BRIDGE: Digital Library

"The principles of strengths-based education include measurement, individualization, networking, deliberate application, and intentional development."

"A shared vocabulary and universal language around building an equity-minded, asset-based instructional culture of teaching and learning is needed."

“… once you start analyzing grading practices and their true impacts, it’s hard to ignore how these practices lead to further marginalization of already marginalized groups.”

“ Giving feedback is one of the hardest tasks of an Assessor and can be very challenging. You need to get the balance right; letting the learner know how they need to improve, whilst providing them with motivation and support.”

“ When thinking about how to highlight our students’ assets, there’s a certain truth with which we are required to regularly contend, and that truth is: Assets are understood best in specific social and cultural contexts.”

“ What you will read below is the story of how, over the past seven years, have slowly developed a different approach to writing assessment. I have moved away from scoring by rubric to giving as much actionable feedback as I can.”

"In this playbook you will find detailed recommendations broken out into six sections. Each of these Six Recommendations for Caring for Students provides practical recommendations, concrete strategies, and resources to support instructors in operationalizing equity-focused, inclusive teaching strategies that put student care into practice by acknowledging student challenges while identifying student assets."

"An equity-minded syllabus is developed with an intentional focus on, and a commitment to, being equitable not only in its design but also in its efforts to foster equitable learning outcomes."

"Specific elements of a learner-centered syllabus and provide examples of how to include these elements in your syllabus."

"An alternative syllabus is designed to be a welcoming guide rather than a contract. It focuses more on how to learn and to succeed than on expectations and penalties, while using effective design to still communicate formal policies. It is developed by first considering the student’s interests and needs."

"Students enter a math classroom filled with their own ideas, lived experiences, and knowledge from previous math classes and math from everyday life. Educators who believe that every student has meaningful ideas to contribute are taking an asset-based approach to mathematics teaching and learning."

"To build inclusive spaces in which young
people can thrive and bring their talent to bear at work, in school, and in their communities, we must be mindful and intentional of how we as adults engage with young people on a day-to-day basis, beginning with language."