Presented at Midwest Scholars Conference 2008

1. Classroom MRIs Using Appreciative Inquiry Midwest Scholars Conference Indiana Wesleyan University Indianapolis Education Center 21 February 2008 Mark Eutsler Indiana Wesleyan University Adjunct Faculty Member

2. Classroom MRIs Using Appreciative Inquiry Do not let any unwholesome talk come out of your mouths, but only what is helpful for building others up according to their needs, that it might benefit those who listen. Ephesians 4:29 NIV

4. Classroom MRIs Using Appreciative Inquiry Appreciative Inquiry is about the coevolutionary search for the best in people , their organizations, and the relevant world around them . In its broadest focus, it involves systematic discovery of what gives “life” to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms. AI deliberately, seeks to work from a “positive change core”—and it assumes that every living system has many untapped and rich and inspiring accounts of the positive . Link the energy of this core directly to any change agenda and changes never thought possible are suddenly and democratically mobilized.

5. Classroom MRIs Using Appreciative Inquiry Positive Image, Positive Action Key Concepts …

12. Classroom MRIs Using Appreciative Inquiry Complete Part 1 of the Appreciative Inquiry Inquiry

13. Classroom MRIs Using Appreciative Inquiry Advances in Appreciate Inquiry Thematic Framework

15. Classroom MRIs Using Appreciative Inquiry Conventional Approach Identify the problem  Study the causes of the problem  Consider possible solutions  Develop a plan to solve the problem  Basic Assumption An organization (organism) is a problem to be solved Appreciative Inquiry Finding the best of what exists  Projecting what might be  Determining what could be   Basic Assumption: An organization is a mystery to be embraced

16. Classroom MRIs Using Appreciative Inquiry Conventional: Have you had any bad experiences (while speaking English)? Appreciative: What are some good experiences you had while (speaking English)?

17. Classroom MRIs Using Appreciative Inquiry Conventional: What are some difficult things about learning (English)? Appreciative: What had helped you improve your (English) the most?

18. Classroom MRIs Using Appreciative Inquiry Conventional: What classroom exercises have been the most difficult? Appreciative: What classroom exercises have helped you improve your (English)?

19. Classroom MRIs Using Appreciative Inquiry Used in both Conventional/Appreciative : Do you think you are a good (English speaker)? Why/Why not? Please give yourself an (English speaking) score: poor (speaker)  1 2 3 4 5 6 7 8 9 10  (good speaker)

20. Classroom MRIs Using Appreciative Inquiry Complete Part 2 of the Appreciative Inquiry Inquiry

26. Classroom MRIs Using Appreciative Inquiry Classroom MRIs allow Appreciative Inquiry to be Generative Teaching that embrace as culture of Positive Appreciation and Fearless Exploration.

27. Classroom MRIs Using Appreciative Inquiry I don’t see mistakes. I only see better ways to do things. Dr. Bill Moffit Purdue University Professor of Bands Emeritus Third Director of the All-American Marching Band Indiana Music Arranger Laureate