The Evidence on Teaching

Explore the evidence

8 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

Brain training improves the trained task and nothing else: far transfer to intelligence or achievement is 0.001 against active controls.

no effectconf: highgc: low

18/1824/48connected:Fadeout Talent and trainability Does learning to code improve gene Can executive function be trained,+1

Does working-memory or brain training transfer to intelligence and achievement? · transfer · ages 4–18 · debunked

Matching instruction to 'learning styles' does nothing: real matching experiments return d=.04. The correlational literature IS the myth.

debunkedconf: highgc: low

13/1324/48connected:Brain Gym, Whole Brain Teaching, a

Does matching instruction to a child's "learning style" improve learning? · debunked · ages 4–18 · debunked

Teaching coding teaches coding: the one clean school RCT gives g=0.47-0.68. Which approach you pick barely matters, and almost every effect size rests on an instrument the developers built.

moderate supportconf: mediumgc: low

22/2225/48connected:Does learning to code improve gene Talent and trainability

Does teaching programming actually teach programming — and does the method matter? · computer-science · ages 5–18

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

Coding instruction teaches coding (d≈0.68) and not thinking: against active controls far transfer is g=0.15, two validated-instrument RCTs found d≈0.00, and a 46-school maths trial found −0.16 to −0.21.

no effectconf: mediumgc: low

21/2118/48connected:Does working-memory or brain train Does teaching programming actually Fadeout

Does learning to code improve general thinking? · transfer · ages 5–16

Never operationalised well enough to test: no MI-based trial meets even a loose evidential bar. Four decades in, a valid evaluation is still impossible.

insufficientconf: mediumgc: medium

4/412/48connected:Does teaching movement transfer to

Should Gardner's multiple intelligences be used as a basis for instruction? · debunked · ages 4–18 · debunked

Brain Gym, Fast ForWord, coloured overlays, the Mozart effect: tested and failed, or never evidence-based at all. Mozart works exactly as well as any other music.

debunkedconf: mediumgc: low

11/1118/48connected:Does teaching visual art produce a Does matching instruction to a chi Does working-memory or brain train Does learning music make children

Brain Gym, Whole Brain Teaching, and the smaller classroom brain fads · debunked · ages 4–18 · debunked

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