Strengths-Based Learning for 2E Students

 

Strengths-based learning curriculum takes into consideration how best a student learns and relies on the student’s individual profile. It focuses on the student’s interests; is modified through ongoing assessment; and recognizes a student’s advanced abilities. Strengths-based learning does not focus on areas of weakness and therefore is not predicated on remediation.

To encourage growth: twice-exceptional (2e) learners need a psychologically safe environment, tolerance for asynchronous behaviors, time, positive relationships; and a strength-based, talent-focused environment. (Baum, Schader, and Owen 2017) Neurodiversity-inspired educators create positive ecosystems within which students with learning differences can learn according to their strengths rather than their weaknesses. (“First Discover Their Strengths” Tomas Armstrong. Educational Leadership October 2012)

Emphasizing 2E students’ strengths provides opportunities for student choice, links new content to previous knowledge, and provides appropriate support from both gifted and learning support teachers and staff. Strengths-based learning includes support for social emotional needs of 2E students through provision of extra time to complete assignments, developing self-advocacy skills, and the teaching of stress management skills.

How does one discover student’ strengths? Students can engage in self-reflection: “What am I already good at?” “What will help me get to my goals?” “How can I use my strengths to achieve my goals?” Profiles can be created based on past performance, current interests, and teacher and parent observations.

Engaging students in strengths-based learning starts by offering an entry point related to an area in which they’ve already shown talent; perhaps in performance arts rather than writing. Students may respond positively to strengths-based learning through using novel introduction of new concepts such as involving guest speakers, experts demonstrating concepts, or field trips.

How can teachers incorporate dual-differentiation effectively in the classroom? Dual-differentiation requires that teachers and staff coordinate efforts and engage in extensive planning before introducing differentiated curriculum. Whenever possible, consider highly personalized curriculum to meet student needs. Ability grouping and flexible grouping can improve the effectiveness of strengths-based learning. Grouping can be predicated on ability, interests, and desired outcomes. A transcript of this chat may be found at Wakelet.

Global #gtchat Powered by the Texas Association for the Gifted and Talented  is a weekly chat on Twitter. Join us Thursdays at 8E/7C/6M/5P in the U.S. and Fridays at Noon NZST/10 AM AEST/1 AM UK  to discuss current topics in the gifted community and meet experts in the field. Transcripts of our weekly chats can be found at Wakelet. Our Facebook Page provides information on the chat and news and information regarding the gifted community. Also, checkout our Pinterest Page and Playlist on YouTube.

 Lisa Conrad About the authorLisa Conrad is the Moderator of Global #gtchat Powered by TAGT and Social Media Manager of the Global #gtchat Community. She is a longtime  advocate for gifted children and also blogs at  Gifted Parenting Support. Lisa can be contacted at: gtchatmod@gmail.com

Resources:

Strengths-Based Learning: The Key Piece to the Puzzle of Twice-Exceptional (2e) Students (pdf)

To Be Gifted and Learning Disabled: Strength-Based Strategies for Helping Twice-Exceptional Students with LD, ADHD, ASD and More (Prufrock)

Strengths-Based Resources

The Principles of Strengths-Based Education (pdf)

Strength-Based Practice with Children in Trouble (pdf)

Using a Strengths Based Approach to Support Twice-Exceptional Learners in the Classroom (pdf)

Giftedness and ADHD: A Strengths-based Perspective and Approach

What It Means to Teach Gifted Learners Well

Off the Charts! Asynchrony and the Gifted Child (pdf)

Using Strength-Based Pedagogy to Engage and Challenge 2E Students Development (pdf)

Leaving Behind Normalcy: Asynchrony and the Gifted Child

Twice Exceptional: Gifted Students with Learning Disabilities Considerations Packet (pdf)

Start with Student Strengths to Promote Learning

Effective Teaching Strategies for Gifted/Learning-Disabled Students with Spatial Strengths (pdf)

Gifted and Dyslexic: How the Talent-centered Model Works

Strategies for Supporting Students Who Are Twice-Exceptional (pdf)

An Operational Definition of Twice Exceptional Learners: Implications and Applications (pdf)

Twice-Exceptionality: Parents’ Perspectives on 2e Identification

Twice-Exceptional Learners The Journey Toward a Shared Vision (pdf)

Twice-Exceptional: Students with Both Gifts and Challenges or Disabilities (pdf)

Academic Self-Concept in Twice-Exceptional Students: An Exploratory Investigation (pdf)

AUS: Strength-based Approach A guide to Writing Transition Learning and Development Statements (pdf)

The 2e Center Suite of Tools™ with My LearningPrint™

Cybraryman’s Twice-Exceptional Children Page

Cybraryman’s Resolutions and Reflection Page

Cybraryman’s Goals Page

Cybraryman’s Self-Determined Learning Page

Cybraryman’s Know Your Students Page

Identifying and Supporting Gifted ELLs

Sprite’s Site: New Shoes

Sprite’s Site: 2E Is

Sprite’s Site: What Makes Them 2E?

Photo courtesy of Pixabay  Pixabay License

Graphic courtesy of Lisa Conrad

Posted on June 11, 2019, in Differentiation, Education, gifted and talented, gifted education, Teaching, Twice-exceptional and tagged , , , , , . Bookmark the permalink. Leave a comment.

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