Overview: Appreciative Education (AE) is an alternative curriculum design for primary to high school students. The AE goal is simple: to transform the classroom from a deficit-based to an asset-based teaching and learning environment. AE can be applied to all aspects of the curriculum. The AE Design begins with Appreciative Education questions, where students interview each other to discover personal and relational assets around factors that drive a progressive culture and independent climate. Factors driving a progressive culture, including innovation, a future orientation, creativity, and enterprise act in combination with an independent climate of freedom and self-reliance to create a learning environment where students can work to achieve their full potential.
AE is based on personal and relational assets that are age and grade specific to students. AE outcomes include increased capacity, resiliency, and self-motivation. AE promotes the view that student capacity –the ability to act on one’s own behalf – and resiliency – the recognition that life is a struggle requiring optimism and confidence – builds character and self-esteem. See Figure 1: Template for an AE Curriculum Design
Teaching and learning strategies that focus on deficits drain our students of the requisite capacity and resiliency to be successful. For example, when students receive ongoing deficit feedback they lose confidence, the ability to produce, the power to learn or retain knowledge, and tend to have a diminished sense of hope and optimism for the future. A deficit-based classroom also reduces student resiliency. For example, when students receive ongoing deficit feedback their ability to rebound from adversity is reduced and they are less likely to withstand mental or physical stress. A key component to the learning process is the ability to react in a positive way to challenges, obstacles and problems. Resilient students do not generally entertain the notion of failure. Rather, resilient students focus on what works by constantly looking for new methods and strategies to reframe the challenges before them into opportunities for success.
To increase student capacity and resiliency, AE encourages students to ask affirmative questions, tell their positive stories, and hold strength-based conversations with other students, their teachers, and their parents. Students are trained in AE techniques, strategies and practices. Teachers are provided training and information on how to utilize AE in all subject areas. Both teachers and students participate in a joint AE session facilitated by skilled SWIVL trainers.
AE Discovery and Critical Thinking: Education is at its best when students participate in a discovery and critical thinking learning process. Given the rate of change and the knowledge revolution, a progressive culture and independent climate require that our students become first and foremost critical thinkers; that is, purposeful and reflective thinkers about what to believe and how to react to observations, experiences, and verbal , written, and electronic communications. Critical thinking involves subtle judgments to determine the truthfulness, meaning, and, significance of what is observed or expressed. AE differs from other instructional and learning strategies by emphasizing affirmative critical thinking through a discover process based on interview questions, storytelling and conversations. By using the AE affirmative discovery method, students gain critical insights into their own personal talents and strengths as well as the talents and strengths of other individuals. In addition, students are able to discover the affirmative value of relationships - The most effective way individuals, groups, and organizations work together.
Through AE Questions, Story Telling, and Conversations, students are encouraged to express and reflect upon their feelings, knowledge, skills, processes and beliefs about their subjects, including mathematics, the sciences, language and fine arts. With teachers, parents, and students (where appropriate), SWIVL develops AE questions for various academic and social development areas. The AE design provides teachers a wealth of information about their students’ affirmative thinking and strategies for creating a teaching and learning environment based on a progressive culture and independent climate.
Below are sample AE mathematics questions designed to create affirmative storytelling and conversations:
1) Think of a time when you had a really terrific experience with mathematics. Was there a particular math exercise, problem, or activity that you really enjoyed? Describe what you consider to be the best way to learn mathematics. Why do you feel this way?
2) Without being modest, what do you value most about yourself, your greatest strengths, and how do your strengths help you in school? How do these strengths help you with mathematics?
3) Why do you believe mathematics should be a subject in school? How can mathematics help you with your other subjects? Do you have friends that are good in mathematics? Why do you think they do well in mathematics?
4) If you had three wishes about mathematics, what would those wishes be? As a mathematics student, what do you believe to be the best way to teach and learn math?
5) Thinking about your mathematics classes, what is the most important thing you have learned? Why do you feel this way?
Contact SWIVL if you, your school, or your family would like to find out more information about Appreciative Education.
