A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole child, in order to empower them to flourish.
Irvin, J. L & Angelis, J. I. (2003). Conversation in the middle school classroom: Developing reading, writing, and other language abilities. Middle School Journal, 34(3), 57-61.
A strengths-based approach is one where educators intentionally identify, communicate, and harness students' assets, across many aspects of the whole learner, in order to empower them to flourish.
Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2014). Physical activity, self-regulation, and early academic achievement in preschool children. Early Education & Development, 25(1), 56-70.
Learn how these teachers promote Metacognition in their classrooms.
Watch this short clip on wait time in a middle school classroom.
When educators recognize students' intersectional identities, this can build a strong positive culture and play a role in empowering students.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK-12 teaching and learning.
With increased life experiences, social interactions, and participation in education, adult learners bring a plethora of Background Knowledge to learning.
Keller, J. (2007). Stereotype threat in classroom settings: The interactive effect of domain identification, task difficulty and stereotype threat on female students' maths performance. British journal of educational psychology, 77(2), 323-338.
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