Quiz 1 Material Flashcards
Pedagogy
-The method and practice of teaching
-An educator’s teaching beliefs
-How you assess, and how you care for your students
Subject-matter content knowledge
What is the content and why the content is so, and why some topics are central and others are peripheral
Pedagogical content knowledge
The most effective ways of representing and formulating subject matter
Curricular knowledge
Instructional material available and mandated to teachers for the delivery of subject matter
Reflective practice in teaching
Teachers studying their own teaching methods (leads to high levels of competence, performance and conduct)
Routine experts (Teachers)
Efficiency at the expense of innovation (they find it difficult to handle curricular changes), unchanging core set of competencies
Adaptive experts (Teachers)
Constantly changing core competencies and expand the breadth and depth of their expertise, good with innovation and efficiency
Teaching log steps
- Identify and analyze elements
- Gather new information
- Does this new info have implications for your practice?
- Implement desired changes
Metaphysics (Philosophy)
Nature and being of the world (Is there purpose in the world)
Epistemology (And implications for educators)
Questions focused on nature and scope of knowledge. Teachers need to determine what is true in the content and how to deliver the content
Axiology
Ethics
Deductive logic
Making inferences to go from general ideas to specific conclusions
Inductive logic
Specific ideas to general conclusions (everyday situations), ie discovery learning
Educational Philosophy
A set of ideas and beliefs about education that guide the professional behaviour and actions of educators
Perennialism
(Classics) They believe themes and truths remain constant throughout history. Teacher-centered, subject based approach
Essentialism
(Back to basics), content and test scores the focus. Teacher-centered, traditional approach
Progressivism
Student-centered, active learning (not passive), group work, teachers are guides on the side
Existentialism
(Free will), provides students the freedom to ask questions, conduct own inquiries and draw own conclusions
Social Reconstructionism
Schools must provide students with the tools to fix social issues (activism), rebuilding society
Humanistic psychology
Focus on individual needs,
personal freedom, choice, awareness and personal responsibility
Humanistic Psychology– Focus on individual needs,
personal freedom, and self-actualization
Maslow’s Hierarchy of needs
From basic to advanced (bottom to top):
Physiological (Food, sleep, water) -> Safety -> Social (acceptance) ->Ego (Self-Esteem) -> Self-Actualization (Challenging, innovation, learning/creating)
Behaviourism
(No free will), habit forming using reinforcers, we do what we do due to outside forces/environment
Constructivism
(Free will), student centred, learning is an active, meaning making process, (truth is constructed) teachers must understand students
BNA (British North America) act (1867)
Give responsibility of education to the provinces, school rights (catholic) constitutionally guaranteed
TPA (Teacher profession act) (1944)
Teacher federation, mandatory membership, (now OTF)
Hope report (1945)
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)
Porter plan (1949)
-Introduced divisions PJIS
-abolished high school entrance exam
-Increase compulsory school age to 16 years old
3 issues in 1950s-1960s
- Booming post war economy
- Built bigger schools and roads (bussing students)
- Teacher shortage (Requirements lowered)
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)
Educated people make more money, and promote greater social justice
Hall-Dennis report (1968)
-Whole child approach
-Relevancy to real life
-Interdisciplinary basis of curriculum
-Activity and project based learning
-Self-directed learning
-Account for individual differences
Ryerson beliefs
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
French culture in schools
Religious roman catholic church influences, keep boys with guns out of trouble
English culture in schools
Class divisions (upper, middle, lower class)
Public schools exclusive for upper class, everyone else went to church of England schools
American culture in schools
Religious, two track system
Scottish culture in schools
Every child must attend school, both genders
Residential schools
Designed to assimilate first nations people to European culture, children were taken from their families and forbidden from speaking their native language
Secondary Education Review Project Recommendations (SERP) -1980
3 major recommendations:
Higher proportion of compulsory credits (9 to 18), continue with 3 streams, one diploma
Review of secondary education (ROSE) - 1982
Keep 3 streams, eliminate grade 13, increase to 16 compulsory credits
SSHGD and SSGD
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
Ontario schools Intermediate senior (OS:IS) 1984
One diploma (30 credits), certificate of education (16 credits), development of Co-op programs, SALEP (student alternative learning education program)
Radwanski Report Recommendations (1987)
-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
For the love of learning (Royal commission on education) (1994)
-Daily physical activity DPA
-Community service hours
-EQAO
-OCT
-NTIP (new teacher induction program)
-School advisory council
-Student trustee on board of education
Research-based Competencies
Behaviours that research has identified as characteristic of effective teachers
Philosophy (Definition)
Love of wisdom
Robarts Plan (1962-1968)
-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)
