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<h2 class="hd hd-2 unit-title">2.3.1 Voices from the Field: Asset Framing in Practice</h2>
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<p>In this video, Seminole High School teacher Angela Daniel describes how she uses asset framing to support her students to thrive. You’ll hear about her work with one student to help him find his brilliance. Even the name of the course she teaches, Reading for Debate, reflects the school’s commitment to asset framing; it was formerly named Intensive Reading, which stigmatized her students through a deficit lens. </p>
<p>As you watch this video, keep the following questions in mind. Feel free to write down your answers in your journal or share your thoughts with colleagues. </p>
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<li>Angela describes how she points out her students’ individual talents to them: “As soon as I see a nugget of brilliance in them, they get accused of it a lot, and it’s reiterated a lot.” In what ways do the staff in your context “accuse” students of their strengths, talents, or positive qualities? How often does this happen? Are there some students or groups of students who may not be receiving this kind of communication? </li>
<li>Angela says, “A deficit mindset is a great way to teach a kid to not try anything outlandish, or creative, or new.” In your context, can you think of an example of students experiencing deficit framing? If so, what were the consequences on their attitudes or experiences in school? </li>
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<h3 class="hd hd-2">Voices from the Field: Asset Framing in Practice</h3>
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