Evidence-based teaching methods from learning sciences - from Socratic dialogue to adaptive feedback timing
How Socratic Playground pedagogies are grounded in learning theory, cognitive science, and educational research
Vygotsky's ZPD is central to SPL pedagogies. Scaffolding, cognitive apprenticeship, and reciprocal teaching all provide "more knowledgeable other" support, enabling learners to achieve beyond independent capability (effect sizes +0.60 to +0.76 SD).
Self-explanation, metacognitive scaffolding, and elaborative interrogation activate Flavell's metacognitive monitoring. Students develop "thinking about thinking" skills essential for self-regulated learning and transfer (effect sizes +0.50 to +0.90 SD).
Learning is embedded in authentic activity and social context. Teachable agents, peer tutoring, and collaborative methods reflect Brown, Collins & Duguid's vision of cognitive apprenticeship in communities of practice.
Productive failure and interleaved practice leverage Bjork's desirable difficulties. Initial struggle and mixed practice slow acquisition but enhance long-term retention and transfer (+0.42 to +0.70 SD improvements in delayed tests).
UALS Socratic Playground offers 15 research-validated pedagogies with proven effect sizes ranging from +0.30 to +0.79 standard deviations
"Lecture and test"
"Engage and practice"
"Evidence-driven adaptive instruction"
Research-validated teaching methods with proven learning outcomes
Choose the teaching method backed by decades of learning sciences research