This digest presents recent findings about effective instructional practices for classroom teachers in small schools. In terms of instruction, small schools have two characteristics: a broader scope of teacher responsibilities and more instructional levels per classroom. Teachers in small schools have the opportunity to develop the student as a learner and to include collaborative learning experiences. Learning is the combined result of many variables; some are under the teacher's control and have strong effects on students' behavior, attitude, and achievement. These teacher-controlled variables include: (1) high expectations; (2) management and planning skills; (3) learning-oriented classrooms; (4) success rate; (5) appropriate learning activities; (6) engaged time; and (7) effective questioning. The typical small school classroom tends to have students with a broad range of age, knowledge, and experience, and students who attend small schools often approach each other for help and learn by teaching each other. Collaborative learning can provide a way to capitalize both on students' variety and their cooperative spirit. Collaborative learning may be used to: (1) focus on multiple ways to solve problems; (2) involve students in goal setting and self-monitoring; (3) produce positive effects through peer interaction, cooperation, and communication; and (4) organize groups to incorporate contributions of each student. Supporters of the collaborative classroom value heterogeneous student grouping; others hold the view that homogeneous grouping for instruction is sometimes necessary. This digest contains 10 references. (ALL)