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 Motivation. Then click connected factors to explore strategies related to multiple factors.
Motivation is the desire and energy that guides thinking and behavior. When students are motivated, they become more engaged in their learning, more likely to persist and problem-solve in the face of challenges, and more likely to reason deeply. Students need to be challenged just enough to stay engaged and motivated: they will often lose Motivation when a task is too easy, but also when it is so difficult that they feel it cannot be completed. With development, Motivation becomes increasingly multidimensional, breaking down into many aspects including social and academic goals, expectations of success, and mastery, a desire to learn skills for the sake of competence. Importantly, in adolescence learners' sources of Motivation become more social, with relevance, respect, and autonomy becoming increasingly more important in their social and academic worlds and behaviors.
Motivation is a complex concept that varies by person and context. It can be thought of as a product of a learner's expectations for success and their value of the task, each of which can shift over time. One important distinction is between intrinsic Motivation, the desire to learn and accomplish goals because they are inherently satisfying and personally rewarding, and extrinsic Motivation, the desire to learn and accomplish goals because of external rewards/recognition or to avoid a negative consequence. External rewards can actually reduce a students' intrinsic Motivation to learn in some cases, for instance when the external reward is more salient than the internal reason for engaging. However, some forms of rewards can also be motivating. For instance, praising the process of the task, such as students' effort and strategies (process praise) can increase intrinsic Motivation, potentially by fostering a resilient Learner Mindset, focusing students on specific aspects of the work that they can control and improve. It is common for students to be driven by both intrinsic and extrinsic motivators. For example, a student may not be intrinsically interested in a specific assignment but may also be motivated to do well for a related long-term goal, like getting good grades. Research has demonstrated extrinsic Motivation can reduce some of the symptoms of ADHD, including aspects of Attention and Short-term Memory. In addition, students with ADHD and learning disabilities may need additional support to maintain Motivation in different contexts, which can in turn support their executive functioning.
Some important concepts that impact Motivation include:
Academic Motivation can decline in adolescence, especially when schools do not effectively meet adolescents' changing needs. When adolescents' increasing need for autonomy, peer relatedness, and mastery are accommodated, and when learners receive appropriate supports, this can help learners maintain their Motivation to succeed. The celebration and acknowledgement of culture and Identity can also play an important role in the processes of academic Motivation. Educators should be aware of the importance of providing environments that are responsive, connect learning to backgrounds and interests, and work towards creating an atmosphere of trust, to support students in fully engaging and having agency in their learning. In addition, environments that allow adolescents to take on meaningful challenges provide them opportunity to matter and be seen as important to others.
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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.
