As learners work to develop a variety of fluencies (e.g., visual, audio, mathematical, reading, etc.), multiple scaffolds can assist them as they explore, experiment, practice, and develop confidence. This experience of engaging in exploration, experimentation, and practice occurs when meaningful and authentic learning can take place. Instead of emphasizing the end product, the most valuable learning can take place during the process itself. Learning environments can support the development of fluencies by embedding a variety of formative assessment opportunities as well as scaffolds that can be gradually released over time. These formative assessments and scaffolds can offer flexibility in terms of scaffolds and supports depending on goals and contexts.

While engaging in the process of learning itself is critical, the end product or performance can also be a meaningful way to build fluencies, be it in the form of an essay or a dramatic production or some other form of expression. Performance can offer learners the opportunity to synthesize their learning in personally relevant ways and share it with others. Overall, it is important to embed options that build learners’ fluencies for both practice and performance.

• Use differentiated models to emulate (e.g., models that demonstrate the same outcomes but use differing approaches, strategies, skills, etc.).
• Use differentiated mentors (e.g., teachers/tutors who use different approaches to motivate, guide, feedback, or inform).
• Use scaffolds that can be gradually released with increasing independence and skills (e.g., embedded into digital reading and writing software).
• Use differentiated feedback (e.g., feedback that is accessible because it can be customized to individual learners).
• Use multiple examples of novel solutions to authentic problems.