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 Sense of Belonging. Then click connected factors to explore strategies related to multiple factors.
A Sense of Belonging allows us to feel included, respected, and supported in different life contexts, including education. It is heavily tied to our own identities and experiences. Educational settings have the potential to be a source of adversity or can be supportive environments which foster positive identity development. Learners who report a stronger Sense of Belonging in academic settings typically have greater self-efficacy and academic success.
Belongingness, closely tied to one's Social Supports, is the extent that students feel personally valued, included, and supported by others in their learning environment. In U.S society, white people typically have an internalized and mostly unconscious sense of racial belonging. However, members of culturally and historically marginalized groups or first generation higher education students may feel uncertain about the quality of their social bonds in academic settings. Learners' lack of academic belonging is rooted in structural policies which privilege certain values and norms while devaluing the cultural wealth and knowledge that other learners possess. In addition, marginalized learners may experience negative behaviors from educators and other students, signaling that they do not belong in these settings (signal influences).
Identity development involves asking questions about one's past, present, and future self. This process starts at birth, peaks at adolescence, and continues through adulthood, and is heavily dependent upon lived experiences. Identity formation includes self-awareness, information-seeking, and exploration about the groups with which we identify. Identity development occurs differently across different facets of adults' identities (e.g., race, gender, sexual orientation, class, disability, immigrant status) and self-identification choices can change and reflect greater complexity over a lifetime. In the U.S., members of more dominant, privileged groups are often considered the 'standard'; therefore, individuals from marginalized groups may feel as if they don't belong or their identities are not represented. A strong ethnic or racial identity has been shown to buffer the negative effects of discrimination in Black, Latino, and indigenous populations, and to encourage positive psychological and behavioral outcomes across identities, including higher self-esteem, psychological well-being, and academic adjustment.
Racial Identity Theory suggests that our racial identity is made of three core components:
Racial identity development entails forging an understanding of how the centrality and public perception of race is intertwined with personal identity.
It is also important to recognize that many people have concealed/non-visible identities that may be stigmatized, such as mental or emotional health, or learning disabilities. These non-visible identities can impact an individual's Sense of Belonging, Social Supports, and health. In addition, many adults have multiple marginalized identities which intersect and may further compound difficulties in belonging. When educators recognize adults' intersectional identities, this can build a strong positive culture and play a role in empowering leaners.
Exploring and connecting with one's identities can be important for adult learners, particularly as strengthened academic self-concept can positively affect motivation and academic outcomes. Apart from learning and work settings, social media provides increased opportunities for adults to explore their individual identities within extended online communities. Research has shown that this exploration can increase a Sense of Belonging. Social media communities can be a supportive place, promoting self-exploration and self-expression, but may also have negative effects on emotional well-being and self-esteem, due to increased opportunities for social comparisons. Educators should be aware that many marginalized groups can also experience nuanced racism and discrimination through online platforms that may affect their overall well-being in and out of learning environments.
Using language that is accessible and appropriately leveled for each student allows all learners to feel successful and participate in learning.
Audiobooks allow learners to hear fluent reading and experience books in a flexible format.
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
Case studies support authentic, active learning experiences centered around real world situations that present an account of a particular set of circumstances for learners to engage with.
Beginning meetings with check-ins and maximizing opportunities for informal check-ins, whether live or online, can foster a sense of Belonging while building Social Supports.
When designing instruction for adults, expectations and goals should be clearly outlined to help learners focus on the material and make plans for success.
Adult learners can self-organize into groups called communities of practice to engage in longer-term examination of a topic to build deeper understanding.
Competency-based learning is self-paced, focused on mastery, and centered around demonstrating learning outcomes and skills rather than where or how they were attained.
Understanding adults' lived experiences and cultural backgrounds and connecting them to instructional practices helps all learners feel like valued members of the community.
When preparing for and executing a debate, learners analyze, form, and express verbal arguments, fostering their critical thinking skills, an essential component of Problem Solving.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for diverse learners, intentionally recognizing how one's own identity intersects with learners' identities, and creating an awareness of how the environment can impact learners' Sense of Belonging.
Discussions about race can range from celebrating the importance of diversity to understanding the impact of racism from the perspective of those who have been historically marginalized.
A first step to supporting learners is truly understanding who they are.
Networking and supporting adult learners in expanding their social networks provide access to additional resources and Social Supports, which can impact their trajectory and Motivation.
Experiential learning is learning by doing, which may include self-directed learning activities.
Giving learners the opportunity to explain their thinking process aloud helps them to solidify their comprehension, and move knowledge into their Long-term Memory.
Flexible grouping is a classroom practice that temporarily places learners' together in given groups to work together, with the purpose of achieving a given learning goal or activity.
Formative assessment is "assessment for learning" rather than "assessment of learning".
When adults are aware that learning involves effort, mistakes, reflection, and refinement of strategies, they are more resilient when they struggle.
Game-based learning is an active learning experience with clear objectives and measurable outcomes designed to be intrinsically game-like.
Setting overall goals with actionable steps for achievement can help learners feel more confident in their abilities and help minimize procrastination-related behaviors.
Inquiry-based learning is centered around open-ended questions posed by instructors and/or the learners themselves and fosters a Learner Mindset.
Adult learners benefit from knowing there is an instructor available to provide support as needed, especially during asynchronous learning.
Journaling allows learners to reflect on their thinking and feelings, process their learning, and connect new information to what they know and their practical experiences.
Intentionally incorporating voice and choice into adult learning experiences is critical for making learning meaningful and relevant.
Giving learners the opportunity to share their knowledge, skills, and understanding with others strengthens learning and increases Motivation while also building Social Supports.
Metaphors and analogies can support learners by helping to form connections and to notice patterns and similarities that promote learning, self-concept, and higher order thinking.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
Instruction and training presented in multiple formats allows learners to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
The opportunity to observe peers or experts in action or participate in shadowing can provide a unique and authentic learning experience that often involves questioning, metacognitive thinking, and Problem Solving while providing Social Supports.
Learning in social contexts has been shown to have significant effects on comprehension of material and retention of new information into Long-term Memory.
Perspective seeking is different from perspective taking as it involves communication with the purpose of gaining insight into the nuances of alternate views.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
Problem-based learning (PBL) is a learner-centered multidisciplinary approach focused on real world applications using active learning methods.
Process-based writing focuses on how learners brainstorm, outline, draft, and revise their writing and is most effective when paired with feedback, especially for English language learners.
Reflection can take place throughout learning, supporting critical thinking and Problem Solving skills when learners actively question assumptions, and after learning experiences to support Metacognition.
Creating a quiet space free of distractions is critical for adults to be able to focus on learning.
When instructors are able to provide context, and connect math concepts to an adult learner's world, math can be seen as relevant and applicable to their daily lives and work- a core aspect of adult Numeracy.
When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process.
Simulations and immersive virtual environments provide authentic learning at a level that can spark curiosity and deeper understanding by engaging multiple senses in exploration.
Speech-to-text takes the input from voice recognition and produces text.
A strengths-based approach is one where educators intentionally identify, communicate, and harness learners' assets to empower them to flourish.
Text-to-speech technology reads the words on a screen aloud.
Analyzing and discussing solutions to problems helps students develop a deeper understanding of Problem Solving processes and Numeracy skills.
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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.
