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 Speed of Processing. Then click connected factors to explore strategies related to multiple factors.
Speed of Processing is the rate at which we perceive and process information and formulate an appropriate response. Higher processing skills are indicative of how quickly and efficiently we can complete tasks. This is especially true for reading and Numeracy as we are perceiving and processing an incredible array of information—letters, numbers, words, punctuation, layout—and have to choose and apply the right skills to understand it all.
Speed of Processing influences:
Speed of Processing begins to decline in early adulthood. Declines in other cognitive functions may be attributed to this age-related decline of Speed of Processing. This may be particularly true for executive functions such as Working Memory.
When annotating, learners engage deeply with a text and make their thinking visible while reading, which supports Foundational Reading Skills.
Audiobooks allow learners to hear fluent reading and experience books in a flexible format.
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.
Teaching adult learners how to systematically evaluate sources prepares them to navigate information in an increasingly complex, digital world.
Experiential learning is learning by doing, which may include self-directed learning activities.
In an increasingly digital world, adults who struggle with using technology can benefit from direct instruction for an array of digital tools.
Research shows that, along with traditional reading comprehension strategies, learners use unique strategies to read the non-linear, hyperlinked structure of online texts.
Seeing and using new words repeatedly and across contexts is critical for vocabulary acquisition.
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.
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.
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.
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.
Problem-based learning (PBL) is a learner-centered multidisciplinary approach focused on real world applications using active learning methods.
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.
Speech-to-text takes the input from voice recognition and produces text.
Bringing learners' everyday literacy practices such as text chats into instruction provides regular, low-stakes practice communicating with authentic audiences.
Text-to-speech technology reads the words on a screen aloud.
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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