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AQAL for Effective Instruction and School Improvement

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

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AQAL for Effective Instruction and School Improvement

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  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. Teachingas a science Teacheras a person • Content Standards • Professional Knowledge • Skills • Curriculum • Assessment • Testing • Identity • Beliefs • Mental Models • Teaching Processes • Communication • Meaning-Making Processes Schoolas a teaching culture Educationas a social system for Teaching • 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

  4. Each quadrant corresponds to a critical dimension of instructional analysis. Learneras a person Learningas a science • Engagement • Identity • Task Relevance • Sense Making • Motivation • Conceptual understanding • Brain Research • Technology • Content/Subjects • Behavior • Grades • Test Scores • Projects Schoolas a Learning culture for students Educationas a social system for Learning • 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. 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 School (Learners) as a cultural phenonemon Reflection Relationship Education as a social system for Teaching School (Teachers) as a cultural phenomemon Purpose (why "We")

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