Quiz 1 Material

Question 1

Pedagogy

Answer 1

-The method and practice of teaching
-An educator’s teaching beliefs
-How you assess, and how you care for your students

Question 2

Subject-matter content knowledge

Answer 2

What is the content and why the content is so, and why some topics are central and others are peripheral

Question 3

Pedagogical content knowledge

Answer 3

The most effective ways of representing and formulating subject matter

Question 4

Curricular knowledge

Answer 4

Instructional material available and mandated to teachers for the delivery of subject matter

Question 5

Reflective practice in teaching

Answer 5

Teachers studying their own teaching methods (leads to high levels of competence, performance and conduct)

Question 6

Routine experts (Teachers)

Answer 6

Efficiency at the expense of innovation (they find it difficult to handle curricular changes), unchanging core set of competencies

Question 7

Adaptive experts (Teachers)

Answer 7

Constantly changing core competencies and expand the breadth and depth of their expertise, good with innovation and efficiency

Question 8

Teaching log steps

Answer 8

1. Identify and analyze elements
2. Gather new information
3. Does this new info have implications for your practice?
4. Implement desired changes

Question 9

Metaphysics (Philosophy)

Answer 9

Nature and being of the world (Is there purpose in the world)

Question 10

Epistemology (And implications for educators)

Answer 10

Questions focused on nature and scope of knowledge. Teachers need to determine what is true in the content and how to deliver the content

Question 11

Axiology

Answer 11

Ethics

Question 12

Deductive logic

Answer 12

Making inferences to go from general ideas to specific conclusions

Question 13

Inductive logic

Answer 13

Specific ideas to general conclusions (everyday situations), ie discovery learning

Question 14

Educational Philosophy

Answer 14

A set of ideas and beliefs about education that guide the professional behaviour and actions of educators

Question 15

Perennialism

Answer 15

(Classics) They believe themes and truths remain constant throughout history. Teacher-centered, subject based approach

Question 16

Essentialism

Answer 16

(Back to basics), content and test scores the focus. Teacher-centered, traditional approach

Question 17

Progressivism

Answer 17

Student-centered, active learning (not passive), group work, teachers are guides on the side

Question 18

Existentialism

Answer 18

(Free will), provides students the freedom to ask questions, conduct own inquiries and draw own conclusions

Question 19

Social Reconstructionism

Answer 19

Schools must provide students with the tools to fix social issues (activism), rebuilding society

Question 20

Humanistic psychology

Answer 20

Focus on individual needs,
personal freedom, choice, awareness and personal responsibility

Humanistic Psychology– Focus on individual needs,
personal freedom, and self-actualization

Question 21

Maslow’s Hierarchy of needs

Answer 21

From basic to advanced (bottom to top):
Physiological (Food, sleep, water) -> Safety -> Social (acceptance) ->Ego (Self-Esteem) -> Self-Actualization (Challenging, innovation, learning/creating)

Question 22

Behaviourism

Answer 22

(No free will), habit forming using reinforcers, we do what we do due to outside forces/environment

Question 23

Constructivism

Answer 23

(Free will), student centred, learning is an active, meaning making process, (truth is constructed) teachers must understand students

Question 24

BNA (British North America) act (1867)

Answer 24

Give responsibility of education to the provinces, school rights (catholic) constitutionally guaranteed

Question 25

TPA (Teacher profession act) (1944)

Answer 25

Teacher federation, mandatory membership, (now OTF)

Question 26

Hope report (1945)

Answer 26

Post ww2 report, called for restructuring of grade levels, (6-3-3 plan) ie grades 1-6, 7-9, 10-12 (largely ignored, bits and pieces implemented)

Question 27

Porter plan (1949)

Answer 27

-Introduced divisions PJIS -abolished high school entrance exam -Increase compulsory school age to 16 years old

Question 28

3 issues in 1950s-1960s

Answer 28

1. Booming post war economy 2. Built bigger schools and roads (bussing students) 3. Teacher shortage (Requirements lowered)

Question 29

Reasons for 1960s policy changes to include 2,4, and 5 year high school options, with skills training options Kids stay in school longer (drop out rate lowered)

Answer 29

Educated people make more money, and promote greater social justice

Question 30

Hall-Dennis report (1968)

Answer 30

-Whole child approach -Relevancy to real life -Interdisciplinary basis of curriculum -Activity and project based learning -Self-directed learning -Account for individual differences

Question 31

Ryerson beliefs

Answer 31

Education should be: -Universal -practical -founded on religion and morality -represent intellectual and physical dimensions -curriculum ranges from agriculture to music and has specific classes

Question 32

French culture in schools

Answer 32

Religious roman catholic church influences, keep boys with guns out of trouble

Question 33

English culture in schools

Answer 33

Class divisions (upper, middle, lower class) Public schools exclusive for upper class, everyone else went to church of England schools

Question 34

American culture in schools

Answer 34

Religious, two track system

Question 35

Scottish culture in schools

Answer 35

Every child must attend school, both genders

Question 36

Residential schools

Answer 36

Designed to assimilate first nations people to European culture, children were taken from their families and forbidden from speaking their native language

Question 37

Secondary Education Review Project Recommendations (SERP) -1980

Answer 37

3 major recommendations: Higher proportion of compulsory credits (9 to 18), continue with 3 streams, one diploma

Question 38

Review of secondary education (ROSE) - 1982

Answer 38

Keep 3 streams, eliminate grade 13, increase to 16 compulsory credits

Question 39

SSHGD and SSGD

Answer 39

4 course levels (Modified, basic, general, advanced), SSGD - 27 credits, 9 compulsory 1 credit = 110 hours SSHGD is for university bound students and needs 6 honor level credits

Question 40

Ontario schools Intermediate senior (OS:IS) 1984

Answer 40

One diploma (30 credits), certificate of education (16 credits), development of Co-op programs, SALEP (student alternative learning education program)

Question 41

Radwanski Report Recommendations (1987)

Answer 41

-Introduced Junior Kindergarden -standardized testing -to eliminate streaming in grade 9 -stay with homeroom teacher for at least 2 subjects -wanted to abolish credit system in grades 9 and 10

Question 42

For the love of learning (Royal commission on education) (1994)

Answer 42

-Daily physical activity DPA -Community service hours -EQAO -OCT -NTIP (new teacher induction program) -School advisory council -Student trustee on board of education

Question 43

Research-based Competencies

Answer 43

Behaviours that research has identified as characteristic of effective teachers

Question 44

Philosophy (Definition)

Answer 44

Love of wisdom

Question 45

Robarts Plan (1962-1968)

Answer 45

-Kept kids in school longer -Led to the expansion of skill training -Education led to better-paying jobs -Stress on equality of educational opportunity (with stress on the access to education)