Asset-Based Dispositions

Most classrooms today utilize a deficit-based approach to learning, but in personalized learning environment, we as educators should be implementing an asset-based approach. Incorporating asset-based dispositions, according to the GAPSC Standards for Personalized Learning, means that we are "using asset-based language and classroom practices to serve all learners", including encouraging our students to value their differences and their classmates' differences, promoting this diversity as an asset to your classroom rather than looking it as a hindrance, and imposing the belief that all students can learn anything with the right supports.

Part of using an asset-based approach in your classroom is changing the language you use with your students. For example, in the current deficit-based model a lot of educators use, there is a lot of mention of students "doing their best". This kind of language implies that students have deficits, because they ARE doing their best, but it isn't work. Instead, we should use statements that show the student we believe in their abilities. An example from Carol Dweck is: "If you catch yourself saying, 'I'm not a math person', just add the word 'yet' to the end of the sentence." We need to allow our students to know that they can indeed show competency on the curriculum, and from here we should build on student strengths to guide them in the right direction. The University of Memphis provides another example; instead of asking "What is missing that we must go find?", we should be asking "What is present that we can build upon?". We can highlight the strengths and competencies our students do have and then reflect together on how they can move forward.

Building onto the idea of positive language, Marcus Guido asserts that teachers need to regularly incorporate culturally responsive teaching (CRT). He lists four conditions for CRT in the classroom: establishing inclusion, developing positive attitudes, enhancing meaning, and fostering confidence. The Washington OSPI, in their "Funds of Knowledge Toolkit" provides a helpful chart with scenarios and how a teacher could incorporate CRT. Not only do we need to be inclusive of all of our students, but they need to be inclusive of each other. Providing cultural relevance and having students discuss their cultures and customs can lead to enhanced inclusion as well as improve confidence among all students in the class. Allowing students to connect the content to their own culture and learn about their peers enhances the meaning of their learning, and it provides a sense of community in the classroom. Furthermore, providing options for highlighting and showcasing their unique strengths and abilities, such as including different options on assessments rather than just one type of test, can improve relation of the content to the student. This helps students feel more confident and about their knowledge and skills, and it develops positive attitudes regarding engagement with the content, because students can use their assets in the best possible manner.

In an article about asset-based approaches, NYU highlights the demographic differences between the teachers in the field and the students they are teaching. Our current teaching force does not represent the level of diversity we are seeing in our classrooms. By using an asset-based approach, we can make students feel more comfortable and valued in the classroom, and we can eliminate deficit-based dispositions and underlying biases we may have about different student groups. It is our job as educators to get to know out students on a personal level, to allow class time for students to relate to the content and to each other, and to celebrate learner differences, because those differences are assets that each student can use to enhance the learning process for all learners. We should focus on students' talents and strengths as well as avoid using language that causes students to feel negatively about their abilities. Students who experience learning in this kind of setting feel more positively about the learning process and their abilities, and this leads to increased student success.

Research-Based Strategies

Culturally Responsive Teaching (CRT)

Culturally responsive teaching is teaching that incorporate students' cultural backgrounds, customs, languages, beliefs, and experiences into the learning process. Anytime new content is introduced, finding something culturally relevant for students is important, because it draws engagement and also allows the students to insert themselves into the content. In a math class, the new word problems can feature things that the students are interested in, such as sports, music, tv shows, computer games, and more. In my Latin class, we discuss many cultural topics, and I always allow students to insert anecdotes about their own culture. When we talk about food, students relate their own meals to those of the Romans, and we openly discuss the kinds of foods we eat as well as dining customs. Teachers should always go a step beyond the content; instead of just introducing content and moving on, we should also provide ways to make it meaningful to the students to show that we value their lives and what they have to say. This is important for asset-based dispositions, because it gives students an opportunity to tell about themselves, learn about their peers, promote inclusivity, and make students feel valued as partners in learning.

Creating Digital Portfolios

Digital portfolios are collections of student work that allow them to showcase their skills. One major aspect of asset-based dispositions is highlighting students' strengths and interests. We can provide multiple means of expression for students to show off their knowledge and skills, such as providing students with the option to write an essay, make a video, etc. Every student can produce a different artifact in order to show mastery. In order for students to show off their particular artifacts, teachers can have students create a digital portfolio on a platform such as Google Sites or Weebly. These portfolios give students a place to store all of the things they are proud of over the school year, and then at the and of the year, it gives them something to show off to themselves, their peers, their families, and the community in order to highlight their own strengths and interests. Providing students with this space to put the spotlight on themselves and their learning process enhances positive attitudes and makes students feel like their assets are valued.

Learner Inventory / Incorporating Student Needs

A learning inventory is a survey given to students that asks them questions in order for them to showcase their learning styles, interests, activities that they are successful with, and more. It provides the teacher with a snapshot of how each student is as a learner so that the teacher can better serve all learners in the classroom. There are online options available, or teachers can create their own learner inventory on a digital form such as Google Forms. Once the learner inventories have been completed, teachers can use the data to provide learning opportunities that engage all learners' assets and makes them feel valued because the teacher is paying attention to their strengths and interests. This is important for asset-based dispositions, because students will feel like their individualities are being considered, and this proves to them that their teacher believes in their abilities enough to provide the support needed specifically for them to be successful.

Implementation

Focus on the Positive

This school year, especially due to the continuation of the Pandemic and the social-emotional needs of my students, I have tried to focus a lot on positive self-talk and positive comments. One example of this is positive behavior contact. Our administration has wanted us to provide more parent contact, so I have opted for positive contact. When I notice that a student has improved, done something particularly positive or helpful, or needs a pick-me-up, I will either call or email their parents/guardians to tell them the positive thing I have seen. This allows my students to feel that they are being noticed and they are valued in my classroom. Another example of this is the feedback that I provide to my students. If a student is having a particularly time with a new grammar concept, I will ask them questions I know they can answer in order to highlight their strengths, and then we go through it together to build on this and bring them to a solution. Once the students receive a new vocabulary list and start practicing with it, I remind my students that it is ok if they do not master it all right away, and instead we build on the vocabulary they do know for context clues and on personalized ways, such as mnemonic devices, to help students remember the meaning of the vocabulary. This feedback allows my students to know that I recognize their strengths and that I believe they can reach competency with supports and time to learn. In this particular positive parent contact from the screenshot (with personal information and other contact blacked out), the parent and I discussed the student's passion for languages, which she consistently demonstrates in my class, and this led to a discussion about future goals for college and her career. This student and parent now see me as a partner for getting her to where she needs to be, because they are both aware of the value I place on this student and her success.

Learning Inventory

I gave my students an informal learning inventory as a student survey that included both academic and non-academic questions, and it gave students an opportunity to color it and show off their personality as well. This survey gave me a lot of useful information about my students. Academically, students answered questions such as: What do you need to do in order to be successful in my class? What can I do to help you be successful in my class? What are your goals? Most students gave me examples of their learning styles or strategies that helped them to be successful in other classes. The answers to the goals question were mostly about grades and learning the content, but they still gave me insightful information. Referring to culture and experiences, students answered questions such as: What do you do in your spare time? What is your greatest accomplishment? Who lives in your home? What do you enjoy reading? What is your motto? These questions gave me more insight into who my students are as people and what their experiences in life have been like. I do pull these learning inventories out at least once every two weeks, and I use them to drive the examples I talk about, questions I ask, cultural discussions and connections that we make, and more. My students seemed to really enjoy completing these as a "getting to know you" exercise, and these learner inventories helped to create a community early on in my classroom as my students discussed with each other as they were completing them. My use of these learner inventories makes my students feel like their diversity is valued, because I try to incorporate helpful elements for as many students as possible while still giving them individualized attention and considerations. I have noticed that this year, my students seem more open to asking me questions and asking for help as well as offering information about their lives, so I think this survey provided the boost for asset-based dispositions that I needed.

References

Dweck, C. (2015, September 22). Carol Dweck revisits the 'growth mindset'. EducationWeek.
https://www.edweek.org/leadership/opinion-carol-dweck-revisits-the-growth-mindset/2015/09

Georgia Professional Standards Commission. (2019, January 15). GAPSC standards for personalized learning.
https://www.gapsc.com/Rules/Current/EducatorPreparation/505-3-.108.pdf?dt=%3C%25

Guido, M. (2021, October 6). Culturally responsive teaching: Examples, strategies, and activities for success. Prodigy.
https://www.prodigygame.com/main-en/blog/culturally-responsive-teaching/

NYU Steinhardt. (2018, October 29). An asset-based approach to education: What it is and why it matters. NYU Steinhardt School of Culture, Education, and Human Development.
https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-what-it-is-and-why-it-matters/

The University of Memphis. (2019). Comparison between asset and deficit based approaches. Engaged Scholar.
https://www.memphis.edu/ess/module4/page3.php

Washington OSPI. (n.d.) Funds of knowledge toolkit.
https://www.k12.wa.us/student-success/access-opportunity-education/migrant-and-bilingual-education/bilingual-education-program/funds-knowledge-toolkit

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