasized stimulating student interest. Overall, results suggest that those enrolled in "creatively oriented" classes generally identify with and endorse the class objectives. (SLD)

This paper describes cooperative learning, an instructional approach designed to promote deep learning, encourage self-esteem and the acceptance of others, and improve interpersonal effectiveness. Cooperative learning entails small groups working on specific tasks, carefully structured. The premises underlying cooperative learning and the theory and research on which its practices rely are outlined. A guide to effective cooperative learning experiences discusses conducting the cooperative classroom, establishing a cooperative activity, organizing groups and teams effectively, and managing group activities. (Contains 26 references.) (SLD)

This paper discusses active and meaningful learning and the application of this instructional approach to the college classroom, focusing on techniques used in the author's biology classes. Active and meaningful learning places emphasis on students actually doing things and thinking about what they are doing, relating new information to information already known by the learner. Cooperative learning and critical thinking strategies can be used to promote active and meaningful learning. Examples of active and meaningful learning techniques are discussed, including the use of buzz groups and points to ponder, help sessions, team-based learning, undergraduates teaching in courses as practicum students, interactive computer programs, small working groups in a class, addressing different learners' needs, and creating a positive learning environment for non-majors. The incorporation of active and meaningful learning into textbooks and course materials is also discussed. (Contains 21 references.) (MDM)