The Evidence on Teaching

Explore the evidence

9 of 88 decisions · clear everything

Survives the gold standard Independent, durable, rigorous The debunked shelf Cheap wins For parents at home Famous numbers, deflated Where we admit ignorance The terrain

evidenceall drop D A–B A only

evaluatorany no dev-led independent

durabilityany follow-up ≥1yr ≥2yr

what are these? →

Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”

who's delivering

group / setting

cost

outcome class

Teaching movement teaches movement: the skills improve, but transfer to cognition, achievement, or lifelong activity is near zero in the best trials.

no effectconf: highgc: medium

7/710/48connected:Does arts education raise academic Physical activity as an input Does teaching grammar improve chil Does handwriting and transcription+5

Does teaching movement transfer to cognition, achievement, or lifelong activity? · physical-development · ages 4–18

Later bells buy adolescents 40+ measured minutes of sleep — the best-identified positive effect in the archive; the achievement payoff is real but far smaller.

strong supportconf: mediumgc: low

18/1836/48

Do later school start times increase adolescent sleep, and does that raise achievement? · health · ages 11–18 · input

Unassisted discovery loses to explicit teaching; well-scaffolded guided discovery beats both. The operative variable is guidance, not ideology.

moderate supportconf: mediumgc: low

13/1315/48connected:Worked examples (studying solution Explicit vs reform/constructivist Science content sequencing Inquiry-based science teaching vs +1

Explicit instruction vs discovery/inquiry — how much guidance? · instruction-style · ages 4–18 · method

Outdoor time prevents myopia from starting (not progressing); screening plus free glasses raises test scores in children who need them. Two claims, both real.

moderate supportconf: mediumgc: low

17/1736/48

Vision — outdoor time against myopia, and screening and correction for achievement · health · ages 4–18 · input

Novices learn faster studying solutions than solving problems — then the effect reverses with expertise. Use worked examples early; fade them.

moderate supportconf: mediumgc: low

6/67/48connected:Explicit instruction vs discovery/Word problems, schema instruction,

Worked examples (studying solutions vs solving problems) · instruction-style · ages 10–18 · method

Correcting a real deficiency moves cognition (iron in anaemic children: 0.79 SD); supplementing already-fed children moves nothing (35 RCTs, 19,343 children).

mixedconf: mediumgc: low

20/2018/48connected:Does teaching movement transfer to

Breakfast, school meals, and micronutrients — what feeding children actually buys · health · ages 4–18 · input

Near-zero in primary and almost entirely correlational in secondary. The causal base is three small trials; what the homework IS beats how much of it there is.

mixedconf: mediumgc: medium

16/1629/48

Homework — effects by age and by dosage · homework · ages 5–18 · structure

Classroom order is causally worth a great deal — one disruptive peer costs classmates 3% of adult earnings — yet no branded behaviour programme reliably delivers it and exclusion makes things worse.

mixedconf: mediumgc: low

25/2536/48connected:Talent and trainability Can executive function be trained,Should a school buy a social and e Are self-control and grit teachabl

How should a school run its classrooms and its discipline system? · behavior · ages 4–18 · structure

School exercise programs don't raise achievement: four of the five largest RCTs are null, and more dose doesn't rescue it. Exercise for health, not for grades.

no effectconf: mediumgc: low

24/2429/48connected:Does teaching movement transfer to

Physical activity as an input — dose, fitness, and school outcomes · health · ages 4–18 · input

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