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 Hearing. Then click connected factors to explore strategies related to multiple factors.
We typically learn to understand many complex literacy concepts through what we hear, but also what we can touch, see, and manipulate. Students may have hearing loss, Auditory Processing disorder, or difficulty with spoken language as a result of a broader neurological or developmental condition. Students with hearing loss can lack early learning experiences and accordingly may have difficulty developing phonological skills.
Hearing is measured as the ability to hear sounds in the typical human range of approximately 20 - 20,000 Hz. Hearing loss typically impacts high frequency speech sounds (e.g., /sh/, /s/, /f/, /th/) more than other frequencies. However, students with auditory processing disorder may not have hearing loss, but still struggle with understanding the content and context of spoken language.
Students with hearing loss may learn sign language as their primary communicative language or as supportive communication access. Because hearing loss and other auditory processing issues sometimes take upwards of 5 years to diagnose, students with hearing loss are vulnerable to missing sensitive windows for development that can make some concepts harder to grasp. Hearing aids and cochlear implants do not always completely restore hearing or support full language comprehension. Approximately 77% of deaf students are learning in general education classrooms, so steps should be taken to ensure that their learning environment accommodates any Hearing-related needs to ensure language skills do not impact other academic skills.
When peers are able to work together to plan, draft, edit, and revise during the Composition process, their writing quality improves.
Dictation, also referred to as speech-to-text, an assistive communication technology that translates voice dictation to digital text, provides students with transcription difficulties the opportunity to participate in the writing process by allowing them to use their voice to generate and record ideas.
Seeing and using new words repeatedly and in many contexts is critical for Vocabulary acquisition.
A first step to supporting learners is truly understanding who they are.
Actively and authentically encouraging all students to seek support, ask questions, and advocate for what they believe in creates a safe space for risk-taking and skill development and supports a Sense of Belonging.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
Having private or semi-private spaces where students can go to support Self-regulation and individual deliberate practice.
Instruction in multiple formats allows students to activate different cognitive skills and Background Knowledge that are necessary to remember procedural and content information.
Multiple display spaces promote collaboration by allowing groups to share information easily as they work.
Using visual aids, such as pictures, diagrams, and charts, allows for additional processing time and supports learners by breaking down content and skills into more manageable parts.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
Decreasing extra audio input provides a focused learning environment.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition and actively participate in the reading process.
Providing ways for students to adjust sound level supports individual auditory needs.
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.
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.
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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.
