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 Communication. Then click connected factors to explore strategies related to multiple factors.
Communication is the expression of thoughts, ideas, and emotions, and the ability to understand others' thoughts and feelings. Language serves as a key medium for Communication including oral language skills, signed language, reading and writing skills, gestures, and listening skills. Communication also involves communicating with numbers, drawings, technology, etc., and being able to use multiple modes of Communication or multiple languages to express ideas. Multimodal forms of Communication (like gestures, drawing, and technology) and bilingual code-mixing (supplementing one language with another, especially when students have non-overlapping vocabularies across languages), can extend students' thinking, encourage self-expression, perspective taking, and awareness, and can better allow others to engage in shared ideas and expressions. Although much of language development occurs in the early years, Communication continues to change and develop into adolescence.
Project-based learning (PBL) actively engages learners in authentic tasks designed to create products or design solutions that answer a given question or solve a problem.
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.
Gallery walks are ways of showcasing content and materials as multiple “exhibitions” for students to view and interact with as part of larger learning goals.
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 learners work together to solve problems, they learn new strategies and practice Communication skills as they express their academic thinking.
Think-Pair-Share (TPS), also known as Turn & Talk (T&T), is when the teacher pauses instruction so students can discuss a topic or prompt in pairs or small groups, to enhance engagement and learning outcomes.
Incorporating think-alouds, or verbalizing thinking while reading or working through a new concept, can be a powerful way to help learners explore disciplinary texts, learn new skills, and retain content.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.
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.
Physical activity and exercise refer to any activities that allow students to engage in movement, physical play, or fitness, promoting physical and mental well-being.
Discussing emotions with students consists of supporting their ability to identify, label, and manage their feelings.
Self-advocacy is the ability of an individual to understand and effectively express and assert their own rights, needs, desires, and interests.
Providing students a voice in their learning is critical for making learning meaningful.
Equitable grading systems and practices reimagine how to communicate student progress and mastery through various methods that reduce subjectivity, and increase opportunities to learn.
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.
Flipped learning is when the delivery of traditional content (i.e., lectures, videos) occurs outside of the classroom, allowing class time to be used for more active and application-based activities.
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.
Socratic seminar refers to a discussion technique that engages learners in the exploration of content through Critical Thinking and classroom dialogue in order to help learners make meaning from what they are learning.
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.
An open classroom climate is an educational environment where students feel comfortable and confident expressing their opinions in class.
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.
Lateral reading refers to a specific type of media literacy used by professional fact-checkers to ascertain the credibility of digital information.
Graphic organizers—including advance organizers—are powerful instructional tools that help students visualize how ideas fit together, supporting the construction of meaning and strengthening recall across content area.
Building positive and trusting relationships with learners fosters a Sense of Belonging, safety, and engagement, laying the groundwork for academic, cognitive, and social-emotional growth.
Pre-assessments are tools or activities used before instruction begins to help educators understand what students already know, understand, or can do—and where they may need support.
When classrooms are intentionally designed to promote inclusion, belonging, and accessibility, they positively influence key learner factors, including Attention, Self-Regulation, Learner Mindset, and Sense of Belonging.
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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.
