As an educator, what have you done to support student learning? Have you ever used a strength-based approach to help students set goals and achieve their learning goals?
The strength-based approach is derived from research in many fields, such as education, psychological and mental health, social work, and organizational behaviour (Lopez & Louis, 2009). This approach values the talent, knowledge, skills, potential, and connections in individuals and communities, and it highlights the collaborative procedure between the mentors and mentees to find out the strengths of the individual seeking support to encourage them to make their own decisions and reach their learning goals (Lopez & Louis, 2009; Pattoni, 2012). The strength-based educational approach highlights the positive areas and strengths of students, allowing them to enhance their personal power and know how to best use their personal power in their social and academic life. According to Anderson (2000), there are five principles related to education that an educator can implement to increase an individual’s strengths. They include the measurement of students’ strengths, individualization, networking, deliberate application, and intentional development.
- Measurement of strength: Educators rely on data, such as achievement tests and school progress reports, to help enhance students’ strengths. Students and educators can use applications such as Clifton StrengthsFinder or VIA Character Strengths Survey to determine their strengths.
- Individualization: Based on students' strengths, teachers can help students personalize their learning, helping them practice individualization. Educators first help students establish their learning goals based on their strengths and interests, then offer feedback so that they understand where they are now, where they are heading, and what they need to move forward. The HSS commons is a digital space that allows educators to develop personalized learning for students. For example, by using Projects on the HSS Commons, each student can create a digital portfolio for themself. A portfolio is a collection of students’ products, such as writing assignments, oral practices, presentations, or proposals. It is, on the one hand, a learning device for students to develop their knowledge and skills based on their strengths; on the other hand, it serves as an evaluation tool that teachers can keep track of students’ progress and assess students’ achievements. Therefore, this instructional activity not only helps teachers collect student’s learning evidence, encouraging personalized learning, but also enhances the formative assessment in the classroom.
- Networking: Learning happens when learners interact with knowledgeable others and through social activities. Therefore, students’ strengths will develop best in interactions and connections. By collaborating with one another, students will develop their social supports, which, in turn, supplement their abilities and personal strengths. The HSS Commons is an active space for teachers and students to access, share, repost, and develop students’ products via the group's features, such as “Blogs”, “Forums”, or “Projects”. For example, teachers can provide students with the appropriate level of access to the group’s information, readings, shared files, and other materials. Students can also access courses offered within the group (if applicable) and join discussion forums where they can share opinions and exchange information with their peers.
- Deliberate application: Educators help students understand their strengths and the relationship between their strengths and their personal goals, guiding them to apply those strengths to develop their self-determination and autonomy in their learning journey.
- Intentional development: Educators help students develop their strengths by practicing and engaging in novel experiences, such as involving in campus resources, mentoring programs, and internships.
References
Anderson, E. C. (2000, February). Affirming students’ strengths in the critical years. Paper presented at the National Conference on the First Year Experience, Columbia, SC.
Lopez, Shane J & Louis, Michelle C. (2009). The Principles of Strengths-Based Education, Journal of College and Character, 10(4). http://dx.doi.org/10.2202/1940-1639.1041
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As an educator, what have you done to support student learning? Have you ever used a strength-based approach to help students set goals and achieve their learning goals?
The strength-based approach is derived from research in many fields, such as education, psychological and mental health, social work, and organizational behaviour (Lopez & Louis, 2009). This approach values the talent, knowledge, skills, potential, and connections in individuals and communities, and it highlights the collaborative procedure between the mentors and mentees to find out the strengths of the individual seeking support to encourage them to make their own decisions and reach their learning goals (Lopez & Louis, 2009; Pattoni, 2012). The strength-based educational approach highlights the positive areas and strengths of students, allowing them to enhance their personal power and know how to best use their personal power in their social and academic life. According to Anderson (2000), there are five principles related to education that an educator can implement to increase an individual’s strengths. They include the measurement of students’ strengths, individualization, networking, deliberate application, and intentional development.
- Measurement of strength: Educators rely on data, such as achievement tests and school progress reports, to help enhance students’ strengths. Students and educators can use applications such as Clifton StrengthsFinder or VIA Character Strengths Survey to determine their strengths.
- Individualization: Based on students' strengths, teachers can help students personalize their learning, helping them practice individualization. Educators first help students establish their learning goals based on their strengths and interests, then offer feedback so that they understand where they are now, where they are heading, and what they need to move forward. The HSS commons is a digital space that allows educators to develop personalized learning for students. For example, by using Projects on the HSS Commons, each student can create a digital portfolio for themself. A portfolio is a collection of students’ products, such as writing assignments, oral practices, presentations, or proposals. It is, on the one hand, a learning device for students to develop their knowledge and skills based on their strengths; on the other hand, it serves as an evaluation tool that teachers can keep track of students’ progress and assess students’ achievements. Therefore, this instructional activity not only helps teachers collect student’s learning evidence, encouraging personalized learning, but also enhances the formative assessment in the classroom.
- Networking: Learning happens when learners interact with knowledgeable others and through social activities. Therefore, students’ strengths will develop best in interactions and connections. By collaborating with one another, students will develop their social supports, which, in turn, supplement their abilities and personal strengths. The HSS Commons is an active space for teachers and students to access, share, repost, and develop students’ products via the group's features, such as “Blogs”, “Forums”, or “Projects”. For example, teachers can provide students with the appropriate level of access to the group’s information, readings, shared files, and other materials. Students can also access courses offered within the group (if applicable) and join discussion forums where they can share opinions and exchange information with their peers.
- Deliberate application: Educators help students understand their strengths and the relationship between their strengths and their personal goals, guiding them to apply those strengths to develop their self-determination and autonomy in their learning journey.
- Intentional development: Educators help students develop their strengths by practicing and engaging in novel experiences, such as involving in campus resources, mentoring programs, and internships.
References
Anderson, E. C. (2000, February). Affirming students’ strengths in the critical years. Paper presented at the National Conference on the First Year Experience, Columbia, SC.
Pattoni, Lisa. (2012, May). Strength-based approaches for working with individuals. https://www.iriss.org.uk/resources/insights/strengths-based-approaches-working-individuals#:~:text=Strengths%2Dbased%20practice%20is%20a,the%20person's%20strengths%20and%20assets.
Lopez, Shane J & Louis, Michelle C. (2009). The Principles of Strengths-Based Education, Journal of College and Character, 10(4). http://dx.doi.org/10.2202/1940-1639.1041