The following evidence-based frameworks are embedded in the design of this lesson. They can be cited in planning documentation, lesson observations, or professional conversations.
Low Floor, Wide Walls, High Ceiling
Boaler, J. (2016) — YouCubed, Stanford University
Applied in the Flow phase to ensure every student can access the task at their level, with genuine extension for students who move quickly.
Neurosequential Model of Education
Perry, B. (2006) — ChildTrauma Academy
Informs the lesson sequence — regulation is scaffolded before cognition is demanded, because a brain in stress cannot learn effectively.
Trauma-Informed Practice
van der Kolk, B. (2014). The Body Keeps the Score
Embedded in wellbeing framing, educator notes, and the approach to student behaviour throughout the lesson design.
Universal Design for Learning (UDL)
CAST — Rose, D. & Meyer, A. (2002)
Multiple means of representation, engagement, and expression are built into task design so all learners can access the content without separate modification.
Cognitive Load Theory
Sweller, J. (1988). Cognitive Science, 12(2)
Applied in the Masterclass phase through worked examples and gradual release, reducing extraneous cognitive load before students work independently.
Visible Learning
Hattie, J. (2009). Visible Learning. Routledge
High-effect-size strategies — prior knowledge activation, explicit success criteria, and feedback — are embedded across all lesson phases.
Self-Determination Theory
Deci, E.L. & Ryan, R.M. (1985). Springer
Autonomy, competence, and relatedness are supported in task choice and the social structures of the Flow phase.
Growth Mindset
Dweck, C. (2006). Mindset. Random House
Educator notes are framed around effort and strategy rather than ability — language choices throughout model growth-oriented feedback.
Research note specific to this lesson