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

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.

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 science Teacher as a person Content Standards Professional Knowledge Skills Curriculum Assessment Testing Identity Beliefs Mental Models Teaching Processes Communication Meaning-Making Processes School as a teaching culture Education as a social system for Teaching One perspective is to think about Education and schools from the perspective of the teacher. Shared Purpose Common Vision Learning community Decision-making Power and Authority Agreed-upon rules, processes and procedures Philosophy Resource Management Educational Policy Accountability Equity Hierarchical structures

School as a Learning culture for students Each quadrant corresponds to a critical dimension of instructional analysis. Learner as a person Learning as a science Engagement Identity Task Relevance Sense Making Motivation Conceptual understanding Brain Research Technology Content/Subjects Behavior Grades Test Scores Projects School as a Learning culture for students Education as a social system for Learning Another perspective looks at schools and education in terms of the learner. 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

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 science Teacher as a person Relevance Rigor Learner as a person Learning as a science Pedagagy (how) Content (what) Education as a social system for Learning Another perspective looks at schools and education in terms of the learner. School (Learners) as a cultural phenonemon Reflection Relationship Education as a social system for Teaching School (Teachers) as a cultural phenomemon Purpose (why "We")