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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 Creativity. Then click connected factors to explore strategies related to multiple factors.
Creativity is a dynamic and iterative process (mental, material, and/or social) of making new connections, exploring, and transforming the world in new and meaningful ways. Creativity is typically defined as a combination of divergent/experimental thinking—generating new ideas—and convergent/evaluative thinking to narrow them in, resulting in novel products that are meaningful to the creator and also, often, to the surrounding community. This creative process is a core element of all learning experiences, because individuals usually learn most effectively when they play an active role in constructing their understandings. Students' early Creativity has been shown to predict later Creativity and academic success. However, learners' Creativity continues to develop throughout adolescence, highlighting the need for educators to support opportunities for learners to exercise Creativity.
There are many pathways to Creativity, but in general learners are most likely to think creatively when they are intrinsically motivated--and feel confident and supported in their ability to-- explore, take risks and make mistakes, to ask questions and try new solutions. Opportunities for exploration help encourage learners to come up with multiple possible solutions to a problem.Some research suggests that children with ADHD may experience more frequent “mind wandering” (a shift of focus away from a given task to other unrelated thoughts), which has been shown in some cases to lead to increased Creativity. Creativity often emerges from Collaboration, where learners can improvise, consider others perspectives, and build off one another, generating novelty both individually and as a group. That is, collaborative Creativity allows for a participatory and dynamic creative process where individuals can play different roles, bring different viewpoints, and can support learners in seeing how they can be creative in new ways.
Although in some cases, when learners have less Background Knowledge in an area, they may engage in unconstrained exploration which can lead to creative engagement, as learners develop Background Knowledge through adolescence, they may be better equipped to discover creative solutions to many real-world problems (for example, learners need to understand how a tool works before iterating upon it). In addition, key networks of the brain involved in core aspects of cognition are continuing to develop in adolescence, which may also contribute to the development of learners' creative processes and outcomes.
Learner's environments across home and school play a pivotal role in encouraging Creativity. In order to allow Creativity to flourish, learners' environments must allow for flexibility—with open-ended tasks, unstructured conversations, respect for the learner, a Sense of Belonging, and independence. Providing ample time and comfort and expectations of ambiguity and failure, can support a learner's natural Creativity. In addition, creative learning is also enhanced by carefully-designed guiding structures or scaffolds, which ensures that learners are moving towards their learning goals through the creative process.
Creating visual representations such as drawings, diagrams, graphs, and concept maps, whether student or teacher-generated, can help students process abstract concepts, enhancing understanding and retention of information.
Encouraging learners to draw as a form of synthesizing key concepts and to explain their drawings in the classroom, can support the development of Core Academic Literacies, especially when solving complex problems across content areas.
Games support learning, as learners engage with new information in fun and informal ways.
As learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.
A mnemonic device is a creative way to support memory for new information using connections to current knowledge, for example by creating visuals, acronyms, or rhymes.
In guided inquiry, teachers scaffold student learning and help students use their own language for constructing knowledge by active listening and questioning.
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.
Using motions to explain new concepts or ideas supports the ability to process new information and to convey thinking and conceptual understanding.
Music and dance supports learners in a myriad of ways, including supporting their engagement and motivation, connecting with cultural background, and offering structure during play.
Growth mindset is the belief that people can grow their intelligence and abilities (through effort, good strategies, and support from others).
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.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
A rubric is a tool that communicates expectations for success for students to achieve and can include symbols or charts that are easy for students to understand.
Feedback is the process of providing learners with information about their learning to support their progress and improvement, and can come from a range of sources, including teachers and peers.
Creating a culture of error means creating an environment in which errors are valued and encouraged as a necessary part of the learning process, which can help learners view errors and learning more positively.
Simulations involve students engaging in interactive experiences that mimic real-world scenarios to explore content, practice skills, and solve problems.
Youth participatory action research (YPAR) is a student-centered approach that puts the learner at the helm of the research process, from ideation to dissemination, to investigate and advocate for change they want to see in their schools and communities.
Collaborative writing activities allow peers to work together to plan, draft, edit, and revise during the composition process, supporting writing skills and engagement with content knowledge as students write to reflect upon and apply what they have learned.
Retrieval practice requires students to access information, or get information “out” from Long-term memory in order to support better retention and understanding.
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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.
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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.