In Achieve, you can see all sorts of data about your students, which is great--except when you are overwhelmed by data. Here is one brief example of what you could do with information gleaned about your students from our research team here at Macmillan:
After viewing Achieve Insights for your course or students, here are some ways you can leverage strengths-based approaches to share feedback with students:
Help students identify talents or tasks performed exceptionally well (1).
Prompt students to consciously think about how to maximize performance in these areas of talent (1).
Encourage students to engage in more adaptive thinking around their performance by asking them to reflect on a time when they were successful; What strengths or talents did they use during that time? How did they use their strengths during that time (2)?
Focus student attention on resources available to them and their preferred future outcomes, rather than past histories or problems (3).
Promote healthy self-acceptance and internalization of the fact that everyone is fallible, nobody’s perfect.
Fredrickson, B. L., Tugade, M. M., Waugh, C. E., & Larkin, G. (2003). What good are positive emotions in crises? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001. Journal of Personality and Social Psychology, 84, 365-376.
White, M. A., Waters, L. E. (2015). A case study of ‘The Good School:’ Examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76.
Warburton, D. E. R., & Bredin, S. S. D. (2019). Health benefits of physical activity: A strengths-based approach. Journal of Clinical Medicine, 8(12), 1-15.
I've been working in publishing since 1997, doing everything from the front desk to marketing and sales, and a few things in between. And I love working working with media and helping students succeed.