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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 Emotion. Then click connected factors to explore strategies related to multiple factors.
Emotions are complex psychological states stemming from a person's experiences. They affect our minds and bodies and therefore can support or hinder learning. Students from diverse backgrounds and cultures, as well as students with learning disorders or ADHD, may have different ways of expressing their emotions, or different ways that they perceive emotion in others.
Several aspects of Emotion can drive reading and writing development:
Evidence suggests that Emotion knowledge is vital for Emotion regulation, and Emotion regulation impacts many academic skills, including the continued development of reading and writing skills. Educators may also misinterpret students' emotional states due to biases such as being more likely to perceive Black students as angry or hostile. As a result of different social norms and experiences around Emotion, students may benefit from linguistically and culturally-responsive approaches to addressing emotions.
Students gauge their degree of confidence regarding whether they can complete an academic task, like a reading or writing assignment, based on their emotional state. For example, feeling confident in their skills and/or interested in the topic can positively impact a student's self-efficacy, making it easier for them to do their best and seek out more challenging tasks.
Specifically, Emotion supports reading interest and success. Students who have reading anxiety will have a more difficult time focusing on reading materials, and their reading comprehension can suffer. Learners often pay more attention to reading that is emotionally compelling, such as texts with surprise or suspense. Learners who demonstrate the early signs of learning disabilities or ADHD may have difficulties with emotional well-being due to a myriad of factors, including frustration or anxiety with reading or feelings of stigmatization from teachers or peers. It is important to support students' emotional well being early on by addressing their needs and building on their strengths.
Physically acting out a text enhances reading comprehension.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
Expressing ideas through visuals and audio, and understanding others' ideas in these forms, is as critical in today's world as traditional reading and writing.
Students activate more cognitive processes by exploring and representing their understandings in visual form.
Visiting places connected to classroom learning provides opportunities to deepen understanding through firsthand experiences.
Playful activities can support the development of learners' Metacognition and also inspire their narratives and writing.
Response devices boost engagement by encouraging all students to answer every question.
Students practice making and finding meaning in their reading through a book club model.
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.
When peers are able to work together to plan, draft, edit, and revise their compositions, their writing quality improves.
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 explain to others, they deepen their understanding and gain confidence in their learning.
Bringing students' every day literacy practice of texting into the classroom provides regular, low-stakes practice communicating with authentic audiences.
Students develop literacy skills by listening to and speaking with others in informal ways.
Respectful redirection, or error correction, outlines a clear and concise way that educators can provide feedback on behaviors that need immediate correction, in a positive manner.
Writing conferences allow students to share, reflect on, and receive feedback about their writing, which promotes Motivation for revising.
Rhyming, alliteration, and other sound devices reinforce language development by activating the mental processes that promote memory.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Timers help students learn how to self-pace and transition.
Writing can become personally meaningful when students have an actual audience and a real purpose for communicating with that audience.
When teachers provide explicit instruction in comprehension strategies and model when to use them, students learn how to flexibly apply them to make meaning of texts.
Explicitly teaching strategies for different genres, like narrative or persuasive writing, helps students write for different purposes and audiences.
Teaching students how to create and use strong keywords for Internet searching is critical for helping them know how to find accurate, relevant information.
Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their literacy work.
When students read models of the type of writing they are doing, they can identify effective elements to incorporate in their writing.
Through one-on-one conferences, teachers can provide individual support to each student to deepen comprehension and interest in reading.
Using multiple methods of assessment can help educators gain a comprehensive understanding of learner progress across a wide range of skills and content.
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.
Checklists and rubrics help students develop their abilities to self-assess and revise their writing.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
Setting overall goals, as well as smaller goals as steps to reaching them, encourages consistent, achievable progress and helps students feel confident in their skills and abilities.
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition.
Audiobooks allow students to hear fluent reading and to experience books above their reading skills.
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.
Dictation, also referred to as speech-to-text, an assistive communication technology that translates voice dictation to digital text, provides students with transcription difficulties the opportunity to participate in the writing process by allowing them to use their voice to generate and record ideas.
Full sentence manipulatives allow students to practice producing more complex Syntax and writing.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
We take in information through all our senses.
Research shows physical activity improves focus and creativity.
Providing tools so learners can choose to listen to a text supports individual strengths and needs.
Research has shown that students write longer pieces with stronger quality when they use word processing software.
Having spaces where students can go supports self-regulation and individual deliberate practice.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each classroom activity.
Multiple display spaces promote collaboration 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.
Providing varied types of resources that align with interests of individual students supports overall literacy development.
With figurative language and creative sentence structure, poetry supports the development of a deeper understanding of the different ways language makes meaning.
Books on social and emotional learning (SEL) topics, such as developing empathy and productive persistence, help teach these skills.
Spaces that are structured, organized, and clean provide increased room for collaboration and active learning.
Daily review strengthens previous learning and can lead to fluent recall.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
Increasing how much students write improves both their writing and their reading.
Students build their confidence, strategy use, and comprehension by reading and rereading books.
Content that is provided in clear, short chunks can support students' Working Memory.
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.
Chunking involves breaking texts down into more manageable pieces to help learners focus their Attention while reading and to comprehend text more effectively.
Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.
Actively and authentically encouraging all students to seek support, ask questions, and advocate for what they believe in creates a safe space for risk-taking and skill development and supports a Sense of Belonging.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
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.
Providing feedback that focuses on the process of developing skills conveys the importance of effort and motivates students to persist when learning.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
dBy sharing their own reading and writing, teachers can create a literacy community that supports students in finding meaning in their own work.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Reading aloud regularly exposes students to new and familiar Vocabulary and texts.
Reading aloud books about skills children are learning provides another model for their development.
Providing students a voice in their learning is critical for making learning meaningful.
Visualizing how ideas fit together helps students construct meaning and strengthens their recall.
Sentence frames or stems provide language support for students' writing and participation in academic discussions.
Videos developed with discussion guides can teach students about social and emotional learning (SEL) skills.
Selecting culturally responsive reading materials, including multicultural and diverse texts, is critical for supporting all students.
Learning about students' cultures and connecting them to instructional practices helps foster a sense of belonging and mitigate Stereotype Threat.
Equitable grading systems and practices reimagine how to assess and communicate student progress through various methods that reduce subjectivity and increase opportunities to learn.
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.
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.
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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Use one of the guided tools to build a 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.
