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 Background Knowledge. Then click connected factors to explore strategies related to multiple factors.
When we learn new information, we connect this new learning to our existing base of Background Knowledge which provides a schema upon which to integrate new knowledge, supporting learning across disciplines. Students bring a wealth of prior knowledge to school every day, including prior knowledge from school as well as personal knowledge from their own lives. Background knowledge about how the world works (often grounded in STEM concepts) is critical for listening and reading comprehension which are core to learning more broadly. Importantly, research has shown that higher levels of Background Knowledge in the early years can be particularly effective for supporting reading comprehension for students who have weaker reading skills, such as students who have dyslexia, suggesting explicit instruction of Background Knowledge can be a valuable support. As students progress through school and concepts and challenges become more complex, they typically start to rely more heavily on prior Background Knowledge while continuing to build upon it.
Research has shown that learners are most curious to learn or pursue a challenge when they have some level of Background Knowledge in an area but still have more to learn, rather than having complete uncertainty. That is, when learners can use and build upon knowledge they already have, their Curiosity is engaged and they can more readily engage in higher order thinking, leading to a deeper understanding. A theory of learning, termed constructivism, is based on ideas of learning that have been around for ages, suggesting that learners construct their own knowledge. That is, learning and knowledge development occurs through discovery. Students are often able to effectively construct their own knowledge through self-directed exploration and question-asking, promoting engagement. Additionally, it suggests that constructing knowledge depends heavily on how the learner attributes meaning to the knowledge, based on experience. Opportunities for active discovery through Creative exploration, imagination, and Curiosity support this process.
Student's cultural and experiential Background Knowledge, or funds of knowledge, is meaningful and Motivational because it is based on their personal and cultural experiences, needs, and aspirations from their homes and communities. While in many cases these funds of knowledge are joyous, such as cultural traditions like celebrations or food, in some cases learners' funds of knowledge may be challenging, for instance experiences of racism or violence. Research suggests that bringing thoughtful conversations to the classroom about difficult funds of knowledge can support learners' Motivation and engagement, as well as their critical consciousness and Civic Mindedness. Helping students build and apply their Background Knowledge, and ensuring that their own personal Background Knowledge is validated, acknowledged as a strength, and built upon in school, can ensure they feel empowered to connect what they are learning in the classroom to their own experiences.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
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.
