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 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 a student 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 math.
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. Adolescents can go through periods of greater conflicts with their parents, resulting in a decline in reported closeness, though parent relationships are still critical to emotional health. In contrast, the influence of peer and romantic relationships increases during this time.
Unfortunately, children can experience traumatic events that erode their actual and/or perceived Social Supports.
Building positive relationships with other sources of Social Supports, such as with a teacher or family friend, can diminish the effects of this kind of trauma (e.g., by mitigating the negative effects of stress hormones). It is important for schools to ensure that their system has Social Supports embedded in their structure to allow trusted adults to provide empathy and guidance and a sense of Safety.
Analyzing incorrect worked examples is especially beneficial for helping students develop a conceptual understanding of mathematical processes.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
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.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
When students have meaningful discussions about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Having students teach their knowledge, skills, and understanding to their classmates strengthens learning.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Students deepen their math understanding as they use and hear others use specific math language in informal ways.
Providing math tasks with high cognitive demand conveys high expectations for all students by challenging them to engage in higher-order thinking.
The flipped classroom has two parts: cooperative group activities in class and digitally-based individual instruction out of class.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
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.
Communication boards are displays of graphics (e.g., pictures, symbols, illustrations) and/or words where learners can gesture or point to the displays to extend their expressive language potential.
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.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
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.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
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 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.
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. Use the plus signs on each strategy card to add a strategy to a workspace. We'll explore those next.
The “Tools & Workspaces” tab on the navigation bar or the “My Workspaces” button on the account menu takes you to a page that shows your workspaces. There are two tabs on the My Workspaces page: a Workspaces tab and a Reports tab. The Workspaces tab lists workspaces you can personalize and update. You can create new sections, move cards between sections, add annotations, share with collaborators, and write reflections. The second tab, "Reports", are a kind of workspace created through the Instructional Design Tool or the Product Assessment Tool and have fewer personalization options.
There are three, step-by-step tools you can access on the Navigator to help make workspace or a workspace report. The Learner Centered Design Tool has four steps and helps you create a workspace. First, enter basic information and select a content area of interest. Second, select a few factors that you want to focus on. Third, review connected factors you may not have considered. Note – you don't have to select any extra factors on this step if you don’t want to. The fourth and final step, review and select strategies that you want to use, and save them to a workspace.
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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.
Or, create a new blank workspace for your product or project.
Use one of the guided tools to build a workspace.
Or, create a new blank workspace for your product or project.
Make a copy of this workspace.
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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.
