Explore the evidence
2 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
survival prior
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
who's delivering
outcome class
Unassisted discovery loses to explicit teaching; well-scaffolded guided discovery beats both. The operative variable is guidance, not ideology.
moderate supportconf: mediumgc: low13/1315/48connected:Worked examples (studying solutionExplicit vs reform/constructivist Science content sequencingInquiry-based science teaching vs +1
Explicit instruction vs discovery/inquiry — how much guidance? · instruction-style · ages 4–18 · method
Novices learn faster studying solutions than solving problems — then the effect reverses with expertise. Use worked examples early; fade them.
moderate supportconf: mediumgc: lowWorked examples (studying solutions vs solving problems) · instruction-style · ages 10–18 · method
Not yet assessed for this question · 5
- Acceleration and gifted programs — the label vs the content
- Ability grouping and tracking — four practices, four verdicts
- Interleaving (mixing problem types vs blocking)
- Placement and mastery diagnosis — deciding what to teach next from evidence of current skill
- Vision — outdoor time against myopia, and screening and correction for achievement
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.