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{key:"active",chip:"Active thinking time",
claim:"A tutor talking at your child is not your child doing maths.",
one:{metric:"Mostly listening",note:"The hour is comfortable. The tutor explains, the student nods, and very little is produced under pressure. Nobody in the room notices.",dots:1,active:1,bar:24},
grp:{metric:"Answering constantly",note:"Every question is attempted by every student on their own board, on a timer, before anyone speaks. Several answers land at once and the teacher can see exactly who is stuck and why.",dots:5,active:5,bar:86},
cite:["Freeman et al., 2014 · PNAS","A meta-analysis of 225 studies found active-learning formats raised exam scores by about 6 percentage points and cut failure rates from 34% to 22% versus passive instruction."]},
{key:"bench",chip:"Knowing where they stand",
claim:"A GCSE grade is a rank. You cannot rank against one adult.",
one:{metric:"No comparison",note:"“She’s doing well” is a feeling. There is no cohort, so nothing calibrates it, and the truth arrives in August.",dots:1,active:0,bar:10},
grp:{metric:"Ranked weekly",note:"The same paper, sat by the whole group, marked against the real boundaries. You see the gap in week one, not results week.",dots:5,active:4,bar:90},
cite:["Roediger & Karpicke, 2006 · Psychological Science","Repeated testing produced far more durable retention than restudying for the same time. Frequent low-stakes tests are only practical when a group sits them together."]},
{key:"methods",chip:"Seeing more than one method",
claim:"The fastest exam method is rarely the first one taught.",
one:{metric:"One method",note:"Whatever the tutor prefers. If it does not click, the fallback is the same method again, slower and louder.",dots:1,active:1,bar:18},
grp:{metric:"Several, compared",note:"Different approaches surface in the room and get compared out loud. We then name the one that costs the fewest marks and the least time in the exam.",dots:5,active:3,bar:78},
cite:["Crouch & Mazur, 2001 · American Journal of Physics","Ten years of peer instruction at Harvard: students who committed to an answer, argued it with a peer, then answered again showed conceptual gains roughly double those of traditional instruction."]},
{key:"explain",chip:"Explaining it out loud",
claim:"Explaining a method is the largest free gain available to a GCSE student.",
one:{metric:"Almost never",note:"The adult is always the expert, so the student rarely has to construct the explanation, which is the part that exposes the gap.",dots:1,active:0,bar:14},
grp:{metric:"Every session",note:"A student walks the group through their working while the teacher corrects the mathematical language, not just the answer.",dots:5,active:2,bar:88},
cite:["Fiorella & Mayer, 2013 · Contemporary Educational Psychology","Students who learned material in order to explain it, and then explained it, substantially outperformed students who studied the same material to be tested on it."]},
{key:"momentum",chip:"Motivation and momentum",
claim:"Fifteen-year-olds work for their peers long before they work for an adult.",
one:{metric:"One adult watching",note:"An hour of undivided adult attention is stressful for an anxious student and easy to coast through for a confident one.",dots:1,active:1,bar:30},
grp:{metric:"A cohort pulling",note:"A group moving at pace makes effort normal. No spotlight, nowhere to hide, and visible progress alongside people in the same position.",dots:5,active:5,bar:84},
cite:["Springer, Stanne & Donovan, 1999 · Review of Educational Research","Meta-analysis of small-group learning in science and maths: effect sizes of 0.51 on achievement, 0.55 on attitudes and 0.46 on persistence, compared with students taught individually or in lectures."]},
{key:"load",chip:"Handling harder problems",
claim:"A group can hold a harder problem in its head than one student can.",
one:{metric:"One working memory",note:"Multi-step problems get simplified down to what a single student can carry, so the hardest marks are never really practised.",dots:1,active:1,bar:26},
grp:{metric:"Shared load",note:"Grade 8–9 problems are broken across the group, then reassembled. Students routinely work above the level they could reach alone, then take that ceiling home.",dots:5,active:4,bar:82},
cite:["Kirschner, Paas & Kirschner, 2009 · Educational Psychology Review","Groups can distribute working-memory load across members, allowing them to process more complex material than individuals working alone, with better later retention."]}];
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