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).
Research shows that, along with traditional reading comprehension strategies, students use unique strategies to read the non-linear, hyperlinked structure of online texts. When reading online, students must infer which hyperlink may be relevant to read, make connections within and between linked texts, and interpret multimedia. Defining a goal and questions prior to reading, creating a map of information when reading, and limiting the number of links to explore are strategies to help students navigate reading on the Internet.
Use It in the Classroom
Teachers can model through think-alouds how they use online reading strategies. For example, teachers can talk about how to look for the most relevant information for accomplishing their reading goals and how they decide which links to click. Modeling these processes supports students' Self-regulation. Helping students practice specific skills such as reading laterally between different links to check for information and evaluate sources builds their Critical Literacy. Including skills for web-based reading, like highlighting and summarizing information from these sources or studying graphs, charts, videos and images along with text as a part of their assignments, help them comprehend the information better, make connections between what they are reading, and prompt the Cognitive Flexibility required to read online
Design It into Your Product
Developers can include visual maps for students to fill in to track what links and sites they have visited while reading online texts, supporting their Metacognition.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
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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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