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).
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. This process can also help teachers understand any misconceptions or gaps in learner Background Knowledge, particularly when introducing new concepts. When learners ask and answer pre-reading questions, they draw connections to what they already know and understand the purpose for reading a text, ultimately leading to increased comprehension. This can also help increase retention of new Numeracy skills and concepts.
Use It In Your Learning Environment
Spending even a short time on pre-reading activities that involve learners in the themes, concepts, and Vocabulary of a text can stimulate their interest and relevant Background Knowledge. Instructors can have learners complete pre-reading questionnaires to help preview the content of a text. Learners can also generate their own questions about a text prior to reading. These types of introductions can provide valuable support and guidance for Learners on where to focus their Attention when reading. Identifying misconceptions prior to instruction can help personalize instruction and promote deeper understanding.
Developers can use multimedia activities to support learners' exploration of new texts and allow them to make predictions and question texts. This can be done through interactive forms and commenting features. Products focusing on specific content can be designed to begin learning experiences with questions that can provide insight for adaptive engines to guide learners, ensuring new learning is built upon a solid foundation of conceptual understanding.
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.
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.
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.
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Generating summary page
Finding new features
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.
Finding new strategies
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.
Generate your 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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