Strengths Based Models in Public Schools

Part 25 of Davidson Gifted Perspectives, a video series that examines a number of different gifted-related issues and viewpoints.

During advocacy conversations, it often comes up that well-intentioned teachers want students to complete the work assigned to everyone in the class before moving to differentiated work. Similarly, sometimes teachers won’t even entertain the possibility of differentiated work because the student doesn’t score perfectly or have a perfect grade. During a recent virtual event, a parent asked how to incorporate strength-based models and strategies in a public school environment similar to this. Our Director of Family Services shares her thoughts and insight on the topic.