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AQAL for Effective Instruction and School Improvement Applying Ken Wilber’s Integral Vision to the Instructional Improvement Process.

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Presentation on theme: "AQAL for Effective Instruction and School Improvement Applying Ken Wilber’s Integral Vision to the Instructional Improvement Process."— 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 Each quadrant corresponds to a critical dimension for instructional analysis. Teacher as a person Education as a social system for Teaching School as a teaching culture Teaching as a science Content Standards Professional Knowledge Skills Curriculum Assessment Testing Identity Beliefs Mental Models Teaching Processes Communication Meaning-Making Processes Philosophy Resource Management Educational Policy Accountability Equity Hierarchical structures Shared Purpose Common Vision Learning community Decision-making Power and Authority Agreed-upon rules, processes and procedures

4 Each quadrant corresponds to a critical dimension of instructional analysis. Learner as a person Learning as a science School as a Learning culture for students Education as a social system for Learning Brain Research Technology Content/Subjects Behavior Grades Test Scores Projects Engagement Identity Task Relevance Sense Making Motivation Conceptual understanding Relationships Courses of study Governance Respect for processes, rules, and procedures Achievement Presentations Performances Family Involvement Philosophy Resource Management Educational Policy Academic decisions Accountabilty Equity Hierarchical structures

5 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. Teacher as a person Education as a social system for Learning School (Teachers) as a cultural phenomemon Teaching as a science Learner as a person Learning as a science School (Learners) as a cultural phenonemon Education as a social system for Teaching Relevance Reflection Rigor Relationship


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