Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics

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What is the basis of the Growing Talent for Inclusion project?

The main emphasis of the Growing Talent for Inclusion (GTI) project was recognising strengths that existed within a class and building on these. Students were also enabled to reflect on their skill development through watching video of their project sessions.

The project was called Growing Talent for Inclusion because it assumed that the talent was already there but needed identifying and nurturing. Once talents had been identified these were defined collaboratively, to help pupils recognise and understand desired behaviours.

An important part of the GTI process was a final feedback session in which information from the interviews was reported back to the pupils. As part of the process of recognising and acknowledging strengths, feedback concentrated on the positive progress that had been made.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What is the basis of the Growing Talent for Inclusion project? What is the process of Growing Talent for Inclusion? What is Appreciative Inquiry? What were the researchers’ findings? How was the research carried out? What are the implications of this research? Where can I find out more? Send us your feedback Collated digests To find out more about collated digests click here Get Word Reader Enhancing skills for inclusion: using appreciative inquiry to improve classroom dynamics This digest found in Inclusion Behaviour Send to a friend Word doc 60KB Printer friendly Collate for later What is the basis of the Growing Talent for Inclusion project? The main emphasis of the Growing Talent for Inclusion (GTI) project was recognising strengths that existed within a class and building on these. Students were also enabled to reflect on their skill development through watching video of their project sessions. The project was called Growing Talent for Inclusion because it assumed that the talent was already there but needed identifying and nurturing. Once talents had been identified these were defined collaboratively, to help pupils recognise and understand desired behaviours. An important part of the GTI process was a final feedback session in which information from the interviews was reported back to the pupils. As part of the process of recognising and acknowledging strengths, feedback concentrated on the positive progress that had been made.