In asset-based teaching each student’s unique strengths and differences are thought of as resources that can be called upon to meet learning goals. It is also sometimes called strengths-based teaching. Using this approach, faculty and instructional designers keep in mind possible student assets like:

• cultural background
• relationships
• their sense of community
• language practices
• diversity of thought

Assets-based teaching lends itself to many different practices, each providing a sustainable and equitable experience for students. A 2018 report entitled Asset-Based Teaching and Learning with Diverse Learners in Postsecondary Settings outlines five key characteristics of an assets-based teaching framework:

• Inclusive: implementing diverse teaching methods to better serve a diverse student body
• Active/interactive: creating engaging content and opportunities for students
• Culturally informed: acknowledging students’ varied experiences and backgrounds to inform classroom practices
• Linguistically responsive: recognizing students’ relationships with different languages
• Reflective/adaptive: committing to improvement over time

For more information on asset-based teaching, please see these excellent resources from Every Learner Everywhere:

What is Assets-Based Teaching and How Does It Enable Equity Practices in College Classrooms?

How a Strengths-based Approach in Education Enables Equity Efforts

Funds of Knowledge Activity

One way you can identify the assets, skillsets, and knowledges that learners bring to our shared classrooms is through engaging with learner funds of knowledge. The approach known as funds of knowledge (or FoK) originated in Tucson, Arizona, in the early 1980s, to challenge the deficit thinking prevalent in education.

Simple reflections early on in the semester, such as the one below, can help.

Additional Questions to Ask