As educators, knowing that every child has something to say and offer is critical; as a result, educators can use asset-based teaching to help them plan with students’ strengths in mind.
While teaching, remember that every student has something to learn, and once they’ve learned it, they’ll have something to share and contribute.
As educators, our objective is to generate an environment where these students can be independent, start embracing challenges, and value effort as a path to proficiency by setting great expectations and believing that every student can succeed.
Asset-based teachers can provide various access points for achievement, present a number of modality options, and build a healthy environment for students to learn from one another while proactively arranging for educational opportunities.
Being deliberate about knowing and understanding our students as learners and developing an engaging community with them is what an asset-based approach to teaching entails.
As educators, we may best serve our students by assisting them in becoming inquisitive analytical problem solvers who are familiar with a variety of viewpoints and like talking about them.
In order to achieve the above, the following strategies can help educators
Through Bounce Cards
The bounce cards give students an intentional opportunity to create a cooperative learning environment in the classroom.
These exercises can help students in primary school develop good, long-term team habits by encouraging them to listen, take turns, and share their perspectives.
Students choose themes for classroom discussion and prepare to explore them in a variety of ways in this project.
To begin, pick a student to practice modeling a discussion with, practice in front of the class with the student, and then model the incorrect method to hold a discussion.
Show how talks that end abruptly without back-and-forth or more dialogue can be illustrated.
Expand on what a peer said or bounce an idea off of it. Ask children to start sentences with phrases like “That reminds me of,” “I agree because,” “true, and another example is when,” and “That’s a wonderful point.”
Rephrase what a peer stated and comment on specific portions to summarize. Students can begin their comments with phrases like “I heard you say that,” “If I understand you correctly,” or “I like how you said…”
Use cues like “Can you tell me more about that?” or “I’m not sure I understand” to inspire student peers to ask questions. You can also use other questions such as “I see your point, but what about?” or “Have you considered?”
Project Zero’s SEE, THINK, and WONDER routine
This is a thinking practice made visual. The objective is to motivate inquiry, normalize mistakes, improve critical thinking abilities, and allow every learner to begin on a positive note.
Educators should give children a three-column organizer with the headings SEE, THINK, and WONDER on each column.
When this is done, show students a stimulating image that can spark a conversation and get students excited. Also, allow students to brainstorm and write their response
How this can be done
Model utilizing the process for the class to share their reactions and responses aloud. Invite kids to choose anything they’d want to discuss with a teammate after a few minutes.
Allow students to choose which of the three questions they want to share with a classmate. A student can choose whether or not to share a “See,” “Think,” or “Wonder” with their partner in this way.
After they’ve spoken with a colleague, ask students to decide to share what they’ve written in any of their three columns with the rest of the class.
The instructor gathers feedback from students and displays it on an anchor chart, Google Doc, or whiteboard for the entire class to see.
The data gathered can be utilized to encourage further debate and investigation, as well as further instruction and evaluation.
Which one doesn’t belong?
This is a type of analytic thinking that allows pupils to analyze and contrast similarities and differences in an enjoyable way.
This activity is designed to allow students to practice their reasoning skills while also allowing them to share their thinking process with others.
There are no right or wrong answers in this game, and students are encouraged to share their ideas.
Simply select three or four photos that are related to a math standard, aim, or important question. Allow students to think for a while.
Accelerate learning by encouraging students to come up with reasons why each item doesn’t belong for hard arithmetic questions; while doing so, present conversation stems to urge kids to share with a colleague.
In conclusion, educators should roam throughout the classroom to attend to and gather data from students.
Listen and watch for things like academic language, student skills, and task-related data that you might utilize to differentiate math instruction in the future.
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