The following key ideas can be shared in class to introduce strengths-based approaches to
learning.
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Strengths are consistent across time. Strengths appear across our life
experiences, often showing up in childhood and persisting through to the
present.
Strengths remain the same regardless of physical ability. This relates to #3.
Example: When going through a rough time in my life, my mother pointedly
stated, “You have always been really good at helping bring out the best in
others, even when you were little. You need to find good people who do the
same for you.” A year later I took the StrengthsFinder 2.0 assessment and
earned Maximizer as my top strength. My mom had described a reliable
strength.
Strengths that help us to excel in one area can be applied to other areas.
As a result, strengths development minimizes weakness.
This is the key of the key concepts for learning! And will be the focus of the
activity on the reverse.
Example: A student who excels at basketball can identify strengths like
communication, strategy, and mental flexibility as contributing to their success.
Those same strengths can be applied to algebra or English.
Strengths are characteristics that feel innate to us or abilities that we use to
excel at a particular skill.
This is often the toughest concept when thinking about and identifying
strengths. We are really good at naming the skills we’ve learned but we haven’t
spent as much time thinking about the positive attributes that help us succeed.
Example: The student we mentioned above, who does well playing basketball,
might identify hand-eye coordination as a strength. This will not meet the
“strength” criteria because it is not reliable (an injury could change it). What
helped the student to develop great hand-eye coordination? Most likely the
willingness to practice a lot, which involves strengths like commitment,
competitiveness, perseverance, being detail-oriented, etc.
1) Introduce the topic of strengths.
2) Ask each student to think about and write down one activity they feel confident
teaching someone else how to do – or – an activity they enjoy and are successful at
doing. This activity can be from any period in their life.
3) Ask for a volunteer who is willing to share their activity.
4) Write the activity on the board.
5) Ask the class to identify at least 12 strengths (not skills) that the student could possess
that help them succeed at the activity. If a skill comes up and you feel confident doing
so, help the class identify the strengths that help with that skill.
6) Once all the strengths are listed, ask the class to identify which of the strengths can help
the student to be successful in the course’s subject area. Circle the strengths as the
students list them (even if someone exclaims, “All of them,” keep circling each individual
strength).
7) Ask the students to work on their own to identify at least 12 strengths that help them
succeed at the activity they wrote down. Encourage them to ask their peers for support
if they get stuck.
8) Once the majority of students have 12 (or close) strengths listed, ask them to circle the
strengths that they can use to succeed in this course.
9) Option A: Ask students to put their strengths list somewhere they will see it on a regular
basis. Option B: Ask students to turn in their strengths list. This will give you the
opportunity to learn something about them, to incorporate their identified activities
into the curriculum and/or to refer to their strengths when you provide feedback. Make
copies and give the originals back so student can refer to them often. Option C: Ask
students to share what they learned with a partner or small group. Options D: Some
combination of these or something else.
Strengths work is difficult. In almost every setting, regardless of audience, I have had people
freeze. They were unable to think of their strengths. Be ready to gently support students who
struggle with this activity. Encourage the whole class that it is tough – we are so well trained to
think of our weaknesses.
StrengthsFinder 2.0 was mentioned earlier. This book includes background information about
strengths and access to one of the best responsive “personality” assessments available.
Instructors have incorporated it into a variety of classes.
If you have any questions about strengths discovery and development, please contact me at
[email protected].