Our method

How our lessons are built, and the research behind them

Every UpOnly topic follows the same design: check what the student already knows, teach with worked examples, practice together, practice alone, then check again. Each of those steps comes from published research on how students learn. This page lists the standards we write to, the research behind each part of a lesson, how the material is written, and what we do not claim.

Last updated October 20, 2026

The standards each topic is written to

Every topic names the standard it teaches, so you can look it up yourself. We teach what that standard expects at that grade, and nothing from a later grade.

MathCommon Core State Standards for Mathematics, or the Singapore Ministry of Education primary mathematics syllabus as a separate track.e.g. K.CC, 3.NF · P1 N1Common Core mathSingapore MOE syllabuses
Reading, English and writingCommon Core State Standards for English Language Arts.e.g. RL.3.2, W.4.1Common Core ELA
ScienceNext Generation Science Standards (NGSS).e.g. 3-PS2-1, 3-LS1-1NGSS
History and social studiesThe C3 Framework for Social Studies State Standards, from the National Council for the Social Studies.e.g. D2.Geo.1.3-5C3 Framework
World languagesACTFL proficiency levels and modes of communication for Spanish, French and Portuguese; WIDA English Language Development Standards for English learners.e.g. ACTFL Novice Low: InterpersonalACTFLWIDA ELD Standards
Life skillsThe National Health Education Standards and the CASEL framework for social and emotional learning.e.g. NHES 5, CASEL Self-ManagementNational Health Education StandardsCASEL framework
Entrepreneurship and business thinkingThe Voluntary National Content Standards in Economics, from the Council for Economic Education, and the economics strand of the C3 Framework.e.g. CEE Standard 14, D2.Eco.3.K-2Economics standards (PDF)
Psychology for kidsThe five competencies of the CASEL framework: self-awareness, self-management, social awareness, relationship skills and responsible decision-making.e.g. CASEL Self-AwarenessCASEL framework

Each part of a lesson, and why it is there

A topic takes about 40 minutes, one-on-one. The parts always come in this order. The numbers in brackets point to the reference list at the bottom of this page.

  1. Quick Check

    Five short questions before any teaching, easiest first.

    Why: checking understanding first, and adjusting the teaching to what you find, is one of the most studied ways to raise achievement. A review of about 250 studies found large gains from this kind of everyday checking.[1]

  2. Ready-to-teach lesson with worked examples

    A warm-up, then teaching in small steps with the words to say out loud, two fully worked examples, and the two mistakes students most often make, with how to correct each one.

    Why: students who study worked examples before solving problems on their own learn faster and make fewer errors than students who start by solving.[2] Teaching in small steps and modeling each one are among the principles found in the most effective classrooms.[3]

  3. Guided practice, then independent practice

    You and the student work problems together first, then the student works alone. Ten problems run from easy to challenge.

    Why: moving responsibility from the teacher to the student in stages ("I do, we do, you do") is the model known as the gradual release of responsibility.[4] Guided practice with a high success rate before working alone is another of the principles of effective instruction.[3]

  4. Show What You Know

    Six questions on the same skills, with different numbers and words than the lesson used, the last one a little harder.

    Why: recalling something from memory strengthens it more than reading it again. Students who were tested remembered more a week later than students who spent the same time restudying.[5]

  5. Practice questions with the reason for every answer

    Each lesson has a bank of 52 to 120 practice questions. After each set, the student sees the correct answer and a short reason for it.

    Why: feedback helps most when it tells the student what the right answer is and why, about the task itself, rather than general praise.[6] Practice testing is one of the two study methods rated highest in a review of ten common techniques.[7]

  6. Coming back on another day

    Because the banks are large and each set is drawn at random, a student can return to a topic days or weeks later and get fresh questions. We recommend doing so.

    Why: spreading practice out over time leads to better long-term memory than doing the same amount all at once. This is one of the most consistent findings in learning research.[8][7]

How the material is written

The lessons, practice questions and workbooks are written with the help of advanced AI. They are not written freely: every topic follows the one lesson design above and the standard it names, and it must pass checks before it is published. UpOnly Learning sets the design, the rules and the checks, and is responsible for what we publish.

What we do not claim

The research above is about the methods. It is not about UpOnly. To be clear:

  • We have not run studies of our own on student results, and we do not claim our program is "research-proven" or will raise any test score.
  • The studies were done with many kinds of students and settings. How well a method works for your student depends on the student and on how it is used.
  • We are a publisher, not a school. Using our lessons does not by itself meet your state's homeschool requirements.

References

  1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74. doi.org/10.1080/0969595980050102Used for: Quick Check and Show What You Know
  2. Sweller, J., & Cooper, G. A. (1985). The use of worked examples as a substitute for problem solving in learning algebra. Cognition and Instruction, 2(1), 59–89. doi.org/10.1207/s1532690xci0201_3Used for: worked examples in every lesson
  3. Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator, 36(1), 12–19, 39. aft.org (PDF)Used for: small steps, modeling, guided practice
  4. Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317–344. doi.org/10.1016/0361-476X(83)90019-XUsed for: guided, then independent practice
  5. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. PubMed 16507066Used for: Show What You Know and practice sets
  6. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. doi.org/10.3102/003465430298487Used for: a reason with every answer
  7. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. doi.org/10.1177/1529100612453266Used for: practice testing and spaced practice
  8. Cepeda, N. J., Pashler, H., Vul, E., Wixted, J. T., & Rohrer, D. (2006). Distributed practice in verbal recall tasks: A review and quantitative synthesis. Psychological Bulletin, 132(3), 354–380. PubMed 16719566Used for: coming back on another day
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