Appreciative Co-design: From Problem Solving to Strength-Based Re-authoring in Social Design

2016 ◽  
Author(s):  
Tasman Munro ◽  
Keyword(s):  
Problem Solving ◽  
Social Design ◽  
Strength Based

Discovering the Root Causes of Success

2020 ◽  
pp. 119-132
Author(s):  
Anindita Majumdar
Keyword(s):  
Problem Solving ◽  
Positive Psychology ◽  
Change Management ◽  
Appreciative Inquiry ◽  
Deficit Thinking ◽  
Organisational Development ◽  
Positive Approach ◽  
Strength Based ◽  
Inquiry Method ◽  
Do So

Inspired from the movement of positive psychology, appreciative inquiry (AI) contributed immensely and continues to do so in organisational development (OD) from every aspect. As it is driven by the strength-based possibility-focused thinking approach, rather than the deficit thinking approach of problem solving inquiry method, appreciative inquiry helps in creating an overall positive environment in the organisation (practice of positive OD). The scope of appreciative inquiry, thus, is not only limited to organisational problem diagnosis and therapeutic realm, but has also spread out its wings in communication and relation building, change management, development programmes, and many more. This chapter, hence, has tried to emphasise and briefly discuss appreciative inquiry's vast scope, contribution, and positive approach in the sphere of organisational development.

scholarly journals A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

2020 ◽  
Vol 31 (3) ◽  
pp. 367-406 ◽  
Author(s):  
Randy Pease ◽  
Mary Vuke ◽  
C. June Maker ◽  
Omar M. Muammar
Keyword(s):  
Problem Solving ◽  
Creative Thinking ◽  
State Standards ◽  
Classroom Teachers ◽  
Science Technology ◽  
Strength Based ◽  
Teachers And Students ◽  
And Mathematics ◽  
Real World Problems ◽  
Assessment Results

Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

An application of the Patient-Oriented Problem-Solving (POPS) System

1991 ◽  
Vol 55 (5) ◽  
pp. 327-331 ◽  
Author(s):  
GT Chiodo ◽  
WW Bullock ◽  
HR Creamer ◽  
DI Rosenstein
Keyword(s):  
Problem Solving

Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Creative Problem Solving in Public School Supervision

1989 ◽  
Vol 20 (3) ◽  
pp. 320-332 ◽  
Author(s):  
David A. Shapiro ◽  
Nelson Moses
Keyword(s):  
Public School ◽  
Problem Solving ◽  
School Environment ◽  
Professional Growth ◽  
Cognitive Learning ◽  
School Personnel ◽  
Collaborative Problem Solving ◽  
The Public ◽  
School Supervision ◽  
Team Functioning

This article presents a practical and collegial model of problem solving that is based upon the literature in supervision and cognitive learning theory. The model and the procedures it generates are applied directly to supervisory interactions in the public school environment. Specific principles of supervision and related recommendations for collaborative problem solving are discussed. Implications for public school supervision are addressed in terms of continued professional growth of both supervisees and supervisors, interdisciplinary team functioning, and renewal and retention of public school personnel.

Teaching Language Rules as Solutions to Language Problems

1987 ◽  
Vol 18 (3) ◽  
pp. 194-205 ◽  
Author(s):  
Phil J. Connell
Keyword(s):  
Problem Solving ◽  
Language Teaching ◽  
Teaching Language ◽  
Language Problem ◽  
Language Problems ◽  
Simple Language ◽  
Approach To Teaching

The teaching procedures that are commonly used with language-disordered children do not entirely match the goals that they are intended to achieve. By using a problem-solving approach to teaching language rules, the procedures and goals of language teaching become more harmonious. Such procedures allow a child to create a rule to solve a simple language problem created for the child by a clinician who understands the conditions that control the operation of a rule.

Sign in / Sign up

Export Citation Format

Share Document