Strengths-based learning involves a process of assessing, teaching, and designing experiential learning activities to help students identify their greatest talents, and to then develop and apply strengths based on those talents in the process of learning, intellectual development, and academic achievement to levels of personal excellence.
We would like participants to take responsibility for their learning and be accountable for their decisions. While responsibility can be shared and assigned, accountability is exclusive. Thus, everyone should take ownership of both collective and individual actions. Resultantly, much of the programmes enables participants to decide for themselves the best course of action to meet the objectives.
The best ways of learning are through the full immersion of oneself in the process of doing, trying, adapting, and modifying. Participants have to utilise existing knowledge to formulate the best course of action, after careful considerations of the cost and benefits, and the impact on the big picture. Moreover, with the new insights gained throughout the programme, participants have to re-evaluate their strategies to improve on their planning and thinking processes.
Complementing the above learning models, we believe in the importance of having participants reflect on their actions and emotions. Participants have to process the moral dilemmas they face during the activity and reflect on how their own emotions have impacted their actions/decisions. This enables increased awareness and insight into their internal struggles and coping mechanisms. Furthermore, through facilitated reflection and sharing, participants will derive greater meaning and different perspectives which may improve their decisions in future situations