Looking at Student Work Through a Responsive Lens: Part 3

Using a Strength-Based Lens

Too often, when we analyze student work, our first instinct is to look for what’s wrong—the errors, the misconceptions, the gaps. But what if we flipped that perspective? What if, instead, we started by asking:

🔹 What does this student already understand?

🔹 What strategies are they using that we can build upon?

🔹 How can we affirm their thinking and help them take the next step?

A strength-based lens allows us to see what students can do, rather than just what they can’t (yet). This shift not only supports academic growth but also builds student confidence, fostering a positive math identity.

Seeing Strengths in Action

Let’s say a student solving 27 + 38 breaks it into 20 + 30 and 7 + 8 but makes a small computational error. Instead of focusing only on the mistake, we can highlight their strategic thinking:

✔ “I love how you broke apart the numbers into tens and ones—that’s a really efficient strategy!”

✔ “Now let’s double-check the addition part. How can we use a different strategy to verify our answer?”

By emphasizing what is working, we create a learning environment where students feel valued and empowered to refine their thinking.

Try This in Your Classroom:

The next time you review student work, challenge yourself to first name three strengths before addressing areas for growth. Notice how this shift impacts both your feedback and student engagement!

What tips or strategies have you used in the past to apply a strength-based approach when analyzing student work? Let’s share and learn from each other’s experiences!