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.
Hover to see how factors connect to Social Supports. Then click connected factors to explore strategies related to multiple factors.
Social Supports are the perception and presence of a support network available to help if needed. People are social creatures, and our happiness is in part based on having supportive friends and family. The power of Social Supports extends to learning: A student's perception of the strength of the support they have, even if they do not end up calling upon their supports, is a key contributor to their academic success, including learning to read.
Key sources of Social Supports include parents, friends, classmates, teachers, and other school resources and staff. These sources offer different types of support to a student:
Social Supports can be beneficial even when students do not take advantage of the support. Rather it is important that students perceive that these Social Supports are available to them.
Unfortunately, children can experience traumatic events that erode their actual and/or perceived Social Supports. Situations that can erode their parent/guardian Social Supports include having parents/guardians who divorce or separate, pass away, go to jail, experience problems with substance abuse, or have a significant mental illness. Situations that can erode their friend and classmate Social Supports include being a victim of bullying, including cyberbullying, and moving to a new school.
Building positive relationships with other sources of Social Supports, such as with a teacher or family friend, can diminish the negative effects of this kind of trauma. In addition, positive relationships can diminish the negative effects of stress hormones released after others types of trauma.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
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.
With this interactive technique, teachers help students become storytellers by listening and questioning.
Learners' awareness of race and differences starts at a young age.
Students whose families are involved and feel valued within the school community are less likely to miss school, which research has shown can cause students to fall behind academically.
Free choice supports learner interests and allows more complex social interactions to develop.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Learning about students' cultures and connecting them to instructional practices helps foster a sense of belonging and mitigate Stereotype Threat.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
To promote acceptance of learning diversity, students explore learning tools and strategies to see how they work and why they and others might use them.
Literacy centers with reading games, manipulatives, and activities support learner interests and promote the development of more complex reading skills and social interactions.
Multiple display spaces promote collaboration by allowing groups to share information easily as they work.
Using multiple writing surfaces promotes collaboration by allowing groups to share information easily as they work.
A parent evening meeting about how to support literacy at home with one follow-up meeting with each family has shown strong results for students' reading development.
Reading aloud allows students to hear and practice reading and fluency skills.
Research shows physical activity improves focus and creativity.
Playful activities, including pretending, games, and other child-led activities, can support the development of learners' Metacognition and also inspire their narratives and writing.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
When students explain to others, they deepen their understanding and gain confidence in their learning.
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.
Students develop reading skills by listening to and speaking with others in informal ways.
Are you sure you want to delete this Workspace?
Enter the email address of the person you want to share with. This person will be granted access to this workspace and will be able to view and edit it.
Adjust the permissions of your Workspace.
This Workspace is .
This Workspace's Reflection Area is .
Create a new Workspace for your product or project.
Make a copy of this workspace.
Generating summary page
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.
Item successfully added to workspace!
Issue adding item to workspace. Please refresh the page and try again.