Group items tagged

begins w/ a brief introduction to appreciative inquiry (Ai)...Calls for evaluation of the process are acknowledged, as are the few evaluations/critiques of Ai we have found in literature. discuss how critical theory may be applied to an evaluation of appreciative inquiry bridging an apparent paradox between the negativity associated with the former and the positive focus of the latter. An initial application of Critical Appreciative Process (CAP) is described to illustrate how the integrated use of appreciative inquiry and critical theory deepens insight and recognition of the complexity in human endeavours.

In this article Greenwald discusses problem-based learning. She described three key features of 'problem.' First, the initial/present state from which to begin; second, the goal state to achieve; third, set of actions/operations needed to get from initial state to goal state. Problem-based learning involves a shift in roles for students and teacher. Problem-based learning gives studetns opportunitie to be self-directed while maintaining cohesion in the classroom. Greenwald then provides 10 steps to problem-based learning.

A video of three Canadian teacher's effort to incorporate project based learning into their curriculum.

This got me thinking again about inquiry and problem-based learning. Engagement and ownership while working through/with their own ideas allows students to grow.

"profiles ten dialogue methods in depth, and another fifteen more briefly. The methods covered conceptually and in case studies include Deep Democracy, Open Space Technology, Scenario Planning, World Café, the Israeli-Palestinian School for Peace and many more."