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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 Sensory Integration. Then click connected factors to explore strategies related to multiple factors.
We are constantly taking in information—particularly sights, smells, and sounds-- and our Sensory Integration skills help us make sense of it all. Sensory Integration involves receiving, processing, and organizing these multiple sources of sensory information and transforming this information into appropriate responses. When students struggle with Sensory Integration, sensory input can interfere with their ability to focus on learning math. While Sensory Integration is important to learning across the lifespan, as children get older, it has less of an effect on math performance.
Students with Sensory Integration difficulties can struggle with peer relationships, participating in classroom activities, and getting adequate Sleep. This can lead to difficulties with learning, including learning math.
The threshold for processing sensory information and the response can vary:
Some basic patterns of Sensory Integration include:
Students who are sensation seeking/hyposensitive may seek out higher levels of sensory input (e.g., requiring noise to be louder, needing more light). Students who are sensation avoiding/hypersensitive may experience sensory overload, causing them to be irritable, withdraw from activities, or avoid touch. Some students may show a mixture of sensory seeking and avoidance.
CRA is a sequential instructional approach during which students move from working with concrete materials to creating representational drawings to using abstract symbols.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Dim or natural lighting provides a calming environment.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Having space where students can go supports Self-regulation and individual deliberate practice.
Math centers support learner interests and promote the development of more complex math skills and social interactions.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.
Providing physical and virtual representations of numbers and math concepts helps activate mental processes.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
Research shows physical activity improves focus and creativity.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Decreasing extra audio input provides a focused learning environment.
Math games and manipulatives for vision differences support math development for learners with visual needs.
Incorporating multiple senses with strategies like chewing gum, using a fidget, and sitting on a ball chair supports focus and Attention.
Providing ways for students to adjust sound level supports individual auditory needs.
Using earplugs or headphones can increase focus and comfort.
Providing ways for students to meet their individual temperature needs supports focus and Self-regulation.
Tossing a ball, beanbag, dice, or other small object activates physical focus in support of mental focus.
Spaces that are structured, organized, and clean provide increased room for collaboration and active learning.
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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.
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