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 Verbal Reasoning. Then click connected factors to explore strategies related to multiple factors.
Verbal Reasoning is used when we make inferences about things not directly stated in a text and for understanding figurative language like metaphors. Students understand what they read by connecting new details with things they read earlier in the book and with their Background Knowledge. Students also use Verbal Reasoning skills to produce compelling writing by making and presenting connections in their narratives, analyses, and arguments.
Because most texts require the reader to draw upon Background Knowledge for inferring the full meaning, Verbal Reasoning can break down when the reader lacks the relevant Background Knowledge, possesses incorrect Background Knowledge, or has the applicable Background Knowledge but does not use it to properly form inferences.
Understanding figurative language, including metaphors and idioms, also requires Verbal Reasoning skills. Children who can understand figurative language are able to understand the full meaning of text, particularly when the intended meaning is different from the literal meaning (e.g., the idiom "hold your tongue" means to remain silent, not to literally hold your tongue). Children who understand figurative language can also use it to produce more complex writing. Figurative language can be subtle and potentially ambiguous; thus, while the skills required to understand figurative language begin to emerge at a young age, they continue to develop into adulthood.
Physically acting out a text enhances reading comprehension.
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.
Checklists and rubrics help students develop their abilities to self-assess and revise their writing.
When peers are able to work together to plan, draft, edit, and revise their compositions, their writing quality improves.
Expressing ideas through visuals and audio, and understanding others' ideas in these forms, is as critical in today's world as traditional reading and writing.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Daily review strengthens previous learning and can lead to fluent recall.
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.
Explicitly teaching strategies for different genres, like narrative or persuasive writing, helps students write for different purposes and audiences.
Teaching students how to create and use strong keywords for Internet searching is critical for helping them know how to find accurate, relevant information.
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.
Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Increasing how much students write improves both their writing and their reading.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
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.
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.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Full sentence manipulatives allow students to practice producing more complex Syntax and writing.
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.
Connecting information to music and dance can support Short-term and Long-term Memory by engaging auditory processes, Emotions, and physical activity.
Visuals help students recognize relationships within words and sentences to develop literacy skills.
Playful activities can support the development of learners' Metacognition and also inspire their narratives and writing.
Helping students think about what they know about the topic of upcoming work helps activate their Background Knowledge or reveals gaps.
When students read models of the type of writing they are doing, they can identify effective elements to incorporate in their writing.
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.
When students explain to others, they deepen their understanding and gain confidence in their learning.
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.
Providing tools so learners can choose to listen to a text supports individual strengths and needs.
Students develop literacy skills by listening to and speaking with others in informal ways.
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.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
Writing conferences allow students to share, reflect on, and receive feedback about their writing, which promotes Motivation for revising.
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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.
