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 Social Awareness & Relationship Skills. Then click connected factors to explore strategies related to multiple factors.
Learning is powerful when we learn with and from each other. Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships so that peers, co-workers, and instructors can become learning partners and collaborators.
Building social networks with access to new resources, termed social capital, is an important outcome of adult education, as learners gain the confidence and knowledge to interact with those beyond their social circles. Adults need to use complex social norms such as politeness and formality across social contexts. Social Awareness & Relationship Skills are also critical in online environments for both successful networking and learning.
When adults can connect and communicate with authentic audiences about their interests and values, learning becomes more personally meaningful and relevant.
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.
Adult learners can self-organize into groups called communities of practice to engage in longer-term examination of a topic to build deeper understanding.
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.
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.
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.
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.
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.
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.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
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.
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.
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.
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.
Simulations and immersive virtual environments provide authentic learning at a level that can spark curiosity and deeper understanding by engaging multiple senses in exploration.
Skills sprints are focused, real world learning experiences for teams in which participants learn new skills while directly designing, developing, or delivering something to their organization.
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.
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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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