Engaging Learners Through Appreciative Pedagogy

The value of individual or group experience in an educational setting can often times be under appreciated for the value that it holds. Stuck in a classical mind frame of teaching and learning all too often teachers, trainers or professors are regarded as the sole source of knowledge that need be communicated or taught to the classroom of learners (Yballe, L., & O'connor, D., 2000).  A fresh perspective to teaching and learning that strays away from common practice can be coined by the term Appreciate Pedagogy, which is derived from the theory of Appreciative Inquiry. To gain a base understanding of Appreciative Inquiry, the term can be broken down into two working definitions as taken from the article entitled Appreciative Learning Approach: A New Pedagogical Option: 

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[Ap-pre’ci-ate, v., 1. to value; recognize the best in people or the world around us; affirm past and present strengths, successes, and potentials; to perceive those things that give life (health, vitality, excellence) to living systems. 2. to increase in value, e.g., the economy has appreciated in value. Synonyms: value, prize, esteem, and honor] (Eow, Y., Wan Zah, W., Rosnaini, M., & Roselan, B., 2010, p. 607).

[In-quire’ (kwir), v., 1. to explore and discover. 2. to ask questions; to be open to seeing new potentials and possibilities. Synonyms: discover, search, systematically explore, and study] (Eow, Y et al., 2010, p. 607).

Appreciative Inquiry: Overview

According to David Cooperrider, founder of the theoretical approach, Appreciative Inquiry involves,  “systematic discovery of what gives life to a living system when it is most alive, most effective, and most constructively capable in human term” (Eow, Yet al., 2010, p. 608). The basics of Appreciate Inquiry are rooted in the transformational process as it relates to a business or organization and involves all employees and managers focusing on, “the desired objectives to achieve [as opposed to] the existing problems to be solved” (Eow, Yet al., 2010, p. 608). In essence, Appreciative Inquiry promotes the sharing of positive or valued experiences that directly correspond with a desired outcome or goal. It is from the sharing of these experiences that a company or business can find merit for building a vision and a plan for success.

Appreciative Pedagogy

As is derived from Appreciative Inquiry, Appreciative Pedagogy is a teaching theory that “involves the exploration and creation of positive realities in the classroom on a daily basis” (Yballe, L., & O'connor, D., 2000, p. 478). In other words, Appreciative Pedagogy involves classroom participation in the form of sharing information and experiences to aid in forming an all-inclusive viewpoint on a particular topic or focus area. For example, in exploring the topic of ‘effective teams’ students would be asked to describe, in their own words, team experiences where feelings of pride, joy, happiness and accomplishment were felt. Students would then share these experiences, first in small groups, drawing focus on the positive aspects of team structure as opposed to the negative. From this sharing exercise, students would be asked to build a list of positive team aspects that are essential to a successful team structure. The smaller groups would then share the compiled list with the entire class to form an all-encompassing view of an effective team (Yballe, L., & O'connor, D., 2000). During Appreciative Pedagogy exercises, the role of the professor or trainer is minimal, acting more as a facilitator of learning whom ensures the classroom discussion is positively framed. If conversation is to go astray, the professor or trainer acknowledges the negative and then redirects the conversation with a thought provoking question that alludes to, “the best of what is as opposed to what is not present” (Yballe, L., & O'connor, D., 2000, p. 479).

Benefits of Appreciate Pedagogy

A summary of some of the important benefits that come as a direct result of using Appreciative Pedagogy in the classroom or training room can be described as follows:

1.     Energized and sustained interactions amongst classroom participants as opposed to forced participation from students following a lesson;

2.     Increased sense of safety in participating in class discussion due to the fact that students are speaking to and from their own experiences;

3.     A fuller more positive view of a topic can emerge from discussion as the negative aspects are completely removed;

4.     Students develop a greater trust in themselves and in others as it relates to the value of knowledge being shared;

5.     A developed positive attitude towards the professor or trainer as a resource, guide and helper          
                                                  (Yballe, L., & O'connor, D., 2000, p. 481-482).

Appreciative Pedagogy is shown to be an effective alternative to the typical lecture style format where the teacher and the textbook are placed on a pedestal as it relates to information and knowledge sharing. Appreciate Pedagogy effectively knocks down this pedestal and gives the students the opportunity to be in the spotlight whereby creating a much more engaged and community based educational experience.

References

Eow, Y., Wan Zah, W., Rosnaini, M., & Roselan, B. (2010). Appreciative Learning

Approach: A New Pedagogical Option, 607-614. Retrieved June 12, 2015, from

http://www.icce2010.upm.edu.my/papers/c6/full paper/C6FP59.pdf

Yballe, L., & O'connor, D. (2000). Appreciative Pedagogy: Constructing Positive

Models for Learning. Journal of Management Education, 474-483. Retrieved June 12, 2015, from http://web.lemoyne.edu/oconnor/page6/assets/AP-jme.pdf