Presentation on theme: "AQAL for Effective Instruction and School Improvement"— Presentation transcript:
1 AQAL for Effective Instruction and School Improvement Applying Ken Wilber’s Integral Vision to the Instructional Improvement Process
2 All Quadrants All Lines Integral Theory incorporates physical, neurological, cultural, and philosophical dimensions. These complimentary and inter-related realities provide a useful framework for analysis of the instructional process.
3 School as a teaching culture Education as a social system for Teaching Each quadrant corresponds to a critical dimension for instructional analysis.Teaching as a scienceTeacher as a personContent StandardsProfessional KnowledgeSkillsCurriculumAssessmentTestingIdentityBeliefsMental ModelsTeaching ProcessesCommunicationMeaning-Making ProcessesSchool as a teaching cultureEducation as a social system for TeachingOne perspective is to think about Education and schools from the perspective of the teacher.Shared PurposeCommon VisionLearning communityDecision-makingPower and AuthorityAgreed-upon rules, processes and proceduresPhilosophyResource ManagementEducational PolicyAccountabilityEquityHierarchical structures
4 School as a Learning culture for students Each quadrant corresponds to a critical dimension of instructional analysis.Learner as a personLearning as a scienceEngagementIdentityTask RelevanceSense MakingMotivationConceptual understandingBrain ResearchTechnologyContent/SubjectsBehaviorGradesTest ScoresProjectsSchool as a Learning culture for studentsEducation as a social system for LearningAnother perspective looks at schools and education in terms of the learner.RelationshipsCourses of studyGovernanceRespect for processes, rules, and proceduresAchievementPresentationsPerformancesFamily InvolvementPhilosophyResource ManagementEducational PolicyAcademic decisionsAccountabiltyEquityHierarchical structures
5 Purpose (why "I") Pedagagy (how) Content (what) Purpose (why "We") When conflict occurs or the absence of learning is present, understanding the processes that inhabit the space between two or more critical perspectives is essential and can inform dialogue toward solutions of mutuality.Purpose (why "I")Teaching as a scienceTeacher as a personRelevanceRigorLearner as a personLearning as a sciencePedagagy (how)Content (what)Education as a social system for LearningAnother perspective looks at schools and education in terms of the learner.School (Learners) as a cultural phenonemonReflectionRelationshipEducation as a social system for TeachingSchool (Teachers) as a cultural phenomemonPurpose (why "We")
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