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 Sleep. Then click connected factors to explore strategies related to multiple factors.
Sleep is the suspension of consciousness when the body and brain rest. When people do not get enough or consistent Sleep, mood and cognitive skills are reduced and learning is affected.
Sleep deficit is associated with cognitive impairments that become increasingly evident with more demanding cognitive tasks. Adults are more likely to experience disturbances in their sleep quantity and quality; women report greater difficulty falling and staying asleep than men, possibly due to hormonal differences. These can worsen with various medical issues with increasing age. Increased exposure to screens, especially before bedtime, is also linked to less Sleep in adults. The National Sleep Foundation recommends the following amounts of sleep:
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
When designing instruction for adults, expectations and goals should be clearly outlined to help learners focus on the material and make plans for success.
When learners process and express information visually, they are activating more cognitive processes while Problem Solving.
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.
Formative assessment is "assessment for learning" rather than "assessment of learning".
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.
Visualizing how ideas fit together helps learners construct meaning and strengthens their recall.
Opportunities for students to practice skills in context, with instructor support and also independently, helps to move concepts and ideas into Long-term Memory.
Inquiry-based learning is centered around open-ended questions posed by instructors and/or the learners themselves and fosters a Learner Mindset.
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.
Mindfulness is a practice to create internal balance and a sense of being present in the moment.
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.
Effective note-taking during lectures or reading directs learners' Attention to the relevant information, helping them identify key concepts, understand links between ideas and retain information better in their Long-term Memory.
Learning in social contexts has been shown to have significant effects on comprehension of material and retention of new information into Long-term Memory.
When learners provide constructive feedback on each other's work, they reflect on their own understanding, learn to give relevant suggestions, receive specific ways to improve, and engage in Metacognition.
Making space and time for physical activity, through brief movement breaks in the classroom or workplace and incorporating it into daily life, has benefits for the body and mind.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
When instructors ask questions or have learners create questions before introducing a text, they activate interest, increase Motivation, and help them assess what they already know about a given topic.
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 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.
Learning and studying information across multiple sessions that are spaced, or distributed in time, can promote learning and long-term retention of both basic and conceptually complex facts and concepts.
Bringing learners' everyday literacy practices such as text chats into instruction provides regular, low-stakes practice communicating with authentic audiences.
Analyzing short video clips, replays of important aspects, and videos of oneself applying what has been learned can improve Metacognition and Long-term Memory while fostering a Learner Mindset.
Analyzing and discussing solutions to problems helps students develop a deeper understanding of Problem Solving processes and Numeracy skills.
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Generating summary page
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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