Our proprietary teaching pedagogy
The SOL Framework is our own way of teaching science. Its four pillars are built on some of the best-evidenced methods in learning science, and on research published in the journals Science and PNAS.
The SOL Framework
Hover over a pillar, or tap it, to see what we do and the research behind it.
See how it works before you learn the words for it.
What we do
experiments where words with pictures beat words alone
Mayer, Multimedia Learning (2009)
Knowledge is borrowed in a lecture and owned through reconstruction.
What we do
more likely to fail in traditional lectures than with active learning, across 225 studies
Freeman et al., PNAS (2014)
Pull it out of memory, again and again.
What we do
remembered a week later: practising recall vs re-studying
Karpicke & Roediger, Science (2008)
Help at the exact point a student gets stuck.
What we do
fewer course failures when parents received timely alerts
Bergman & Chan, Journal of Human Resources (2021)Inside a chapter
An introduction film and a voiced mind map
12 minutes or less, captioned, with questions inside
A voiced study guide with games
A knowledge check on every idea
Three levels, with real past-paper questions
Revision notes and a certification quiz
Inclusive by design
Inclusive design is part of the pedagogy, not an add-on.
Every lesson video is 12 minutes or less.
On every lesson video. Captions help everyone follow and remember.
Narrated mind maps and study guides, with the words on screen.
Right or wrong is never shown by colour alone.
No timers or marks in study guides and lesson videos.
Predict, answer, apply. Built for students who find long lectures hard.
Practice
Level 1 · Core
Board-pattern questions for every lesson
Level 2 · Go deeper
The foundation entrance exams expect
Level 3 · Challenge
For students ready to go further
Past-paper questions show where they were asked. Our own questions never carry an exam label.
The evidence
Students in traditional lectures were 1.5 times more likely to fail than with active learning, across 225 studies.
Freeman et al., PNAS (2014)Remembered a week later by students who practised recall, against those who re-studied.
Karpicke & Roediger, Science (2008)Test scores a week later after mixed practice, against one problem type at a time.
Rohrer & Taylor, Instructional Science (2007)Experiments where students learned more from words with pictures than from words alone.
Mayer, Multimedia Learning (2009)Generative strategies, such as summarising, mapping and self-explaining, that turn information into understanding.
Fiorella & Mayer, Educational Psychology Review (2016)Typical effect sizes when teaching checks what students understand and adapts to it.
Black & Wiliam, Assessment in Education (1998)Fewer course failures when parents received timely alerts about missed work and grades.
Bergman & Chan, Journal of Human Resources (2021)Practice testing and spaced practice: the most useful of ten study techniques reviewed.
Dunlosky et al., Psychological Science in the Public Interest (2013)Captions improve understanding of, attention to, and memory for a video.
Gernsbacher, Policy Insights from the Behavioral and Brain Sciences (2015)These studies describe how people learn in general. They are not results measured on Karmakar Klasses students.
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