Defining Asset Based Pedagogy-8am by Dr. Chalandra Gooden

2025-09-09 13:13:33 UTC

using the skills and knowledge students already have to help them build off of it and develop new skills and understandings

2025-09-09 13:13:56 UTC

Focusing on students' strengths within the classroom & what they bring with them as learners, such as cultural backgrounds, past experiences, abilities, and using these to create more meaningful learning opportunities.

maxshannon37 — 2025-09-09 13:15:24 UTC

using students strengths to help them to learn.

2025-09-09 13:15:29 UTC

Asset-based pedagogy is building off of what students already have (skills, past experiences, interests) to make learning more meaningful/ inclusive.

2025-09-09 13:16:33 UTC

English: giving students activities/assignments that allows students to use their L1

Social Studies: use students' backgrounds to help them understand global geography and history

maxshannon37 — 2025-09-09 13:16:41 UTC

social studies: for example creating modular assignments so that a student who can write well can write where as a student who's a strong public speaker can do a speech.

2025-09-09 13:17:30 UTC

PE- Building upon already existing skills learned throughout the curriculum & what the students do outside of the classroom regarding physical activity.

Music & Facs- What students do outside of the classroom by themselves or with their families in terms of engaging with music & cooking, and then bringing those experiences into the classroom.

2025-09-09 13:19:26 UTC

In a physical education/ DAPE setting, asset-based pedagogy can look like creating/ choosing activities that they are interested in—as for art, allowing students to choose multiple ways to achieve the same product.

2025-09-09 13:19:32 UTC

Have to know the students' background, interests, abilities, specific needs, and language practices. How they engage with content the best & what teaching practices to use.

2025-09-09 13:19:55 UTC

inclusive classroom practices; how to make learning engaging; your students' backgrounds; provide opportunities for students to share and use their L1, unique skills, and prior knowledge; self-reflection and assess potential biases

2025-09-09 13:20:24 UTC

Students' background/ knowledge, skills/ abilities, student interest, etc.

maxshannon37 — 2025-09-09 13:20:36 UTC

you first need to understand your student's strengths, shortcomings and interests. you could talk to the students previous teachers to find what works best for them. flexibility and knowledge to be able to give students the options to better perform.

2025-09-09 13:21:14 UTC

This would be where the teacher puts more emphasis on what the students can't do. This could lead to not teaching certain things based on the belief that the students can't do them.

2025-09-09 13:23:34 UTC

Only focusing on what students don't know instead of building on what they already do

maxshannon37 — 2025-09-09 13:24:49 UTC

You'd see a very underperforming classroom where students are generally discouraged due to constantly having to focus on things they can't do well. Though focusing on students weaknesses as a secondary source of improvement can be helpful to improving student skill solely focusing on it can kill student motivation.

2025-09-09 13:26:38 UTC

Deficit-based pedagogy frames students by what they lack, such as skills, behavior, language, or culture, and lowers the expectations accordingly. Students would be subjected to a "one-size-fits-all" approach and would be inappropriately instructed in a way that hinders their learning experience. In PE, for example, dodgeball, as for art, having all students complete work within the same time frame.