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 Stereotype Threat. Then click connected factors to explore strategies related to multiple factors.
In our society, there are many stereotypes that exist about the academic abilities of learners based on characteristics such as their race, gender, disability, and socioeconomic status. Stereotype Threat suggests that people may underperform in many academic areas, including math, when faced with this prospect of being judged.
Stereotype Threat occurs when a negative stereotype that exists in a culture about a group results in suboptimal academic performance by people who identify with that group. This occurs when the individual is aware of the stereotype, even if they do not personally experience prejudiced behavior toward them by teachers or peers. Students are more likely to experience this negative effect on their test performance when they are told the test is diagnostic of their intellectual abilities. Even individuals who do not believe the stereotype is true about their group will often still experience the negative effects of Stereotype Threat.
People, including educators, can hold two types of stereotypes:
In the United States, Stereotype Threat can impact math performance for multiple groups:
Students' awareness of stereotypes about different groups increases with age, and students who are from groups that are subject to negative academic stereotypes are even more aware of those stereotypes than students from non-stereotyped groups.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
Flexible grouping is a classroom practice that temporarily places students together in given groups to work together, with the purpose of achieving a given learning goal or activity.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Writing freely about one's emotions about a specific activity, such as taking a test, can help students cope with negative Emotion, such as math anxiety.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Pre-assessments are tools or activities used before instruction begins to help educators understand what students already know, understand, or can do—and where they may need support.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
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.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Discussing race with students can range from celebrating the importance of diversity to understanding the impact of racism from the perspective of those who have been historically marginalized.
Learning about students' cultures and connecting them to instructional practices helps foster a sense of belonging and mitigate Stereotype Threat.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for the full diversity of students, intentionally recognizing how one's own identity intersects with students' identities, and creating an awareness of how the learning environment can impact students' Sense of Belonging.
Equitable grading systems and practices reimagine how to assess and communicate student progress through various methods that reduce subjectivity and increase opportunities to learn.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
Family engagement happens when educators and schools collaborate with families to collectively support their child's learning in meaningful ways, both at school and at home.
Selecting culturally responsive materials, including multicultural and diverse resources, is critical for supporting all students.
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.
A first step to supporting learners is truly understanding who they are.
Checking in with learners, or taking the time to talk with individual learners about their experiences or goals, is important for fostering a positive classroom environment.
Shadowing a student involves an educator, administrator, or designated adult observing a learner across different parts of their day to deepen their understanding of that learner's experience beyond their classroom.
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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.
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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.
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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.
