Embedded Files
Classroom Practice:
Assets Mapping
Classroom Practice:
Assets Mapping
Intended Purpose
Intended Purpose
Asset mapping is a collaborative process where students work together to identify and highlight their unique strengths and skills. This activity allows group members or the entire class to recognize the resources available within the community. Students are encouraged to break down a project into phases, identify specific skills that will support each phase, and determine how those skills can contribute to the group's success. They can choose whether to create a class-wide asset map or develop smaller, team-based maps, offering flexibility and a sense of ownership over the process.
Benefit for LTELs
Benefit for LTELs
For Long-Term English Learners (LTELs), asset mapping plays a critical role in building their status and sense of belonging within the classroom community. By sharing their skills and experiences, LTELs are not only seen for their linguistic abilities but also for their personal strengths and expertise, which boosts their self-esteem. This practice encourages students to recognize the value in each other’s unique contributions, fostering a culture of mutual respect and collaboration. It creates a supportive space where all students, including LTELs, can openly share their experiences, celebrate their diverse backgrounds, and see themselves as more than just language learners. In this way, asset mapping helps to build a cohesive classroom community where every student’s talents are leveraged for the collective success of the group.
ELD.PI.1 Exchanging information and ideas via oral communication and conversations
ELD.P1.5 Listening Actively and asking or answering questions about what was heard.
ELD.PII.3 Using Verbs and verb phrases
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
Not applicable with this classroom practice
Teacher Moves
Teacher Moves
Guide project breakdown: Help students identify the main phases of the project and discuss what tasks are involved at each stage.
Facilitate skills reflection: Encourage students to think about their strengths and how they can contribute, ensuring all students feel comfortable sharing.
Support decision-making: Assist students in deciding whether to create a class-wide or team-based asset map, considering what will best promote collaboration.
Reinforce the value of strengths: Remind students that every individual’s skills and experiences are important for the success of the project.
Student Moves
Student Moves
Break down the project: Collaborate with classmates to identify key phases or steps in the project, considering what needs to be done at each stage.
Identify personal strengths: Reflect on your unique skills, talents, and experiences. Think about how these strengths can support different parts of the project (e.g., leadership, problem-solving, creativity, bilingual abilities).
Map strengths to project needs: For each phase of the project, write down which strengths and skills will be helpful, whether they’re academic (like research or writing) or personal (like teamwork or communication).
Collaborate and leverage strengths: As you work on the project, identify opportunities to leverage your classmates' strengths. Offer support based on your own strengths and ask for help where needed, fostering a collaborative environment.
Resources/ Teacher Examples
Resources/ Teacher Examples
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