The Evidence on Teaching

Explore the evidence

2 of 88 decisions · 1 collapse at your settings · clear everything

Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
evidencealldrop DA–BA only
evaluatoranyno dev-ledindependent
durabilityanyfollow-up≥1yr≥2yr
what are these? →
sortconfidencerobustfragileA–Z
domain
verdict
confidence
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
  • nothing assessed yet
group / setting
  • nothing assessed yet
cost
  • nothing assessed yet
outcome class
  • nothing assessed yet

Mixing problem types helps where confusion is the enemy — discriminating similar categories, mixed math practice — and is useless or worse for facts and prose.

moderate supportconf: mediumgc: low
2/718/48connected:Spaced (distributed) practiceScience content sequencing

Interleaving (mixing problem types vs blocking) · practice · ages 10–18 · method

Manipulatives help when bland, guided, and aged ~7–11 — a guided-representation effect, not 'hands-on learning.' Rich, toy-like objects hurt transfer.

moderate supportconf: mediumgc: lowinsufficient at your settings
1/36/48

Manipulatives and concrete-representational-abstract (CRA) sequences · math · ages 5–14

The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.