In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that reviews current research on multigrade instruction, identifies key issues teachers face in a multigrade setting, and provides a set of resource guides for multigrade teachers. Book 4 presents research-based guidelines for planning, developing, and implementing instructional strategies. A formula is presented for determining the amount of learning time occurring, and a model outlines key dimensions of "effective" learning time. Sample multigrade schedules are presented for grades 1-3 and grades 1-8. Interactions of student effort, motivation, and self-concept are discussed, along with effects of instructional organization and teacher expectations. The advantages and disadvantages of competitive, individualistic, and cooperative goal structures in the classroom are outlined. In the unidimensional classroom, single-task learning structure and evaluation procedures produce a view of academic ability based on competition and curtail learning opportunities for lower-performing students. In contrast, the multidimensional/multiability classroom develops cooperative work norms. Guidelines outline the appropriate use of various task structures. The overall structure of the planned curriculum is briefly discussed, and suggestions are offered for planning curriculum: determining what students know, taking stock of available resources, and evaluating what students have learned. Sample evaluation practices in multigrade classrooms are described. Implications of the standards movement for small, rural multigrade schools are discussed. (Contains 43 references and 8 resources.) (SV)