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December Quiz Flashcards

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1
Q

What is a teaching philosophy

A

Set of principles that guide professional action

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2
Q

What 4 beliefs affect teaching philosophies?

A

-teaching as an art or teaching as a science

-beliefs about students: innately good, bad or tabula rasa (blank slate)

-beliefs about knowledge (transmission or constructivism)

-belief about what is worth knowing (facts, concepts, while child)

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3
Q

What are the main teaching philosophies

A

Behaviourism
Perennialism
Essentialism
Progressivism
Existentialism
Indigenous education
Social reconstructivism

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4
Q

Behaviourism

A

-people have no free choice
-teachers role is to identify desired behaviour in students and reward it
-people avoid bad behaviour because they do not want the consequences

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5
Q

Perennialism

A

-truth is constant and timeless
-great ideas have remained unchanged
-students should be exposed to the great works

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6
Q

Essentialism

A

-back to the basics (no frills)
-knowledge is temporal and students need a core of knowledge to be productive in society

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7
Q

Progressivism

A

-Teachers role is facilitator
-knowledge is temporal
-need to learn to solve problems on own
-considers whole child and students interests into curriculum
-works toward positive growth in society

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8
Q

Existentialism

A

-individual experiences are important
-teachers help students define their roles
-curriculum provides students with freedom to ask

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9
Q

Indigenous education

A

-inter-relationships between people and land define identity
-holism
-ancestral knowledge is passed down through stories
-demonstration and imitation are important

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10
Q

Social reconstructivism

A

-role of students is to change current school order
-bring community into classroom
-students learn they have control and responsibility in social reform

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11
Q

Explain Brofenbrenners model

A

Child-factors within the child that affect outcomes (beliefs and traits)

Microsystem-environments with a direct effect on the child

Mesosystem-relationships between members of the Microsystem

Ecosystem-non-direct effect through decisions that influence microsystem

Macro system-world, nation, policy

Strong links in system create resilience
Weak areas create risk factors

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12
Q

What does the charter of right and freedoms quarentee regarding education?

A

Equal right to an education without discrimination due to ethnic or national origin, colour, religion, sex, age, mental or physical disability.

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13
Q

How is SES defined

A

Socio-economic status

Parental income
Parental education
Parental work status

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14
Q

How is SES related to school outcomes

A

-better parental income, education and work status correlated with higher likelihood to graduate
-low income has strong correlation to not graduating.
-parental attitude toward schooling is strongest attribute to a child’s school success

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15
Q

Main points of 6 risk factors of school failure

A
  1. SES: lower=less likely to graduate. Poverty follows trend and indigenous are more likely to be poorer and therefore more likely to not graduate.
  2. Family structure=Large families, less spacing between kids, lower birth order (except immigrants), like parents are all less likely to have successful schooling
  3. Minority status= Immigrants/Refugees/ Indigenous kids are overrepresented in those who drop out/ are expelled or fail to meet English and math standards.
  4. Few friendships= Need at least one strong relationship to be resilient, at age 10 you need 2. Do better if you know someone in your class.
  5. Children in care= 66% of MB kids in care (even for 72 hours) do not graduate from high school.
  6. Children with special needs= nearly 1/2 teachers have no training to teach those with special needs. High or low ability needs are at a greater risk.
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16
Q

Do risk factors cause school failure? Why is this distinction important in relation to the self-fulfilling prophecy?

A

No, all of the risk factors are correlated. They do not cause school failure, they are just related to it. If we lower expectations for children with risk factors, we will cause the self-fulfilling prophecy. Need to focus on protective mechanisms to maximize success.

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17
Q

What do these acronyms stand for:

SLO
GLO
GBD
BLM

A

specific learning outcome
General learning outcome
Grand Band Descriptors
Black line masters

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18
Q

What is the basic format of a gronlund style behavioural objective?

A

After an activity where the students are exposed to the content and an activity where the students practice the skill with teacher feedback, the students will verb the content on an assessment activity.

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19
Q

List the 3 stages and the subsections of the triple A lesson plan model in order.

A

Activating:
-students will have their attention hooked
-student will show prior knowledge
-student will be told the focus of the lesson

Acquiring:
-students will be exposed to the content
-students will practice the content

Applying/Assessment:
-students will verb the content through an assessment activity

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20
Q

List the levels of blooms taxonomy from lowest to highest and provide 2 verbs for each level

A

Knowledge: describe, state, list, label
Comprehension: describe, explain
Application: demonstrate, solve, build

-Higher level: critical thinking-

Analysis: differentiate, compare
Synthesis: create, predict
Evaluation: criticize, defend

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21
Q

Non observable verbs

A

Recognize
Understand
Identify
Love

Change to knowledge verbs

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22
Q

List the rules for setting up a classroom

A
  1. Ensure classroom is consistent with goals of instruction
  2. Ensure students can see presentations/ displays
  3. Ensure you can see all your students
  4. Keep high traffic areas free of congestion with room between desks
  5. Keep materials accessible
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23
Q

Contrast the concepts of classroom rules and classroom procedures

A

Rules: standards of behaviour, more general, answers question: what is the goal
-be respectful
-respect people and property

Procedures: behaviours toward a specific outcome. More specific, answers the question: how do we do it?
-raise hand when you have question
-no talking at Center

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24
Q

How many rules are typically recommended for use in classrooms? Why?

A

4-8
Not too general or specific

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25
List and describe the 7 procedures that help classes run smoothly
1. Movement- to use fountain, washroom, make groups 2. Use of centres-don’t make too attractive 3. Communication- how do children indicate they want to participate? Is chatting allowed? What is quiet? 4. Getting help- how do children indicate they need help? 5. When work is completed- more work? Centres? 6.Transitions-Line up/chatting allowed? Give warnings? Procedures during and after small group work? 7. Emergencies-Fire-drill, medical, as per school rules
26
Cohens d is commonly called _______
Effect size
27
What number represents a small, medium and large effect size
.2 .4 .6
28
What kind of research design must be in place to find causality?
Experimental
29
What is the difference between causal and Correlational findings
Causal: control group must be in place and factors outside the dependent variable must be controlled in an experimental design. In this way, we determine if one variable is caused by another variable. Correlational: investigates relationships between two variables without controlling or manipulating either variable.
30
What additional information is provided from a meta-analytic design
Tells us if one variable causes another variable, and it also tells us how much!
31
List 5 classroom strategies with small effect sizes
Homework Reduced class size Co-teaching Ability groups Strident controlled learning
32
List all classroom strategies with large effect sizes
Formative assessment Address classroom behaviour Reciprocal teaching Spaced vs. Massed practice Mega-cognitive strategies (reflect) Self-questioning and Self-verbalization: students develop questions as they read or listen to help them find and understand info
33
Discuss 4 ways to organize structure during direct instructions which is most effective?
1. While/part: introduce the whole and then each part so structure of knowledge is clear (most effective) 2. Sequential: use the same structure as found in the real world 3. Combination: like a web. Allows students to see how the parts fit together 4. Rule-example-rule: state rule, provide examples, restate rule
34
Discuss 6 types of direct presentations
1. Pure-teacher talks for up to an hour, students listen and take notes (no interruptions or questions) 2. Chalk-talk lecture: use of board added 3. Audio-visual lecture: media provided to enhance note taking 4. Guided note-taking: teacher provides outline or detailed notes 5. Combined lecture: Teacher adds questions throughout the lecture 6. Mini lecture: Short (15min) with activity, talk or application
35
Discuss ways to respond to incorrect answers. Which is controversial and why?
Incorrect and careless -20% of the time due to boredom or fatigue -some say acknowledge the answer is wrong and move to next. -others say answer should be remediated and that by saying the answer is wrong, others will be inhibited from trying. Controversial Incorrect due to lack of knowledge: always remediate by giving hints, probes and ask questions
36
Discuss ways to respond to correct answers
Correct, quick, firm: affirm and then move to next student Correct but hesitant: give immediate, positive feedback, review facts in support of answer.
37
What are the benefits and deficits of direct instruction?
Benefits: -teacher able to control amount of content covered (timing) -perceived higher engagement (control) -ensures logical presentation and coverage of core material (common frame of reference) -easy to assess (MC, TF) Deficits: -Poor note-takes benefit less -can be boring -ignores individual differences -fosters lower level thinking
38
Explain keys to presentations
-enthusiasm: interest, vigour, animated -clarity: 1 point at a time, good volume -appropriate pace: allow time, pause -avoid distracting gestures: um, pacing -eye contact -variety -humour -descriptive language: greater detail in difficult areas, lots of examples
39
Compare direct (functions) and indirect (components)
Functions: -review and check: hook, tie lesson to previous learning, CFPL -present and structure: size on content, organization -guided practice -feedback and correctives: do q’s actually check understanding -independent practice: look for 60-80% success rate Components: -using student experiences (relate to interests) -conceptual movement (inductive/ deductive) -questions (used to extend learning and guide next questions)
40
What is the difference between type 1 and type 2 learning? Which type of instruction supports each of these two types of learning?
Type1: transmission of knowledge using lower level of blooms taxonomy. Uses questions to elicit a specific answer. Direct instruction Type 2: construction of knowledge using higher levels of blooms taxonomy. Uses questions to change schema. Indirect instruction
41
What is the teachers role in questioning during direct teaching? In discussion?
The role of the teacher is transmission of knowledge In discussion: teachers are leading the discussion and guiding all questions
42
What two ways does conceptual movement occur in indirect teaching? Explain each and give an example
Inductive: bottom-up reasoning that begins with 1 or more observations and generates a theory. Ex: every quiz was easy, so this test will be easy. Deductive: too-down reasoning that begins with a theory and tests individual observation to see if they support or fail the theory. Ex: all students in this class play guitar. Sam is in this class. Therefore, Sam plays the guitar.
43
How much talking is usually done by teachers in what they call “discussion”
88%
44
List 3 types of large group discussion and differentiate between them
1. Teacher-directed conversation: teacher draws out ideas and encourages multiple perspectives 2. Open-ended: teacher joins in, not controlling, students decided direction of conversation 3. Posing challenging questions: Socratic method: q’s lead to q’s. Teachers role is challenging students beliefs
45
List 3 types of small group discussion and differentiate between them
1. Brainstorming- size of group determines by amount of time. Ideas not evaluated. Quantity over quality. 2. Role playing- 7-10 people, process oriented, encourages multiple perspectives 3. Simulation- recreation of real life events, special case of role playing, can change attitudes/ motivate, results in increased decision making and interaction (larger)
46
Does divergent thinking lead to higher test scores? Why or why not?
These is lack of support for higher test scores due to 3 reasons: 1. Lack of match (not one correct answer) 2. Takes longer to build up ideas 3. Shows up in other places like problem solving ok the playground or real life These make it hard to assess
47
What is schema? How does divergent thinking affect schema?
A pattern of thought or behaviour that organizes categories of information and the relationships among them. Divergent questions are used to extend thinning and to challenge your current schema.
48
How are questions used differently in type 1 and type 2 learning?
Type 1 questions are used to elicit a specific fact back. Type 2 questions are used to change schema
49
Compare convergent and divergent questions
Convergent questions goal is to elicit a correct answer that is very limited in terms of what is acceptable. It includes facts! It is based on transmission of Knowledge and lower level thinking Divergent questions goal is to elicit more information form the student in order to extend thinking. Uses construction of knowledge and higher level thinking
50
Define self-directed learning
Self direct learning teachers students to think about their thinking. T actively engages students to foster development of independent reasoning, problem solving and critical thinking. The teacher is not passive!
51
Explain how the teachers role in self-directed learning is related to meta-cognition?
Teachers role is to provide info about mental strategies for recall and comprehension, modelling how and when to use these strategies. Encourage students to create meaning in the materials, passing responsibility for learning over to the students while ensuring the students have the skills to meet the challenge. Teachers want students to think about their thinking and to reason on their own. To know how they think, and where their strengths and weaknesses are.
52
Explain the 3 main ideas of Vygotskys theory
1. Scaffolding: providing support (hints, cues) that move the learner through ZPD 2. Zone of proximal development: the zone between what the learner can do independently and what they can accomplish with scaffolding. 3. Humanism: focus is the relationship between the learner and the teacher that allows the learner to grow toward independence.
53
Outline the 3 main practical applications of Self Directed Learning
1. Demonstration: used when sharing is better than telling. Includes focus attention, tell students why demo is important, relate demo to existing student knowledge, make small, obvious steps that are thought out loud, give aids to help remember. 2. Cognitive strategies: -memory oriented -comprehension oriented (help us understand information through self-questioning and note-taking if not used entirely) 3. Problem solving
54
Give an example of each of the memory-oriented strategies
Mneumonics: rhymes, acronyms (BEDMAS, AU) Acrostics: Link first letter of each word with another word beginning with the same letter in a sentence (Never Eat Soggy Weiners, Please excuse my dear aunt sally) Loci method: linking each piece of info with a location. Place each planet around items in your kitchen.
55
Describe the ideal model of problem solving
I=identify the problem (curiosity, dissatisfaction) D=Define the problem (focus on important info only) E=Explore possible solutions: algorithms or heuristics A=act out solution: carry out strategy L=look back and evaluate: check using algorithm/ logic/ did you answer the question?
56
Algorithms vs Heuristics
Step by step procedures General strategies
57
Explain the 5 types of heuristics
1. Means end: break complex problem into smaller parts 2. Working backwards: used when goal is clear but beginning is not 3. Analogically thinking: limits solution strategies to those used in similar problems 4. Solve a simple version: notice pattern 5. External representation: drawings, graphs, construction to visualize the problem (Apollo 13)
58
What factors inhibit problem based learning?
functional fixedness -limit thinking to common use of object or doing something in the same way only) Lack of flexibility -so immersed in problem that they cannot step backs and reflect on solution Response set -using one strategy successfully and then being unable to switch to new one
59
Describe the 3 main types of learning environments
1. Individual: student competes aga sunset self and achievement of goals is not affected by others 2. Competitive: students compete against each other for limited rewards. In order to reach your goal, someone else has to not reach theirs. 3. Co-operative: I’m order for students to success, others must success as well.
60
What are the 5 elements of co-operative learning?
A= individual accountability: to group and to self. Each student given individual marks for their performance. F=Face to face interaction: not just handing in separate parts, but working as a team. I=positive interdependence: for one to succeed, all must succeed. Reward equally available to high and low achievers S=Scaffolding and interpersonal skill development: members learn to work as part of a group and develop social skills H=Heterogeneity: gender, ability, race etc.
61
Describe the steps of STAD
Student Teams Achievement Division 1. Teacher led instruction 2. Heterogenous group work 4): 1 high achiever, 2 middle, 1 low. They work together and help each other. 3. Quiz individually 4. Improvement points based off of previous base score. 5. Team recognition: certificates, privileges Adjust base score
62
Explain the point system of STAD
Perfect score = 30 points 10+ above base score= 30 points From base to ten =20 points Ten below to one below base=10 points More than 10 below= 0 points Average out teams scores Good team: 15 Great team: 20 Super team: 25
63
Explain the TGT model
Teams-Games-Tournament 1. Teacher led instruction 2 Heterogeneous groups of 4 3. Tournament: each table has 3 students of equal ability compete in a game based on quiz questions. Students get a check mark for each correct answer. 4. Improvement points: Most correct=60 points, second=30 points, last=20 points. Bring points back to base team 5. Team recognition Bumping after
64
Explain bumping in TGT
Bumped up or down ability tournament table groups based on their previous tournament performance.
65
Explain Jigsaw 2
1.a) print material in base groups b) studying/working in expert group 2. Heterogenous group work where everyone teachers their group what they learned and they study. 3. Quiz individually 4. Improvement points 5. Team recognition Adjust base score after
66
Describe Kagan’s approach to co-operative learning
-numbered heads together: each heterogenous table group of 4 is given a number per person. Teacher asks a questions to large group and picks a number, they must share what their group discussed. Teacher awards points for correct answers. Think-pair-share
67
Describe Cohen’s approach to co-operative learning
Discussion groups (co-ops)- heterogenous groups, controversial issue discussed, procedures set in place to ensure accountability to the group and to the teacher. Goal is to deepen understanding, not debate or consensus.
68
Some benefits and deficits of indirect instruction
Benefits: -nurtures critical thinking -teaches discussion skills Deficits: -teacher expressing own opinion -showing favouritism
69
Classroom rules should include:
Respect for people and property Respect for school rules Rules for academic work Rules for classroom conduct
70
Questions are used to ______ in type 1, and used to _____ in type 2
Check understanding Extend thinking
71
Two types of divergent thinking
Single word Concept
72
2ab-comprehension-oriented strategies
Self questioning Note taking

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