Given the robust nature of learning sciences research, this website is best viewed on tablets and computers. A small screen experience is coming in the future.
On June 22, 2021, we will launch updated strategies for the Math PK-2 model, as well as additional updates to the Navigator that highlight equity, SEL, and culturally responsive teaching. To learn more, visit our Site Updates (available in the "About" menu at the top of any page).
Hover to see how factors connect to Inhibition. Then click connected factors to explore strategies related to multiple factors.
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Inhibition develops through childhood and adolescence with maturational brain development, along with development of metacognition and other executive functions. Inhibition can occur at the behavioral level, where responses are controlled, or the cognitive level, where Attention is focused on relevant information. However, it can be difficult to tease these apart since cognitive Inhibition promotes behavioral Inhibition. In addition, it is often suggested that inhibitory control should be further broken down when thinking about how and what is being inhibited, and that these may develop differently. For instance:
While inhibitory strength is typically fully developed by around age five, research suggests that learners's inhibitory endurance develops along with maturation of the brain and changes in strategy use over time. This protracted development can explain why younger children may have difficulty inhibiting an unwanted response over an extended period of time. This difficulty can result in frustration or feeling overwhelmed when working towards longer term goals. Educators can support inhibitory endurance through games that practice these skills, and discussing and modeling these skills.
Inhibition, like all executive functions, is susceptible to environmental influences including excessive screen time or stressors such as Adverse Experiences, which can interfere with development and processing, and may cause academic and behavioral difficulties if not supported. Some students, including those with ADHD or learning disabilities such as dyslexia and dyscalculia, may show differences in using inhibitory control to support their focus and learning due to differences in brain structure and patterns of development.
Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information.
Encouraging children to draw and to explain their drawings in the classroom, can support the development of Core Academic Literacies, especially when solving complex problems across content areas.
Students explaining their thinking during learning is a metacognitive process that involves actively self-questioning or being questioned while exploring new concepts, and explaining thoughts and reasoning in response.
Games support learning, as learners engage with new information in fun and informal ways.
Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.
As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.
Think-Pair-Share (TPS), also known as Turn & Talk (T&T), is when the teacher pauses instruction so students can discuss a topic or prompt in pairs or small groups, to enhance engagement and learning outcomes.
Read-alouds are an instructional practice in which teachers read aloud from a text to students, modeling fluent reading, asking questions, and actively engaging with students to enhance their understanding.
In guided inquiry, teachers scaffold student learning and help students use their own language for constructing knowledge by active listening and questioning.
Multimodal teaching and learning provide opportunities for students to engage with the same content through different sensory modalities, such as visual, auditory and tactile.
Goal-setting and monitoring involves teachers working with students to set individualized academic or behavioral goals, plan actions to achieve those goals, and track progress.
When students are able to encourage themselves through kind and motivating self-statements, they are practicing positive self-talk.
Audiobooks, digital text-to-speech books, and e-books are digital formats of literature that allow for portable and accessible reading experiences through audible narration and/or a written electronic version of a text.
Using motions to explain new concepts or ideas supports the ability to process new information and to convey thinking and conceptual understanding.
Music and dance supports learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.
Physical activity and recess refer to designated times and activities that allow students to engage in movement, play, and exercise, promoting physical and mental well-being.
Providing instructional steps clearly and concisely can help learners understand classroom expectations, reduce cognitive load, and complete tasks more efficiently.
Discussing emotions with children consists of supporting their ability to identify, label, and manage their feelings.
Growth mindset is the belief that people can grow their intelligence and abilities (through effort, good strategies, and support from others).
Physical activity and recess refer to designated times and activities that allow students to engage in movement, play, and exercise, promoting physical and mental well-being.
Feedback is the process of providing learners with information about their learning to support their progress and improvement, and can come from a range of sources, including teachers and peers.
Creating a culture of error means creating an environment in which errors are valued and encouraged as a necessary part of the learning process, which can help learners to view errors and learning more positively.
Spaced practice is a learning strategy that deliberately spaces out learning or study sessions over varying periods of time, with the purpose of increasing retention, understanding, and long-term knowledge acquisition.
Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.
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This is our homepage. You can access many of the features of the Navigator here, and learn more about how learner variability intersects with topics in education and learning. To start, select a content area – we call them Learner Models – to visit a factor map.
Factor maps show research-based concepts, "factors," that likely impact learning. They are organized into four categories: Learner Background, Social and Emotional Learning, Cognition, and Content Area. The map is interactive. Move your cursor over a factor to see connected factors. Select any factor to visit its summary page. We'll look at factor summary pages next.
This is a factor summary page. It provides a brief definition and review of the factor, a factor connections diagram, additional resources, and strategies that support this factor. On the strategy card, the multi-colored boxes show all the factors that it supports. Select a strategy to visit its summary page.
Strategy summary pages have an overview, information about using the strategy in different learning environments, resources of interest, the factors this strategy supports, and related strategies you can explore. To view all the strategies in a content area, use the strategies tab at the top of the page. We'll look at all the Strategies for this learner model next.
The strategy page shows ALL of the strategies for that learner model. You can select factors of interest for you or your learners, and it will narrow the strategies to only those that match all of the factors selected. This makes it easy to find key strategies to better design for learner variability. Again, select the strategy name to visit its summary page. Use the plus signs on each strategy card to add a strategy to a workspace. We'll explore those next.
The “Tools & Workspaces” tab on the navigation bar or the “My Workspaces” button on the account menu takes you to a page that shows your workspaces. There are two tabs on the My Workspaces page: a Workspaces tab and a Reports tab. The Workspaces tab lists workspaces you can personalize and update. You can create new sections, move cards between sections, add annotations, share with collaborators, and write reflections. The second tab, "Reports", are a kind of workspace created through the Instructional Design Tool or the Product Assessment Tool and have fewer personalization options.
There are three, step-by-step tools you can access on the Navigator to help make workspace or a workspace report. The Learner Centered Design Tool has four steps and helps you create a workspace. First, enter basic information and select a content area of interest. Second, select a few factors that you want to focus on. Third, review connected factors you may not have considered. Note – you don't have to select any extra factors on this step if you don’t want to. The fourth and final step, review and select strategies that you want to use, and save them to a workspace.
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Learner variability is the recognition that each learner is a unique constellation of strengths and challenges that are interconnected across the whole child. Understanding these connections and how they vary according to context is essential for meeting the needs of each learner.
It disrupts the notion of a one-size-fits all education. Understanding learner variability helps educators embrace both students’ struggles and strengths as we connect practice to uplifting the whole learner.
Throughout the site, we talk about "factors" and "strategies." Factors are concepts research suggests have an impact on how people learn. Strategies are the approaches to teaching and learning that can be used to support people in how they learn best.
Use the Learner Centered Design Tool to build a workspace. Go to Learner Centered Design Tool.
Or, create a new blank workspace for your product or project.
Use one of the guided tools to build a workspace.
Or, create a new blank workspace for your product or project.
Make a copy of this workspace.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
By selecting "Show Report" you will be taken to the Assessment Summary Page. Once created, you will not be able to edit your report. If you select cancel below, you can continue to edit your factor and strategy selections.
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Learner variability is the recognition that each learner is a unique constellation of strengths and challenges that are interconnected across the whole child. Understanding these connections and how they vary according to context is essential for meeting the needs of each learner. It embraces both students’ struggles and strengths. It considers the whole child.
Throughout the site, we talk about "factors" and "strategies." Factors are concepts research suggests have an impact on how people learn. Strategies are the approaches to teaching and learning that can be used to support people in how they learn best.
The Learner Variability Navigator is a free, online tool that translates the science of learner variability into factor maps and strategies that highlight connections across the whole learner. This puts the science of learning at teachers' fingertips, empowering them to understand their own practice and support each learner.
