Usual Deficit-Based . . . Asset-Based Approach The Goal of Teaching Ideal Situation Why Asset-Based Approach to Teaching Real-Life Non-Ideal Cases Is More Effective than the Usual Short-Term vs. Long- . . . Deficit-Based Approach, and From the Long-Term . . . Why the New Approach This Explains Why . . . Is Not Easy to Implement: Acknowledgments Home Page A Simple Geometric Explanation Title Page Olga Kosheleva 1 and Vladik Kreinovich 2 ◭◭ ◮◮ 1 Department of Teacher Education 2 Department of Computer Science ◭ ◮ University of Texas at El Paso Page 1 of 22 El Paso, TX 79968, USA olgak@utep.edu, vladik@utep.edu Go Back Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 1. Usual Deficit-Based Approach to Teaching The Goal of Teaching • Traditional approach to teaching is based on uncover- Ideal Situation ing deficiencies in students’ knowledge. Real-Life Non-Ideal Cases Short-Term vs. Long- . . . • Based on the results of pre-test or a midterm exam, From the Long-Term . . . the instructors: This Explains Why . . . – learn about the topics that the students have not Acknowledgments yet fully mastered, and Home Page – concentrate on these topics. Title Page • For example, a graduate computational science pro- ◭◭ ◮◮ gram usually attracts both: ◭ ◮ – computer science students who want to work on Page 2 of 22 applications of computing, and Go Back – science and engineering students, who would like to improve their computational skills. Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 2. Deficit-Based Approach to Teaching (cont-d) The Goal of Teaching • In the usual deficit-based approach, when we teach a Ideal Situation computer science course to all these students: Real-Life Non-Ideal Cases Short-Term vs. Long- . . . – since science and engineering students are less From the Long-Term . . . knowledgeable in computer topics, This Explains Why . . . – we spend extra time explaining these topics to non- Acknowledgments computer science students. Home Page Title Page ◭◭ ◮◮ ◭ ◮ Page 3 of 22 Go Back Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 3. Asset-Based Approach The Goal of Teaching • Teaching can be made more efficient if we take into Ideal Situation account that: Real-Life Non-Ideal Cases Short-Term vs. Long- . . . – while students from engineering and science may From the Long-Term . . . lack some programming skills, This Explains Why . . . – they usually have a much better understanding of Acknowledgments the corresponding physical situations. Home Page • This understanding often helps them: Title Page – get a good idea of what all the intermediate com- ◭◭ ◮◮ putational results should be – and thus, ◭ ◮ – catch possible mistakes at an early stage. Page 4 of 22 • In general, this asset-based approach – using advan- Go Back tages that individual students have – is efficient. Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 4. Asset-Based Approach Is Not Easy to Imple- The Goal of Teaching ment Ideal Situation • At first glance, the asset-based approach sounds rea- Real-Life Non-Ideal Cases sonable. Short-Term vs. Long- . . . From the Long-Term . . . • However, it is not yet as widely spread as it should be. This Explains Why . . . • The main reason for this slow spread is that, as expe- Acknowledgments rience shows, this approach is not easy to implement. Home Page • Why is asset-based approach useful? Title Page • Why is it not easy to implement? ◭◭ ◮◮ • In this talk, we provide a simple geometric answer to ◭ ◮ both questions. Page 5 of 22 Go Back Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 5. The Goal of Teaching The Goal of Teaching • For each class, we want a student to be knowledgeable Ideal Situation and skillful in all the studied topics. Real-Life Non-Ideal Cases Short-Term vs. Long- . . . • For each topic, we can describe the student’s current From the Long-Term . . . level of knowledge and skills by an appropriate grade. This Explains Why . . . • Let’s visually represent the student’s knowledge in a Acknowledgments topic. Home Page • It is natural to take a point that corresponds to this Title Page particular grade on a vertical straight line. ◭◭ ◮◮ • The better the grade, the higher the point. ◭ ◮ • To represent the student’s knowledge in all the topics, Page 6 of 22 it is reasonable to consider: Go Back – several parallel vertical lines Full Screen – corresponding to different topics. Close Quit
Usual Deficit-Based . . . Asset-Based Approach 6. The Goal of Teaching (cont-d) The Goal of Teaching • Here: Ideal Situation Real-Life Non-Ideal Cases – similar topics will be represented by nearby lines, Short-Term vs. Long- . . . while From the Long-Term . . . – lines corresponding to very different topics and sub- This Explains Why . . . jects should be distant from each other. Acknowledgments – Our main objective is to make sure that every stu- Home Page dent has excellent knowledge and skills in all the Title Page topics. ◭◭ ◮◮ – Then, points describing the student’s knowledge in different topics are all on the same (highest) level: ◭ ◮ Page 7 of 22 ❅ � ❅ � ❅ � Go Back � ❅ � ❅ � ❅ Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 7. Ideal Situation The Goal of Teaching • In the ideal situation, a student is moving steadily. Ideal Situation Real-Life Non-Ideal Cases • So, the student has the same original level of knowledge Short-Term vs. Long- . . . in all the subjects. From the Long-Term . . . • In this case, the student’s original levels of knowledge This Explains Why . . . are also described by points on the same level. Acknowledgments Home Page • Of course, this original level is lower that what we want at the end of the class. Title Page • The goal of teaching is to move the student’s knowl- ◭◭ ◮◮ edge: ◭ ◮ – from the lower points (corresponding to original Page 8 of 22 level of knowledge) Go Back – to the higher point which corresponding to the de- Full Screen sired level of knowledge Close Quit
Usual Deficit-Based . . . Asset-Based Approach 8. Ideal Situation (cont-d) The Goal of Teaching ❅ � ❅ � ❅ � Ideal Situation � ❅ � ❅ � ❅ Real-Life Non-Ideal Cases Short-Term vs. Long- . . . From the Long-Term . . . This Explains Why . . . Acknowledgments ❅ � ❅ � ❅ � � ❅ � ❅ � ❅ Home Page • To reach each point of the desired state as fast as pos- Title Page sible, it is reasonable: ◭◭ ◮◮ – to start with a point from the original state ◭ ◮ – which is the closest to the desired point. Page 9 of 22 Go Back Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 9. Ideal Situation (cont-d) The Goal of Teaching • In the ideal case: Ideal Situation Real-Life Non-Ideal Cases – all points describing the original state are on the Short-Term vs. Long- . . . same horizontal level, and From the Long-Term . . . – all the points describing the desired state are on This Explains Why . . . the same horizontal level. Acknowledgments • In this case, for each desired-state point, the closest Home Page starting-state point is: Title Page – the one on the same vertical line, i.e., ◭◭ ◮◮ – the one corresponding to the same topic. ◭ ◮ • Thus, in this case, the traditional deficit-based ap- Page 10 of 22 proach makes perfect sense: for each topic: Go Back – we find out the students’s deficiencies and Full Screen – work on them. Close Quit
Usual Deficit-Based . . . Asset-Based Approach 10. Ideal Situation (cont-d) The Goal of Teaching ❅ � ❅ � ❅ � Ideal Situation � ✻ ❅ � ✻ ❅ � ❅ ✻ Real-Life Non-Ideal Cases Short-Term vs. Long- . . . From the Long-Term . . . This Explains Why . . . Acknowledgments ❅ � ❅ � ❅ � � ❅ � ❅ � ❅ Home Page Title Page ◭◭ ◮◮ ◭ ◮ Page 11 of 22 Go Back Full Screen Close Quit
Usual Deficit-Based . . . Asset-Based Approach 11. Real-Life Non-Ideal Cases The Goal of Teaching • In real life, a student rarely has the same level of knowl- Ideal Situation edge in all the topics. Real-Life Non-Ideal Cases Short-Term vs. Long- . . . • As a result: From the Long-Term . . . – if for some topic, the current level is too low (i.e., This Explains Why . . . is a deficiency), Acknowledgments – the closest point to the desired level of this topic is Home Page not the current state of this topic, Title Page – but rather the current state of some nearby topic – ◭◭ ◮◮ in which the student’s knowledge is much higher, ◭ ◮ – i.e., of the topic which is an asset. Page 12 of 22 Go Back Full Screen Close Quit
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