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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 Background Knowledge. Then click connected factors to explore strategies related to multiple factors.
We all bring our own Background Knowledge, that is, what we know and have experienced, to what we read and write. This knowledge includes everyday cultural experiences and interactions within personal communities. Helping students build and apply their Background Knowledge, and ensuring that their own personal Background Knowledge is acknowledged and built upon in school, can ensure they have and use the information they need to understand and compose increasingly complex texts.
In the upper elementary grades, students transition into a stage where they are able to learn Background Knowledge through the process of reading and writing.
Understanding a text can be difficult without basic Background Knowledge in the topic for several reasons:
Students' typically rely more heavily on Background Knowledge as they progress through school, and they are required to build upon prior Background Knowledge to acquire new Background Knowledge. Specifically, the comprehension of informational texts requires students to have and apply more Background Knowledge than storybook texts, as informational texts typically use more complex academic or discipline-specific Vocabulary and require students to apply information from prior lessons.
Background Knowledge is less about memorization of terms and more about a deeper understanding of the topic. Students have everyday practices and life experiences, or funds of knowledge, that come from their participation in different cultures and communities which is a huge part of their Background Knowledge and can impact how they connect with readings and lessons in school. For example, a child who has never been to the beach before may know the relevant Vocabulary (e.g., waves, seaweed, sand) but may not immediately understand metaphors used in a story in the same way as a child who has experience going to the beach. Some students, including those with learning disabilities may need additional instruction to allow them to best build and use their Background Knowledge to support their reading comprehension.
Teachers support language development by using and providing Vocabulary that is appropriately leveled (e.g., using word wall words).
Advance graphic organizers link prior knowledge to upcoming learning to help students anticipate and understand the structure of new information.
Audiobooks allow students to hear fluent reading and to experience books above their reading skills.
Students practice making and finding meaning in their reading through a book club model.
Building positive and trusting relationships with learners allows them to feel safe; a sense of belonging; and that their academic, cognitive, and social and emotional needs are supported.
Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.
Daily review strengthens previous learning and can lead to fluent recall.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for the full diversity of students, intentionally recognizing how one's own identity intersects with students' identities, and creating an awareness of how the learning environment can impact students' Sense of Belonging.
Dictionaries and thesauruses can serve as resources for students to expand their Vocabulary knowledge.
When teachers provide explicit instruction in comprehension strategies and model when to use them, students learn how to flexibly apply them to make meaning of texts.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
Research shows that, along with traditional reading comprehension strategies, students use unique strategies to read the non-linear, hyperlinked structure of online texts.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.
Adding gestures and motions to complement learning activates more cognitive processes for recall and understanding.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Learning about students' cultures and connecting them to instructional practices helps foster a sense of belonging and mitigate Stereotype Threat.
Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.
Practicing until achieving several error-free attempts is critical for retention.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their literacy work.
Helping students think about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
Reading aloud regularly exposes students to new and familiar Vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
Through one-on-one conferences, teachers can provide individual support to each student to deepen comprehension and interest in reading.
Students build their confidence, strategy use, and comprehension by reading and rereading books.
Books for vision differences support reading development for learners with visual needs.
Reading materials of varying complexity and levels are necessary for all students to experience success.
Providing varied types of resources that align with interests of individual students supports overall literacy development.
With figurative language and creative sentence structure, poetry supports the development of a deeper understanding of the different ways language makes meaning.
Books on social and emotional learning (SEL) topics, such as developing empathy and productive persistence, help teach these skills.
Selecting culturally responsive reading materials, including multicultural and diverse texts, is critical for supporting all students.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition.
Providing a story map ahead of time or having students create a map during or after reading helps learners understand and expand their Genre Knowledge.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
Student-led conferences are meetings between students, parents, and teachers where the student actively leads the conversation by reflecting on their progress toward goals and sharing examples of their work.
Providing tools so learners can choose to listen to a text supports individual strengths and needs.
Translanguaging is a flexible classroom practice enabling students to listen, speak, read, and write across their multiple languages or dialects, even if the teacher does not have formal knowledge of these additional languages.
Providing visuals to introduce, support, or review instruction activates more cognitive processes to support learning.
Videos developed with discussion guides can teach students about social and emotional learning (SEL) skills.
Web-based dictionaries and thesauruses can serve as visual and audio resources for students to expand their Vocabulary knowledge.
A word wall helps build Vocabulary for reading fluidity.
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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.
