Our new Head of Campus introduced me to ‘Appreciative Inquiry’. Here is an oft cited definition of what ‘AI’ is: “At its heart, AI is about the search for the best in people, their organizations, and the strengths-filled, opportunity-rich world around them. AI is not so much a shift in the methods and models of organizational change, but AI is a fundamental shift in the overall perspective taken throughout the entire change process to ‘see’ the wholeness of the human system and to “inquire” into that system’s strengths, possibilities, and successes. ”
I read the book “Conversations Worth Having” on Scribd. This is a subscription service, you pay $9 AUD a month and get fantastic access to books, documents and podcasts. I like reading non-fiction on Scribd because of the easy highlighting you can do with both Scribd and Diigo. I like Scribd better than Audible and Amazon.
What is ‘Appreciative Inquiry’?
AI can be the catalyst for organisational or behavioural change and can be used in all situations where humans interact. Stavros describes it as follows: “AI consists of the cooperative search for the best in people, their organizations, and the world around them and that solving tough problems from that perspective results in creative solutions, which is life-giving for people.” The idea of Appreciative Inquiry resonates with me because I try to always take a strengths based approach in my dealings with people and the world, rather than a deficit approach. I try to see the best in people, situations and organisations. AI is all about looking at strengths, rather than weaknesses and deficits.
Appreciate inquiry is so called because you ask questions about and investigate what is good. Your inquiry appreciates and builds on the good and the successful, rather than identifying and investigating what is negative and wrong. Continue reading
- Excerpt from: Stavros, Jacqueline, Godwin, Lindsey, & Cooperrider, David. (2015). Appreciative Inquiry: Organization Development and the Strengths Revolution. In Practicing Organization Development: A guide to leading change and transformation (4th Edition), William Rothwell, Roland Sullivan, and Jacqueline Stavros (Eds). Wiley, source (back)
- Link to Conversations Worth Having on Scribd: . https://www.scribd.com/book/375406194/Conversations-Worth-Having-Using-Appreciative-Inquiry-to-Fuel-Productive-and-Meaningful-Engagement (back)
- From Conversations Worth Having, Using Appreciative Inquiry to Fuel Productive and Meaningful, Engagement, Jackie Stavros and Cheri Torres. Page unknown because I took notes in Scribd via Diigo, which didn’t include page numbers, further citations will just be “Conversations worth having” (back)
Quality Teaching Rounds, developed by Jenny Gore and Julie Bowe, involves teachers working in professional learning communities (PLCs) of four or more to observe and analyse each other’s teaching (Bowe & Gore, 2017) . The QTR is a protocol using a set of “good teaching practice” criteria with which a lesson is “coded” and then discussed by a group of three or four teachers. The three dimensions and 18 elements are grouped in three domains of good pedagogy: Intellectual Quality, Quality Learning Environment and Significance.
How it works:
A group of four teachers (three could work, but four is optimal) observe a lesson by one of the group. The three observers “code” the lesson using the Quality Teaching criteria. After the lesson, the group of four get together and discuss the lesson. The discussion is not an appraisal of the teacher; it is about discussing the elements of good teaching.
Below are my notes of an excellent two day PD I was lucky enough to attend , guided by Professor Jenny Gore. She was insightful, interesting and showed us how the QTR model is one of the few ways in which teachers can have safe and constructive discussions based on lesson observations.
I have blogged about Jenny Gore’s QTR before, but at that time, I didn’t fully get how useful and great this protocol actually is. Now I do, and I can’t wait to start working with it at my school. Here is the blog post from June 2016.
- https://research.acer.edu.au/cgi/viewcontent.cgi?article=1336&context=research_conference (back)
- On the 25th and 26th of February 2020, at Lauriston Girls’ School (back)
Here is a great article by Pamela L. Bacon: “Effective Studying is a Science, Not an Art: Teaching Students Scientifically-Based Study Techniques” (2017). You can read the article and see my highlights and annotations here in Kami, If you like, you can add your own comments / highlights to it.
Bacon is very clear and honest about what did and didn’t work when she tried to convince her students to use these scientifically proven techniques to study better.
- What didn’t work: Simply telling the students about these techniques.
- What did work: Attaching an assessment task to the techniques > forcing students to use these specific methods in a task which was then graded, although the weighting of those tasks was quite low.
The three effective study techniques which have been supported by most research are: Continue reading
This worked well with my small IB History class. The students created the questions and ran the game themselves. It’s a bit gimmicky, but they had fun and hopefully it was a bit of a break from the endless practice essays and note taking at the end of the year.
Questions can be found here
And PPT with circles (PPT smart art) here: Revision Twister PPT Continue reading
Here are some activities to revise the causes of the French Revolution (VCE AoS1).
Both these are based on sheets by @KKNTeachLearn
Download Word files here:
I have enjoyed skim reading the book “How people learn” by the National Research Council. It aims to give practical ideas on how to use current pedagogical research in the classroom.
The three key findings that the book presents are:
- Students come to the classroom with preconceptions about how the world works. If their initial understanding is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but revert to their preconceptions outside the classroom.
- To develop competence in an area of inquiry, students must:
(a) have a deep foundation of factual knowledge,
(b) understand facts and ideas in the context of a conceptual framework, and
(c) organize knowledge in ways that facilitate retrieval and application.
- A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
It has a very interesting chapter about History teaching. You can download that chapter here: Continue reading
Hexagons are better than circles or squares because hexagons fit together in many ways. Much has been written about Hexagon Learning, and this activity is my interpretation of it. I have used it twice in my classes and both times have been very successful. The best thing about this activity is that it gets students discussing and arguing about the Causes of World War 2. They have to come to an agreement about how to arrange the hexagons and because the possibilities are endless, many different versions will arise.
Below are three Word Files. I hope they speak for themselves.
This week I tried hexagons with my students. It worked really well.
The beauty of following inspiring educators on Twitter is that you benefit from their ideas and knowledge. I first saw Hexagon learning on @jivespin’s blog, which led me to David Didau, NoTosh, SOLO (HookEd), Chris Harte and TheLearningGeek. All explain how these versatile hexagons encourage deeper thinking and rich conversations in the classroom. Hexagon learning can be used in ANY subject and for any topic. Continue reading