MPT Pedagogy UPDATED ACTUAL
Questions and CORRECT Answers
responsibility - CORRECT ANSWER --fulfils responsibilities and commitments within
the learning environment;
-completes and submits class work, homework, and assignments according to agreed-upon
timelines;
-takes responsibility for and manages own behaviour.
organization - CORRECT ANSWER --devises and follows a plan and process for
completing work and tasks;
-establishes priorities and manages time to complete tasks and achieve goals;
-identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
Independent Work - CORRECT ANSWER --independently monitors, assesses, and
revises plans to complete tasks and meet goals;
-uses class time appropriately to complete tasks;
-follows instructions with minimal supervision.
collaboration - CORRECT ANSWER --accepts various roles and an equitable share of
work in a group;
-responds positively to the ideas, opinions, values, and traditions of others;
-builds healthy peer-to-peer relationships through personal and media-assisted interactions;
-works with others to resolve conflicts and build consensus to achieve group goals;
-shares information, resources, and expertise and promotes critical thinking to solve problems
and make decisions.
Initative - CORRECT ANSWER --looks for and acts on new ideas and opportunities for
learning;
-demonstrates the capacity for innovation and a willingness to take risks;
,-demonstrates curiosity and interest in learning;
approaches new tasks with a positive attitude;
-recognizes and advocates appropriately for the rights of self and others.
self-regulation - CORRECT ANSWER --sets own individual goals and monitors progress
towards achieving them;
-seeks clarification or assistance when needed;
assesses and reflects critically on own strengths, needs, and interests;
-identifies learning opportunities, choices, and strategies to meet personal needs and achieve
goals;
-perseveres and makes an effort when responding to challenges.
OSP identifies and describes the following important work habits - CORRECT
ANSWER -working safely, teamwork, reliability, organization, working independently,
initiative, self-advocacy, customer service, and entrepreneurship.
OECD report outlines the following three categories of competency - CORRECT
ANSWER -Using technology interactively
Interating in Heterogeneous groups
Acting autonomously
OECD- Acting Autonomously - CORRECT ANSWER -The ability to act within the
bigger picture
The ability to form and conduct life plans and personal projects
The ability to defend and assert rights, interests, limits, and needs
OECD- Interacting in Heterogeneous groups - CORRECT ANSWER -The ability to relate
well to others
The ability to cooperate and work in teams
The ability to manage and resolve conflicts
,What does OECD stand for? - CORRECT ANSWER -Organisation for Economic Co-
operation and Development
The 3 goals of the guidance and career education program - CORRECT ANSWER -(1)
student development, (2) interpersonal development, and (3) career development.
Guidance and career goal of student development - CORRECT ANSWER -Students will
learn to set and achieve learning goals both inside and outside school, manage their own
learning, and acquire the habits and skills necessary for success both inside and outside school.
As students develop the ability to understand how they learn, recognize areas that need
improvement, set goals for improvement, monitor their own learning, and become independent
learners, they are acquiring the basic habits and skills they will require for lifelong learning.
Guidance and career goal of interpersonal development - CORRECT ANSWER -Students
will learn to demonstrate self-discipline, take responsibility for their own behaviour, acquire the
knowledge and skills required for getting along with others both within and beyond the school,
and choose ways of interacting positively with others in a variety of situations. They will also
learn about thoughtful and non-violent problem resolution, social responsibility, working
cooperatively with others, and caring about others.
What is the content standards of the Ontario curriculum? - CORRECT ANSWER -the
curriculum expectations identified for every subject and discipline. They describe the knowledge
and skills students are expected to develop and demonstrate in their class work, on tests, and in
various other activities on which their achievement is assessed and evaluated. There are two sets
of curriculum expectations - overall expectations and specific expectations. Theoverall
expectations describe in general terms the knowledge and skills that students are expected to
demonstrate by the end of each grade or course. The specific expectations describe the expected
knowledge and skills in greater detail. Taken together, the overall and specific expectations
represent the mandated curriculum - the content standards.
What is the performance standards of the Ontario curriculum? - CORRECT ANSWER -
outlined in the achievement chart that appears in the elementary and secondary curriculum
document for every subject or discipline. The achievement chart for each subject/discipline is a
standard province-wide guide and is to be used by all teachers as a framework within which to
assess and evaluate student achievement of the expectations in the particular subject or
, discipline. It enables teachers to make consistent judgements about the quality of student
learning based on clear performance standards and on a body of evidence collected over time. It
also provides teachers with a foundation for developing clear and specific feedback for students
and parents
Purposes of the achievement chart - CORRECT ANSWER -provide a common framework
that encompasses all curriculum expectations for all subjects/courses across grades;
guide the development of high-quality assessment tasks and tools (including rubrics);
help teachers to plan instruction for learning;
provide a basis for consistent and meaningful feedback to students in relation to provincial
content and performance standards;
establish categories and criteria with which to assess and evaluate students' learning.
The 4 categories of knowledge and skills - CORRECT ANSWER -Knowledge and
Understanding: Subject-specific content acquired in each grade/course (knowledge), and the
comprehension of its meaning and significance (understanding)
Thinking: The use of critical and creative thinking skills and/or processes
Communication: The conveying of meaning through various forms
Application: The use of knowledge and skills to make connections within and between various
contexts
the achievement chart provides "criteria" and "descriptors" - CORRECT ANSWER -The
criteria are the subsets of knowledge and skills that define each category. They identify the
aspects of student performance that are assessed and/or evaluated, and serve as a guide to what
teachers look for.
The descriptors indicate the characteristics of the student's performance, with respect to the
particular criteria, on which assessment or evaluation is focused. Effectiveness is the descriptor
used for each of the criteria in the Thinking, Communication, and Application categories. What
constitutes effectiveness in any given performance task will vary with the particular criterion
being considered
Level 1 Achievement - CORRECT ANSWER -represents achievement that falls much
below the provincial standard. The student demonstrates the specified knowledge and skills with
Questions and CORRECT Answers
responsibility - CORRECT ANSWER --fulfils responsibilities and commitments within
the learning environment;
-completes and submits class work, homework, and assignments according to agreed-upon
timelines;
-takes responsibility for and manages own behaviour.
organization - CORRECT ANSWER --devises and follows a plan and process for
completing work and tasks;
-establishes priorities and manages time to complete tasks and achieve goals;
-identifies, gathers, evaluates, and uses information, technology, and resources to complete tasks.
Independent Work - CORRECT ANSWER --independently monitors, assesses, and
revises plans to complete tasks and meet goals;
-uses class time appropriately to complete tasks;
-follows instructions with minimal supervision.
collaboration - CORRECT ANSWER --accepts various roles and an equitable share of
work in a group;
-responds positively to the ideas, opinions, values, and traditions of others;
-builds healthy peer-to-peer relationships through personal and media-assisted interactions;
-works with others to resolve conflicts and build consensus to achieve group goals;
-shares information, resources, and expertise and promotes critical thinking to solve problems
and make decisions.
Initative - CORRECT ANSWER --looks for and acts on new ideas and opportunities for
learning;
-demonstrates the capacity for innovation and a willingness to take risks;
,-demonstrates curiosity and interest in learning;
approaches new tasks with a positive attitude;
-recognizes and advocates appropriately for the rights of self and others.
self-regulation - CORRECT ANSWER --sets own individual goals and monitors progress
towards achieving them;
-seeks clarification or assistance when needed;
assesses and reflects critically on own strengths, needs, and interests;
-identifies learning opportunities, choices, and strategies to meet personal needs and achieve
goals;
-perseveres and makes an effort when responding to challenges.
OSP identifies and describes the following important work habits - CORRECT
ANSWER -working safely, teamwork, reliability, organization, working independently,
initiative, self-advocacy, customer service, and entrepreneurship.
OECD report outlines the following three categories of competency - CORRECT
ANSWER -Using technology interactively
Interating in Heterogeneous groups
Acting autonomously
OECD- Acting Autonomously - CORRECT ANSWER -The ability to act within the
bigger picture
The ability to form and conduct life plans and personal projects
The ability to defend and assert rights, interests, limits, and needs
OECD- Interacting in Heterogeneous groups - CORRECT ANSWER -The ability to relate
well to others
The ability to cooperate and work in teams
The ability to manage and resolve conflicts
,What does OECD stand for? - CORRECT ANSWER -Organisation for Economic Co-
operation and Development
The 3 goals of the guidance and career education program - CORRECT ANSWER -(1)
student development, (2) interpersonal development, and (3) career development.
Guidance and career goal of student development - CORRECT ANSWER -Students will
learn to set and achieve learning goals both inside and outside school, manage their own
learning, and acquire the habits and skills necessary for success both inside and outside school.
As students develop the ability to understand how they learn, recognize areas that need
improvement, set goals for improvement, monitor their own learning, and become independent
learners, they are acquiring the basic habits and skills they will require for lifelong learning.
Guidance and career goal of interpersonal development - CORRECT ANSWER -Students
will learn to demonstrate self-discipline, take responsibility for their own behaviour, acquire the
knowledge and skills required for getting along with others both within and beyond the school,
and choose ways of interacting positively with others in a variety of situations. They will also
learn about thoughtful and non-violent problem resolution, social responsibility, working
cooperatively with others, and caring about others.
What is the content standards of the Ontario curriculum? - CORRECT ANSWER -the
curriculum expectations identified for every subject and discipline. They describe the knowledge
and skills students are expected to develop and demonstrate in their class work, on tests, and in
various other activities on which their achievement is assessed and evaluated. There are two sets
of curriculum expectations - overall expectations and specific expectations. Theoverall
expectations describe in general terms the knowledge and skills that students are expected to
demonstrate by the end of each grade or course. The specific expectations describe the expected
knowledge and skills in greater detail. Taken together, the overall and specific expectations
represent the mandated curriculum - the content standards.
What is the performance standards of the Ontario curriculum? - CORRECT ANSWER -
outlined in the achievement chart that appears in the elementary and secondary curriculum
document for every subject or discipline. The achievement chart for each subject/discipline is a
standard province-wide guide and is to be used by all teachers as a framework within which to
assess and evaluate student achievement of the expectations in the particular subject or
, discipline. It enables teachers to make consistent judgements about the quality of student
learning based on clear performance standards and on a body of evidence collected over time. It
also provides teachers with a foundation for developing clear and specific feedback for students
and parents
Purposes of the achievement chart - CORRECT ANSWER -provide a common framework
that encompasses all curriculum expectations for all subjects/courses across grades;
guide the development of high-quality assessment tasks and tools (including rubrics);
help teachers to plan instruction for learning;
provide a basis for consistent and meaningful feedback to students in relation to provincial
content and performance standards;
establish categories and criteria with which to assess and evaluate students' learning.
The 4 categories of knowledge and skills - CORRECT ANSWER -Knowledge and
Understanding: Subject-specific content acquired in each grade/course (knowledge), and the
comprehension of its meaning and significance (understanding)
Thinking: The use of critical and creative thinking skills and/or processes
Communication: The conveying of meaning through various forms
Application: The use of knowledge and skills to make connections within and between various
contexts
the achievement chart provides "criteria" and "descriptors" - CORRECT ANSWER -The
criteria are the subsets of knowledge and skills that define each category. They identify the
aspects of student performance that are assessed and/or evaluated, and serve as a guide to what
teachers look for.
The descriptors indicate the characteristics of the student's performance, with respect to the
particular criteria, on which assessment or evaluation is focused. Effectiveness is the descriptor
used for each of the criteria in the Thinking, Communication, and Application categories. What
constitutes effectiveness in any given performance task will vary with the particular criterion
being considered
Level 1 Achievement - CORRECT ANSWER -represents achievement that falls much
below the provincial standard. The student demonstrates the specified knowledge and skills with
