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 Awareness & Relationship Skills. Then click connected factors to explore strategies related to multiple factors.
Learning is powerful when it is social—when we learn with and from each other. Social Awareness & Relationship Skills are essential for forming and maintaining positive relationships and are a key component to learner success, including learning math. When each individual sees how they can use their strengths to contribute to the success of a group, they can better engage in class.
Social Awareness is the understanding of social norms for behavior and the ability to understand the perspectives and feelings of others. Social Awareness allows learners to empathize with people from diverse backgrounds that are different from their own. During adolescence, the need to belong and "fit in" with peers is heightened. Adolescents are therefore particularly sensitive to social comparisons, peer influence, and social rejection. As relationships with peers become more important, their behavior in the classroom may be restricted by their concerns about what their peers think of them.
Relationship Skills are specific interpersonal skills based on Social Awareness that allow students to communicate and get along with others, cooperate, and prevent and resolve interpersonal conflicts. These skills can also include cross-cultural competence such as understanding different norms and conventions and using appropriate verbal and nonverbal behavior in diverse cultural situations. Greater intercultural contact can help build these skills.
Students with strong Social Awareness & Relationship Skills show lower levels of conduct problems and emotional distress and better social adjustment and academic achievement. Students with learning disabilities, and particularly those with ADHD, tend to have more difficulty with peer relationships and are more likely to be rejected and excluded by their peers, often due to stigma.
Developing empathy in educators and in learners is an iterative process that requires taking the time to understand and honor others' perspectives.
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.
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.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
Developing cultural awareness as an educator is an ongoing process that includes building empathy for the full diversity of students, intentionally recognizing how one's own identity intersects with students' identities, and creating an awareness of how the learning environment can impact students' Sense of Belonging.
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.
A first step to supporting learners is truly understanding who they are.
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.
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.
The flipped classroom has two parts: cooperative group activities in class and digitally-based individual instruction out of class.
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.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Learning about students' cultures and connecting them to instructional practices helps foster a Sense of Belonging and mitigate Stereotype Threat.
Having space where students can go supports Self-regulation and individual deliberate practice.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Math centers with math games, manipulatives, and activities support learner interests and promote the development of more complex math skills and social interactions.
When students have meaningful discussions about math and use math vocabulary, they develop the thinking, questioning, and explanation skills needed to master mathematical concepts.
Short breaks that include mindfulness quiet the brain to allow for improved thinking and emotional regulation.
Multiple tables and chairs on wheels allow for setting up the classroom to support the desired learning outcomes of each activity.
Brain breaks that include movement allow learners to refresh their thinking and focus on learning new information.
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.
Having students teach their knowledge, skills, and understanding to their classmates strengthens learning.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products that answer a given question or solve a problem.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Students deepen their understanding and gain confidence in their learning when they explain to and receive feedback from others.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Selecting culturally responsive materials, including multicultural and diverse resources, is critical for supporting all students.
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.
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.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
Student-led conferences are meetings between students, parents, and teachers where the student actively leads the conversation by reflecting on their progress toward goals and sharing examples of their work.
Students deepen their math understanding as they use and hear others use specific math language in informal ways.
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.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
Analyzing and discussing solved problems helps students develop a deeper understanding of abstract mathematical processes.
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. 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.
Already a user? LOG IN
Are you sure you want to delete this Workspace?
Enter the email address of the person you want to share with. This person will be granted access to this workspace and will be able to view and edit it.
Adjust the permissions of your Workspace.
This Workspace is .
This Workspace's Reflection Area is .
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.
Redirecting soon...
Generating summary page
Loading...
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.
Announcement here
Item successfully added to workspace!
Issue adding item to workspace. Please refresh the page and try again.
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.
