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Organization and Administration of Secondary Curriculum > Midterm (10.15.24) > Flashcards

Midterm (10.15.24) Flashcards

1
Q

A group of educators decided that American education would consist of 8 yrs in elementary and 4 yrs of secondary at what meeting?

A

The Committee of Ten (1892)

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2
Q

Define junior high

A

The “Capstone” of elementary education

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3
Q

What level of education is considered to be formative?

A

Elementary

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4
Q

Is junior high more or less formative than elementary?

A

Less

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5
Q

What grade levels are included with junior high?

A

7 and 8

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6
Q

What is the bridge from formative (elementary) education to specific (high school) education?

A

Junior High

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7
Q

What levels of education are general?

A

Elementary/Junior High

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8
Q

How many credits are required in Junior High?

A

Credits are not earned at the junior high level/ earning credits typically begins in 9th grade

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9
Q

List some methods of remediation.

A

Reteach
Help Class
Tutoring
Special Education
Summer School
Repeating Grade/Subject

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10
Q

T/F: Tutoring should only be given by certified professionals.

A

False: Tutoring may be done by employing upperclassmen honor students.

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11
Q

Who is responsible for the success of students?

A

The Administrator

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12
Q

Being an administrator is not…

A

…sitting in your office waiting for problems to happen.

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13
Q

What is one of the main goals of senior high?

A

College preparation

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14
Q

Define College Preparatory

A

Any course of study that aims to prepare for any vocation to which God may call them.

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15
Q

What grades are included in Senior High?

A

9th-12th

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16
Q

What are some ways Secondary differs from Primary?

A

-Academic environment
-Classroom appearance
-Teacher influence
-Physical setting
-Extracurricular activities

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16
Q

How does the academic environment differ from Elementary to Secondary?

A

-Teachers communicate issues with students directly vs. addressing issues through parents.
-Students more personally responsible for academics and behavior

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17
Q

What are some potential problems when adding AP courses?

A

There are no AP courses available that are taught from a Christian perspective, so you risk introducing humanistic and progressive philosophies into the classroom.

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18
Q

How does the classroom appearance differ from Elementary to Secondary?

A

Decor, desks, etc.

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18
Q

How does teacher influence differ from elementary to secondary?

A

-balance of male and female teachers (try for 2:3 / 3:2 ratio)
-Male teachers provide good examples of masculinity for young men who may not be getting that influence from home

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19
Q

What are the five core subjects and how often are they taught?

A

Bible (every semester)
English (every semester)
Math (most semesters)
History (most semesters)
Science (most semesters)

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20
Q

How does the physical setting differ from Elementary to Secondary?

A

-Best to not have senior high sharing lunchrooms and bathrooms with kindergarten
-Different classrooms/buildings when possible
-Lockers

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21
Q

What is the definition of curriculum?

A

The plan for meeting objectives and use of materials.

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21
Q

How do extracurricular activities differ from Elementary to Secondary?

A

-Music, sports, etc.
-Organizations/Classes/Clubs
-Class offices (president, secretary, etc.) for each grade

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22
Q

How do Clubs differ from core classes?

A

More student-oriented/student-led

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23
Q

T/F: Using curriculum ensures student success.

A

False: Curriculum does not necessarily ensure student success.

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24
Q

Why is it a bad idea to base a department around a single teacher?

A

It is better to use a curriculum to allow for new teachers to come in and take over where the last teacher left off.

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25
Q

Who is responsible for the implementation of curriculum?

A

The Administrator

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26
Q

What might concern an administrator with an El Ed major teaching Jr high?

A

Treating the students too young. Tone of voice, etc.

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27
Q

What verse might you use to defend not having AP classes?

A

Col. 2:8

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28
Q

In what ways does teaching from a traditional Christian Curriculum develop students?

A

-Intellectually
-Morally
-Spiritually

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29
Q

What goes into a Lesson Plan?

A

-Lists teaching goals/short-term objectives (like taking a bite out of a large meal)
-Breaks down the lesson into manageable steps
-“What” and “when” with some “how”

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30
Q

How do lesson plans affect the product of education?

A

Lesson plans aid in consistency and producing the same quality product year after year.

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31
Q

Spiral Review

A

-Helps struggling learners
-Mastery of facts
-Variety is essential

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31
Q

Scope and Sequence

A

-Directs instructional pace (by what week lessons will be done and assessments will be given, etc.)
-Answer parent questions
-Isaiah 28:10

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32
Q

Curriculum Mapping

A

-Identifies gaps and redundancies
-Improves coherence and effectiveness
-Balance the content [missing term]
-2 Types: Vertical and Horizontal

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33
Q

What is a Vertical Curriculum Map?

A

Content structured logically and sequenced across grade levels so that knowledge is building

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34
Q

What is a Horizontal Curriculum Map?

A

Within the same grade level (only applies to schools w/ multiple classes of same grade). Ensures one section is learning the same content as another section.

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35
Q

At what point is a curriculum map considered finished?

A

A curriculum map is never finished. Improvements are always able to be made.

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36
Q

List 4 reasons why it is impossible to teach secular textbooks from a Christian perspective.

A
  1. Basic philosophical content (most evident in Science and History)
  2. Student response (teacher disagreeing with what the book says)
  3. Believability factor (of the content)
  4. Teacher’s background (It’s easy to ignore minor problems if you’ve been using a book for years. Desensitized to philosophical discrepancies.)
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37
Q

Define Christian Education.

A

A Bible-based, Christ-centered process, of leading a learner to Christ, while teaching obedience, knowledge, attitudes, and skills for effective service for the Lord Jesus Christ.

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38
Q

In what ways is Christian Education concerned about equipping students?

A

-Knowledge (Cognitive domain)
-Attitudes (Affective domain)
-Skills (Psychomotor domain)

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39
Q

In what ways does Christian Education use Evangelization?

A

-Open Enrollment (Great Commision; Mark 16:15)
-Environment conducive to evangelizing

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40
Q

What are 6 Christian School Distinctives?

A
  1. Spiritual Ministry
  2. Academics
  3. Stewardship
  4. Discipline
  5. Standards
  6. Activities
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41
Q

What is the heart of the Christian School?

A

Spiritual Ministry

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41
Q

Describe the Academics of a Christian School.

A

Strong and Traditional

42
Q

What protects the spiritual environment in a Christian School?

A

Standards

43
Q

What protects the learning environment in a Christian School?

A

Discipline

44
Q

Describe the activities in a Christian School.

A

Well-planned and purposeful

45
Q

Describe the stewardship of a Christian School.

A

Thoughtful and God-honoring

46
Q

What verse involves stewardship/dominion over the earth?

A

Gen. 1:28

47
Q

What are the two types of subjects?

A

Skills Subjects and Reading Subjects

48
Q

Skills vs. Reading: How does the teacher teach new information?

A

Demonstrate the skill
Known to the Unknown

48
Q

Skills vs. Reading: How does the teacher make sure the students are learning?

A

Practice, practice, practice
Review questions

49
Q

Skills vs. Reading: What is the purpose of homework?

A

Homework for Practice
Homework for Preparation

50
Q

Skills vs. Reading: What is the primary resource?

A

Teacher/Lesson
Textbook

51
Q

List the 5 learning indicators.

A
  1. Demonstrate
  2. Student questions
  3. Teacher questions
  4. Body language
  5. Individuals
51
Q

List the qualities of a good teacher.

A

-Mentally/Physically prepared
-Meaningful (purposeful) eye contact
-Vocal emphasis
-Vibrant instruction
-Logical progression of ideas
-Consistent student assesment

52
Q

What things do teachers need to manage?

A

-People
-Time
-Resources

53
Q

Qualitative feedback is…

A

-Narrative format
-Open discussion

54
Q

Quantitative feedback is…

A

-Numbers assigned
-More impersonal

55
Q

T/F: You should start observing on the first day of the school year.

A

False: You can walk through classes the first few weeks of the school year, but don’t stay and observe until a few weeks in.

56
Q

Feedback vs. Follow-up

A

Feedback: Informal, Quick narrative
Follow-up: Confirm implementation, More formal

56
Q

Who should you observe? (and in what order of importance)

A

-New teachers
-Known weak teachers
-Veteran teachers

57
Q

How/What should you be observing?

A

-Regularly
-Beginning of class
-End of class
-Students responsive?
-Transitions

58
Q

When observing, what should you notice about the secondary classroom?

A

-Age/Subject Appropriate Furnishings (Chalkboard at the right height for students, lights on and bright enough)
-Conducive to learning (optimum teaching environment)
-Demonstration and Devices (Avoid overuse; devices are not the primary resource of learning.)

59
Q

In what ways should a teacher prepare the lesson?

A

-Comprehend Scope + Sequence
-Consult Lesson Plans
-Read text
-Confirm Objectives
-Practice
-Plan useful homework

60
Q

What is the greatest aid for daily academic success?

A

Lesson plans

60
Q

T/F: You should always read the text in preparation of a lesson, even if you are a veteran teacher.

A

True: If you rely only on what you remember from previous years you will favor only things that stand out to you and miss other details.

61
Q

What questions must a teacher ask himself in confirming objectives for a lesson?

A

-What are you going to accomplish this day?
-What do I expect from my students at the end of the class?

62
Q

How much homework should be assigned for the secondary student?

A
  • 20-30 mins per subject per night
  • 1.5-2 hrs each night (total)
    (lower end for lower secondary grades, higher end for upper secondary grades)
63
Q

What are a few arguments against grading homework in class? For?

A

-extra work on teachers
-may receive help from parents/other students

-grading allows for feedback

64
Q

What are some necessary teaching skills?

A

-Formulate connections (ex.: relate history to current events, etc.)
-Student assessment (ask critical thinking questions, not just lower-level questions)
-Complete lesson (don’t waste class time with unnecessary talking such as personal stories)

65
Q

What are some necessary class management skills?

A

-Maintain sense of urgency
-Establish useful procedures
-Require Participation
-Note-taking Direction
-Unified/Consistent discipline

65
Q

T/F: You should establish procedures on the first day of class to ensure students follow them.

A

False: Establish procedures the first time an event occurs.

65
Q

T/F: You do not need to require junior high to take notes.

A

True: Jr. High may not need to take notes; the textbook will be the primary source.

66
Q

What are the two general expectations for the secondary classroom?

A

-No one is out of their seats without permission
-No one is communicating without permission

67
Q

Unity vs. Consistency (as it relates to discipline)

A

Unity = all teachers have the same expectations
Consistency = teacher gives an unwavering response

67
Q

What are the elements of class time and how long does each last?

A

-Check homework (3-5 mins)
-Homework presentation (10 mins)
-Review (4 mins)
-Lesson (25-30 mins)
-Assign homework (1 min)

68
Q

How much of a skills class’s lesson time should be dedicated to practicing?

A

about 1/2

69
Q

What is a Pupil Progression Plan?

A

The process of how students progress toward meeting graduation requirements.

70
Q

T/F: Pupil Progression Plans, the beginning and end of the school year, etc. are federally mandated.

A

False: these details will vary from state to state

70
Q

What are the two school-year scheduling formats?

A

Traditional and Block

70
Q

How many days are there in the school year?

A

30/50 states require 180 days, but there is no federal mandate

70
Q

What is the name of the credit unit given in high school?

A

The Carnegie unit

71
Q

How many hours of instruction are required to earn a single Carnegie unit?

A

150 (with adequate attendance and a passing grade)

72
Q

What are some contributing factors a school/state may require for graduation?

A

Number of Credits Earned, GPA, Weighted GPA, Standardized Tests, etc.

73
Q

In what ways is 10th grade a “transitional” year?

A

-Bible class subject based (ex.: Bible Doctrines) rather than book based (ex.: Joshua)
-English’s focus shifts from grammar to literature
-More elective options

74
Q

What are the different methods of evaluation?

A

-Criterion-referenced (compares students to correct answers, like a test or quiz - determined by curriculum)
-Norm-referenced (compares students to each other, like a standardized test or grading on the curve)
-No reference (portfolio instead of grades)

75
Q

What considerations should be made in designing and administering tests?

A

-Clear directions
-Practical, consistent layout
-Variety of question levels
-Appropriate Question Types

76
Q

What are the levels of questions you can ask on a test?

A

-Knowledge
-Comprehension
-Application
-Analysis
-Synthesis
-Evaluation

77
Q

T/F: Evaluation questions should be avoided at the secondary level.

A

True: Evaluation questions are used in collegiate settings.

77
Q

What is an example of a synthesis question?

A

Essay question, culminating project, etc.

78
Q

What are the types of questions you can ask on a test?

A

-Short answer
-Long answer (like a list, not an essay)
-Matching
-True or False
-Multiple Choice
-Essay

78
Q

T/F: Math problems are an example of a short answer question.

A

False: Math problems are long answer questions because they require the student to show work, not just supply the answer.

79
Q

What type of question requires a relationship between things?

A

Matching

80
Q

What considerations should be made when formulating true/false questions?

A

-Avoid 50/50 (ex.: the sun rises in the East)
-Avoid ambiguity; always true or always false
-Don’t be wordy
-Limit to single idea (no 2-part questions)
-Avoid negatives

81
Q

What considerations should be made when formulating multiple choice questions?

A

-One clear answer
-Highlight/Bold/Underline negatives
-Avoid Clang associations (when the Q sounds like the A)
-Avoid “All of the above”; “None of the above” is slightly more challenging
-Randomized answers (not all “A”, a pattern, etc.)

82
Q

What considerations should be made when formulating essay questions?

A

-they are hard/time-consuming to grade
-they are more subjective
-Must be written to diminish ambiguity; don’t give students the opportunity to give wordy answers that don’t truly show understanding

83
Q

T/F: The following is an example of Clang association:
Q: What are people from the North called?
A: Northerners

A

True: Clang association is when the question sounds like the answer

84
Q

What is the purpose for review days?

A

-Correct any ambiguity
-Clarification

85
Q

What can you do to avoid “teaching the test” on review days?

A

Ask questions in a different way, mix questions on the test in with ones that are not, etc.

85
Q

What are the different quiz types?

A

Content
Reading
Review

86
Q

What do content quizzes accomplish?

A

-measures general knowledge
-over recently taught material (1 or 2 weeks prior max)
-10 mins
-Give, grade, collect
-typically 10 questions

86
Q

What do reading quizzes accomplish?

A

-over reading assignment
-typically 5 questions
(adjusted grading scale so questions aren’t worth 20pts each)

86
Q

What do review quizzes accomplish?

A

-over entire unit of material (a few weeks worth of material)

87
Q

What are some proper test procedures?

A

-Nothing on desk except cover sheet and pen/pencil
-Teacher walks around classroom to prevent cheating
-Grade tests in a timely manner

88
Q

T/F: All tests and quizzes should be collected after students look over them so that the answers aren’t shared with future classes.

A

False: Tests must be collected but quizzes can be kept by the students.

89
Q

T/F: A successful teacher’s class will have mostly A’s and B’s.

A

False: C’s are average. Too many A’s and B’s could be an indicator of a test/quiz that is too easy, or of the teacher teaching the test. An exception would be Bible class since students know verses a week in advance.

90
Q

What is grade distribution?

A

An analysis of the grades for the whole class on an assessment.

91
Q

What is an item analysis?

A

An analysis of an assessment question-by-question of how many students got a question wrong.

92
Q

T/F: If a majority of students incorrectly answered a test question, the teacher should choose to drop the question.

A

False: The decision to drop a commonly-missed question belongs to the Principal/Administrator.

92
Q

What are some goals of 2001’s No Child Left Behind?

A

-Accountability for Results
-Confirming Progress
-Annual Yearly Progress

93
Q

T/F: Poor standardized test scores are an indicator of poor curriculum.

A

False: You should not base your curriculum on standardized test scores.

“To gather information that can be used to help improve instruction.” (Iowa Test of Basic Skills ITBS)

Organization and Administration of Secondary Curriculum (4 decks)

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