Two factors which contribute to successful learning are presented and shown to be useful in the selection of teaching methods that match educational aims: a feedback model of the teaching and learning processes based on Pask's conversational learning model; and a classification of educational aims based on Bloom. Several kinds of feedback are listed in descending order of response time: statistical feedback obtained from large surveys of students; assignments; tutorials, telephone conferencing, and self-help groups; and self-assessment questions. A classification of educational achievements is then presented: (1) learning in the affective domain (e.g., attitudes, values, and affective skills such as communication and adaptability); (2) learning in the cognitive domain (e.g., facts and understanding); (3) learning of intellectual skills (e.g., particular techniques, analysis, and synthesis); and (4) learning of manual skills. These categories are explored and illustrated with examples. The selection of teaching media and methods is considered as it relates to their place in the feedback model, their suitability for different educational aims, and their cost-effectiveness. A variety of teaching media and methods is outlined--including face-to-face methods, printed texts, films and television programs, audio, audio-graphic systems, computer-aided learning, laboratory or practical work, and assignments--and a matrix provides guidelines for the selection of methods for various educational aims. Finally, cost-effectiveness considerations of methods and media selection are discussed. (6 references) (GL)