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 Stereotype Threat. Then click connected factors to explore strategies related to multiple factors.
Many stereotypes exist about the academic performance of learners based on categories such as their race, gender, or age. Stereotype Threat suggests that people can underperform in different areas, including reading, math, and learning new technology skills, when faced with the prospect of being judged against an existing preconception of their group.
Stereotype Threat occurs when a negative stereotype that exists in a culture about a group results in suboptimal performance by members of that group. This can impact performance even in settings where the learner does not personally experience prejudiced behavior toward them by instructors or peers. This is particularly true on tests where learners are told the test is diagnostic of their intellectual abilities.
People can hold two types of stereotypes:
In the United States, Stereotype Threat can impact adult learners from various groups:
Adult learners with limited literacy skills and groups such as first-generation college students may also face stigmas. Holding negative stereotypes of their own learning ability may be related to adults having a more “fixed mindset” view of intelligence rather than a “growth mindset” where they believe their abilities can be expanded.
Simulations and immersive virtual environments provide authentic learning at a level that can spark curiosity and deeper understanding by engaging multiple senses in exploration.
Giving learners the opportunity to explain their thinking process aloud helps them to solidify their comprehension, and move knowledge into their 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.
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.
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.
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.
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.
Giving learners the opportunity to share their knowledge, skills, and understanding with others strengthens learning and increases Motivation while also 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.
Creating patterns through mnemonic devices, such as acronyms, categorizing items, visual images, or rhyming, supports the development of memories, including learned content knowledge.
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.
In an increasingly digital world, adults who struggle with using technology can benefit from direct instruction for an array of digital tools.
Mindfulness is a practice to create internal balance and a sense of being present in the moment.
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.
Formative assessment is “assessment for learning” rather than “assessment of 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.
Positive self-talk can support self-efficacy, optimism, Self-regulation, and a Learner Mindset.
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.
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.
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.
A strengths-based approach is one where educators intentionally identify, communicate, and harness learners' assets to empower them to flourish.
When adults are aware that learning involves effort, mistakes, reflection, and refinement of strategies, they are more resilient when they struggle.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
Understanding adults' lived experiences and cultural backgrounds and connecting them to instructional practices helps all learners feel like valued members of the community.
Immediate feedback can improve a learner's confidence, self-awareness and enthusiasm for learning, which leads to increased Motivation.
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.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
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.
A first step to supporting learners is truly understanding who they are.
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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.
