Assigning Competence Across STEM: Surfacing and Spotlighting Student Contributions through the Competence Amplification Framework

Abstract

This article proposes the Competence Amplification Framework as a theory-informed framework that structures how instructors notice and highlight student competence across phases of teaching: design, surface, and amplify. This framework builds on the teaching strategy assigning competence from Complex Instruction, offering an in-depth structure for attending to competence throughout the teaching and learning process. This article introduces the framework, grounds practices in examples from STEM classrooms, and offers practical guidance for instructors to produce more equitable classrooms by intentionally elevating student status through their instruction.