Terms like spaced repetition, scaffolding and depth of knowledge get used loosely. These pages say what each one means, what it looks like in a real lesson, and where a claim has been stretched further than the evidence goes. Learning styles are one example: matching instruction to a student's supposed style is not supported by evidence, and the page on it says so.
Where an idea shows up in ClassSense, such as mastered skills coming back for a quick check later, the page points to the feature. Where it does not, the page says that instead of claiming it.
All 17 pages
Retrieval practiceRetrieval practice and spacing have strong evidence and terrible adoption, because building rounds of it costs time nobody has. Generating it costs nothing.
Formative assessmentFormative assessment only works if results arrive before the next lesson. Per-skill mastery updates as students work, with alerts when someone is stuck.
What is adaptive learningAdaptive learning means material changes in response to evidence about a specific student. What that means mechanically, and where it genuinely helps.
Spaced repetitionSpaced repetition means returning to material after growing gaps. Its origin, a classroom schedule, common mistakes, and what the evidence does not show.
Mastery learningMastery learning means students move on only after showing they understand. Bloom's origins, a classroom example, the pacing problem, and what ClassSense does.
InterleavingInterleaving means mixing problem types in practice instead of blocking them. A math example, common misuse, and how strong the evidence really is.
GamificationGamification adds game elements to learning. What actually helps, how points and badges can undermine motivation, a classroom example, and what ClassSense does.
Universal Design for LearningUDL means designing lessons with options built in from the start. Its origin, the three principles, a classroom example, common mistakes, and limits.
ScaffoldingScaffolding is temporary support that fades as a student gains skill. Vygotsky, Wood, Bruner and Ross, a classroom example, common misuse, and ClassSense.
Bloom's taxonomyBloom's taxonomy sorts learning objectives by kind of thinking. The 1956 original, the 2001 revision, a classroom example, common misuse, and its limits.
Depth of knowledgeWebb's depth of knowledge describes how complex a task is, in four levels. A fractions example, how it differs from Bloom's, common mistakes, and its limits.
Competency-based learningCompetency-based learning moves students on when they show they can do it, not when time runs out. How it works, an example, pitfalls, and ClassSense.
Flipped classroomA flipped classroom moves first exposure outside class and uses class time for practice. Bergmann and Sams, an example, common failures, honest limits.
MicrolearningMicrolearning means teaching in short, single-focus units. Why it borrows from cognitive load and spacing research, where it fails, and what ClassSense offers.
Learning styles evidenceVisual, auditory, kinesthetic: teachers are told to match instruction to a learning style. What Pashler and colleagues found in 2008, and what to do instead.
Formative vs summativeFormative and summative assessment differ in purpose, timing and stakes. A comparison table, one quiz used both ways, common mistakes, and ClassSense.
Worked example effectBeginners often learn more from solved examples than from solving the same problems. Sweller's cognitive load theory, an example, mistakes, and limits.