Today on the Uncommonly Awesome blog we’re looking at an awesome approach to teaching that helps all students build confidence and life-long learning skills: strength-based learning.
Strength-based learning creates a positive and supportive space for all learners. It’s about building on what a student already knows and can do, in order to build confidence and a deeper understanding of how the learning process happens. Research shows this approach is effective at motivating students to work harder, learn more, and be happier at school.
Instead of focusing on what a student can’t do, strengths-based learning focuses on what they can do. For example, if (imaginary student) Bob is awesome at drawing cartoon characters but has difficulty with writing assignments, instead of focusing only on teaching writing all day every day, I give Bob an assignment that combines both drawing and writing. Maybe Bob can create a graphic novel or comic strip? This way Bob is practicing something he is already good at and enjoys, then building on it to learn and practice a new skill.
Another key component to strengths-based learning is framing the narrative based on past success. Teachers can encourage students using positive language that links one task to another. I could say something like, “I know you can record a video talking about salamanders because you already told me so many amazing facts about salamanders. All you have to do is record yourself saying those awesome facts.” This helps build a connection from one skill or piece of knowledge to the next, while also being a positive experience. Building a student’s confidence by assuring them that they’ve already shown they could do something similar so the next step isn’t going to be impossible.
Eventually, the goal of strengths-based teaching and learning is for students themselves to be able to know their own strengths, areas of growth, and areas that need support. This way they can continue to learn new knowledge and skills their whole lives, in the way they know that works for them. Creating life-long learners who can be their own advocates for what works, while feeling confident that they can try something new.
Further Reading
Strengths-Based Teaching is About Starting with the Known by Dr. Jamie Lipp
Neurodiversity in the Classroom by Thomas Armstrong
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