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In a personalized learning environment, educators embrace individualities, differences, and diversity in the classroom by modeling asset-based language, empowering students to hone in on their strengths, and creating a safe and positive space for students to learn and succeed. This work begins with fostering positive relationships and building community in the classroom to identify the seen and unseen strengths of each student. In the article, An Asset-Based Approach to Education: What It Is and Why It Matters, NYU Steinhardt shares that an "asset-based approach focuses on building relationships with and an understanding of students." Personalized learning is the educational approach to learning that puts the "person" first. It is student focused and personalizes the learning journey for diverse learners. When educators understand where our students are coming from and what ultimately brings them joy, we can encourage, cheer, and use their strengths to cultivate opportunities for them to reach their full potential. Therefore, asset-based dispositions are important to transform the instruction and methods for learning to maximize student success and engagement because it celebrates and values diversity and differences.
According to the Association of College and Research Libraries, "asset-based teaching seeks to unlock students' potential by focusing on their talents. Also known as strengths-based teaching, this approach contrasts with the more common deficit-based style of teaching which highlights students' inadequacies." Asset-based education is opportunity focused and strengths driven. In this learning environment, students thrive because they are valued based on their strengths, their culture, and their voice. All of these aspects are treasured in a personalized learning environment.
Comparison Between Asset and Deficit Based Approaches
By University of Memphis
To me, an emphasis on students' assets and culturally responsive teaching is essential in 21st century teaching and learning because it emphasizes the collective experiences and knowledge that our students bring to the table to support student success. Strengths-based models embody a student-centered form of education with the primary goal of transforming students into confident, efficacious, lifelong learners whose work is infused with a sense of purpose (Anderson, 2000). This pedagogy gives each child the best chance at success because each of our students brings value to the classroom. As teachers, we have to identify their strengths and determine ways to encourage students to share this.
In the video, Want to Bring Out The Best in People? Start With Strengths, Chris Wejr shares the power of beginning with strengths in mind in order to bring out the best traits and results in people. He states that this growth mindset can help us reach higher goals and build confidence if we know how to hone our students' strengths. Every child is talented and we, as teachers, have to tap into their strengths and help them build up their struggles. One way to do this is to build relationships and connect with every community of students.
Rachel Macy Stafford says that in our schools we have these butterflies. We see them and they are successful. They're beautiful and brilliant. Butterflies will be noticed. Their talents so obvious. But let us not forget the Fireflies. Their triumphs are quiet and unsuspecting. Their gifts might even go completely unnoticed. The challenge is to find the fireflies. Those kids that only shine under the right conditions and to work hard to create these conditions more often. We can do this work with strengths-based learning. Stafford shares and encourages us to look for strengths in every child.
Explore Research-Based Strategies to Support Asset-Based Dispositions
Goal Setting & Reflections
Goal setting is the act of intentionally stating plans and efforts for the future by determining a focus or goal. Setting goals can provide students with motivation because it serves as a guide or pathway to assist students in organizing their time and resources to meet their potential. One strategy to improve our chances of achieving desired results is to explicitly state achievement goals and track progress towards those goals.
Goal setting and reflections can support asset-based dispositions because students are reflecting on their learning and determining action steps to reach their potential. One way to support goal setting in the classroom is to allot time and space for students to actively reflect and physically write down their goals.
For younger students, it is necessary to model goal setting and reflection. This can be done in a whole class setting. In my classroom, we set goals as a class and reflect once a week on our progress. We talk about what is working, what is not working, and what we can do to move towards progress.
To implement individual student goal setting, I provide students with a Goal Setting folder or binder that allows them to track and view their progress. In this folder, students track data, goals, and reflect on their progress. It is a very personal experience, so I support facilitating conversation and providing resources for students to meet their goal. When I meet with students, we engage in a growth mindset by starting with their strengths, what they can do, and develop goals to reach their potential. It is crucial to model asset based language with students.
Reframes Solution Focused Problem Solving Talk
By WholeHearted School Counseling
One of my favorite resources to model asset-based language is "Reframes Solution Focused Problem Solving Talk." The graphic is designed by Anita, a school counselor, who designs resources for social emotional learning.
As educators, our language can impact students. We can choose to employ problem-focused language, but this prevents us from supporting our students by narrowing our focus. Anita shares that "when we choose to use solution-focused language it opens up the possibilities for how we perceive and relate to and interact with others, in this case with our children and students." When we engage in asset-based dispositions, it opens up possibilities for finding solutions and we can gain empathy and perspectives into our students' world.
Questionnaires & Learner Profiles
Learner profiles and questionnaires help to identify strengths, intelligences, and styles that can help students achieve their learning goals. This allows students to respond to questions that can identify their areas of strengths and growth. It is beneficial to use this strategy to create self-aware learners and support relationship building in school. This work supports asset-based dispositions because it provides teachers with a plethora of information that ensures we can cater and design learning experiences to meet their individual needs. Educators can gain strengths, areas of growth, aspirations, life experiences, barriers, passions, and more from a learner profile that can help them to better understand the student.
In my classroom, a huge part of growth happens when we engage in deep discussion about what we notice after completing the profiles and surveys. Typically, students realize that they share more than they think with others in the classroom. Our classroom community can flourish with differences.
Tom Driscoll is an education consultant at EdTechTeacher, providing schools, districts, and educational organizations with professional development services aimed at transforming teaching and learning with technology. In his article (listed below), he provides examples, resources, and questions to consider when exploring learner profiles.
Here are links to questionnaires and surveys that can support this work in the classroom.
Shout Outs & Classroom Meetings
In a personalized learning environment, it is important for teachers to build opportunities for students to explore their differences and spotlight unique talents and individualities.
Shout-Outs are a simple way to express gratitude for others. A shout-out is when students share a message of appreciation or when they recognize someone for making a positive impact on their week. Class meetings are a space for students to engage in discussion, identify strengths, cultivate solutions to problems, and share about their experiences. Engaging in class meetings and discussions can positively support students' social and emotional development and build community. This work allows the class community to practice problem solving skills and engage in asset-based dispositions. By cultivating space for students to express gratitude and problem solve, they are bringing forth their perspectives and sharing their assets with the class.
In my fourth grade classroom, it is important to set routines and facilitate at least one class meeting each week and sometimes we have impromptu meetings as well. As educators, we should prioritize social emotional learning by being responsive to our students and their needs. I love to do shout-outs on Friday mornings because it allows students to reflect on the week and start the day on a positive note.
Kristina Scully is a curriculum specialist that has a passion for social emotional learning and executive functioning. In this web page, she shares the twelve reasons when every classroom needs to engage in morning meetings.
I project this on the board in the mornings or afternoons and provide sticky notes for students to jot thoughts. We share and discuss kudos, suggestions, questions, and concerns.
NearPod Check Ins
Nearpod has Social Emotional Learning lessons that help students identify and recognize their strengths.
Redesigned Curriculum & Responsive Pedagogy
Goal setting, reflections, learner profiles, questionnaires, and building a classroom community with shout outs and class meetings are research-based strategies that can support asset-based dispositions in the classroom. In the next few sections, I will redesign my curriculum to incorporate the strategies. A brief description is included to share how I implemented the strategy. The examples will also indicate my ability to promote diverse learner characteristics as assets with responsive pedagogy.
Asset Based Questionnaire
In this questionnaire, students determine their strengths and use this as a guide to drive their education. This activity focuses on the student's preferences and how it can support their learning. After students completed this in my class, we engaged in a class meeting/discussion to chat about the positive aspects of each criteria and how we can use it to meet goals as a class.
Asset Based Character Traits
In this activity, students determine their greatest assets and identify evidence to support their claim. This is a reflective process that allows students to think closely about their strengths. This provided me with information about how the student views themselves and I can use this to elevate their learning in the classroom.
Goal Setting Binder - Lucie Nguyen.pdfGoal Setting Binder
This is a goal setting binder that my kids use to track their progress with learning. Students track data, set goals, and reflect on their learning. This provides students with accountability and they can track their growth. It is easy to get bogged down with data. When I have my goal setting meetings with students, we think in a growth mindset and I model positive language. One way is to talk about how test scores are one small aspect of their whole being.
Gratitude Journal
A gratitude journal provides space for students to reflect on their experiences and share their thoughts. I provide time for students to reflect either at the start of the day or right before we head home. After independent reflection, we engage in a class discussion to chat about similarities and differences between our classmates. This is responsive teaching because students can build connections with peers and share their point of view. Practicing gratitude and reflecting can build relationships in the classroom.
Teach Us Your Name
A person's name can represent their identity, background, and individuality. One of my favorite ways to start the school year is to read aloud the book, The Name Jar. Then, we spend time interviewing our families and determine the importance or history of our names. Students are given time to share what their name means to them. This allows students to celebrate their differences, culture, and builds community.
Multiple Intelligences Bitmoji Classroom
This is a Bitmoji classroom that include links to a quiz for students to determine their strengths. There is a video that educates students on the Theory of Multiple Intelligences by Dr. Howard Gardner. I use this to help students determine their strengths. There are slides to describe the different characteristics for each intelligence.
Learning Styles Bitmoji Classroom
This is a Bitmoji classroom that include links to a questionnaire for students to determine their learning style. There is a video that informs students on how learning styles can benefit their learning experiences. My favorite aspect of the slides is that each learning style includes strengths, examples, and strategies to support students.
Utilizing shout outs and positive reflections like "Peak of the Week" allow students to reflect on their week by looking at the strengths within their class. This mindset pushes students to look at the positive aspects and encourages asset-based dispositions. Instead of focusing on what students cannot yet accomplish, students share small wins and this work helps students see that their differences are valued.
References
ACRL Instruction Section Research and Scholarship Committee. 5 things you should read about asset-based teaching. (n.d.). https://acrl.ala.org/IS/wp-content/uploads/is-research_5Things_asset-based-teaching.pdf
Driscoll, T. (2021, April 14). Exploring learner profiles: Resources, examples, and questions to consider. TomDriscollEDU. http://tomdriscolledu.com/blog/learnerprofile
Lopez, S. J., & Louis, M. C. (2009). The Principles of Strengths-Based Education. Journal of College and Character, 10(4), 1-8. doi:10.2202/1940-1639.1041
NYU Steinhardt. An asset-based approach to education: What it is and why it matters. NYU Steinhardt Teacher Residency Program. (n.d.). https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education what-it-is-and-why-it-matters/
Person. (2017, October 3). 60-second strategy: Shout outs. Edutopia. https://www.edutopia.org/video/60-second-strategy-shout-outs.
Scully, K. (2020, August 9). 12 reasons why every class needs morning meeting. The Pathway 2 Success. https://www.thepathway2success.com/12-reasons-why-every-classroom-needs-morning-meeting/
The University of Memphis. Comparison between asset and deficit based approaches. Comparison Between Asset and Deficit Based Approaches - Engaged Scholar - The University of Memphis. (n.d.). https://www.memphis.edu/ess/module4/page3.php
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