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 Cognitive Flexibility. Then click connected factors to explore strategies related to multiple factors.
Cognitive Flexibility, a component of executive functioning, is the ability to think about multiple concepts, either at the same time or switching between them. Cognitive Flexibility can, for example, help readers make inferences by incorporating new information with their Background Knowledge as they are reading, develop a point of view by adopting some arguments and rejecting others, or help writers proofread a passage by allowing them to attend to multiple aspects of writing, such as structure and spelling, at once.
Cognitive Flexibility can also be called attention shifting or task switching, which involves adaptively shifting away from one idea or component of a task and responding or attending to something new. We use Cognitive Flexibility to effectively adapt our behavior as we face changing environment and task demands. In school, students must consider and switch between different rules and strategies to complete learning tasks. Students who frequently multi-task with media may be more likely to be distracted by a task they are not supposed to focus on during task-switching. Research has found that students with ADHD often have difficulties with task switching, possibly due to reduced Inhibition.
Cognitive Flexibility develops through mid-adolescence and allows students to be flexible and creative in their thinking. It has been shown to support both reading comprehension and writing proficiency. For example, it enables students to flexibly use different reading strategies, such as re-reading or skimming, based on the goals of the task and can also support the writing process, for example, to help students think of and use a different word to describe something in their writing.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
During reading, giving students the opportunity to explain their thinking process aloud allows them to recognize the strategies they use, solidify their comprehension, and move knowledge into their Long-term Memory.
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 move through multimodal stations pertaining to a particular unit, the social and physical nature of the activity supports deeper understanding.
Writing conferences allow students to fully immerse, share, reflect, and receive feedback during the writing process, promoting Motivation for continuing the sometimes lengthy revision process that occurs in the upper grades.
Research shows that, along with traditional reading comprehension strategies, students use unique strategies to read the non-linear, hyperlinked structure of online texts.
During guided inquiry, teachers foster student autonomy by designing lessons centered on meaningful questions in which students locate, analyze, and present relevant information on their own or in small groups.
Through short but regular mindfulness activities, students develop their awareness and ability to focus.
Providing multiple texts on the same topic or theme allows students to interact with multiple perspectives and develop their critical thinking skills.
Providing guiding prompts and questions for students to use when reading or participating in discussions deepens their understanding of texts and gives them space to question and grapple with issues of power, justice, and equity.
Teachers can provide individualized support through one-on-one conferences to assess reading comprehension, understanding of content, and spark further interest in reading.
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 understand expectations as they navigate more complex tasks and assignments.
Setting overall goals with actionable steps for achievement can help students feel more confident in their skills and abilities.
When annotating, students engage deeply with a text and make their thinking visible while reading.
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.
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 systematically evaluate sources prepares them to navigate in an increasingly complex, digital world.
Maintaining consistent routines, structures, and supports ensures that students are able to trust and predict what will happen next.
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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.
