The author states that "Appreciative inquiry is a valuable approach to sustaining learning and change in communities and networks" (Nussbaum-Beach). She also states that in appreciative inquiry, learners work from a “what if?,” or strengths, perspective rather than a deficit perspective (finding a problem to fix or a gap to address). Appreciative inquiry is also based on several assumptions and principles. The assumption that I most liked from the reading was "asking good, generative questions influences people". In addition, the principle "appreciative inquiry is positive and supportive" really resonated with me. Finally, the author concludes this section of the chapter with the 4-D Model of Appreciative Inquiry. The cycle highlights the positive, generative perspective of appreciative inquiry.
The next concept that the author discusses in chapter 7 is action research. She states that "Action research is a collaborative activity among committed colleagues looking for answers to everyday, real problems related to classroom instruction, systemic change, or a more global issue" (Nussbaum-Beach). I also really liked that the author said that "action research is learning by doing". There are five steps in the action research process:
1. Identify an issue or possibility.
2. Gather data and information about the issue or possibility (both within the local context and from what others looking at this issue have done).
3. Interpret the collected data and develop an intervention or initiative to address the issue or possibility.
4. Collect data and artifacts after implementing the intervention to determine whether it succeeded.
5. Begin the cycle again.
What groups learn from their action research can be applied in collaborative planning to build and sustain momentum in their community for more positive change.
The last concept that the author discusses in assessment and evaluation, specifically CBAM Informal Assessments. She speaks about both walkthroughs and one-legged interviews. According to the author, "walkthroughs provide a picture of the effect of a professional learning community's efforts to improve instruction and learning and to encourage reflective practice. Walkthroughs involve a protocol: they do not interrupt instruction; they provide teachers with feedback; and they allow teachers to discuss opportunities for additional improvement" (Nussbaum-Beach). In addition, she states that "One-legged interviews are informal interviews that can occur in the hallway, the staffroom, or the cafeteria with individuals or small groups. They last no longer than a person comfortably could stand on one leg. With a few succinct questions, members' views on community processes become clearer. The interview responses can help move communities forward" (Nussbaum-Beach). I believe that these are both good examples of informal assessment because you are able to get answers and results almost instantly.
As always, I found this chapter to be very resourceful. I agree that we must be able to sustain our online learning communities so that we may be able to keep learning from one another and growing within our respective professions. Through appreciative inquiry, I believe that I will be able to sustain my online learning community of fellow teachers by asking good, generative questions. For example, I would like to know from you, my readers, "Do you think that appreciative inquiry would be beneficial in your major/future career?" Let me know!
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