MPT – Pedagogy UPDATED ACTUAL Questions and
CORRECT Answers
1. are fair, transparent, and equitable for all students;
2. support all students, including those with special education
needs, those who are learning the language of instruction
(English or French), and those who are First Nation, Métis, or
Inuit;
3. are carefully planned to relate to the curriculum expectations
and learning goals and, as much as possible, to the interests,
learning styles and preferences, needs, and experiences of all
students;
4. are communicated clearly to students and parents at the
The 7 fundamental principles beginning of the school year or course and at other appropriate
points throughout the school year or course;
5. are ongoing, varied in nature, and administered over a period
of time to provide multiple opportunities for students to
demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific,
meaningful, and timely to support improved learning and
achievement;
7. develop students’ self-assessment skills to enable them to
assess their own learning, set specific goals, and plan next steps
for their learning.
fulfils responsibilities and commitments within the learning
environment;
Learning Skills and Work Habits
completes and submits class work, homework, and assignments
- Responsibility
according to agreed-upon timelines;
takes responsibility for and manages own behaviour.
, devises and follows a plan and process for completing work and
tasks;
Learning Skills and Work Habits establishes priorities and manages time to complete tasks and
- Organization achieve goals;
identifies, gathers, evaluates, and uses information, technology,
and resources to complete tasks.
independently monitors, assesses, and revises plans to complete
Learning Skills and Work Habits tasks and meet goals;
- Independent Work uses class time appropriately to complete tasks;
follows instructions with minimal supervision.
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
Learning Skills and Work Habits
media-assisted interactions;
- Collaboration
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.
looks for and acts on new ideas and opportunities for learning;
demonstrates the capacity for innovation and a willingness to
take risks;
Learning Skills and Work Habits
demonstrates curiosity and interest in learning;
- Initiative
approaches new tasks with a positive attitude;
recognizes and advocates appropriately for the rights of self and
others.
sets own individual goals and monitors progress towards
achieving them;
seeks clarification or assistance when needed;
Learning Skills and Work Habits assesses and reflects critically on own strengths, needs, and
- Self-Regulation interests;
identifies learning opportunities, choices, and strategies to meet
personal needs and achieve goals;
perseveres and makes an effort when responding to challenges.
"We want our schools to continue to be safe and to be models of
the ministry's character
effective human relationships, where students learn about and
development initiative, as
put into practice attributes such as respect, responsibility,
outlined in Finding Common
fairness, and empathy. We want students to develop self-
Ground: Character Development
discipline and the personal management skills that will make their
in Ontario Schools, K-12:
communities, workplaces, and lives the best that they can be."
Content Standards Overall describe in general terms the knowledge and skills that students
Expectations: are expected to demonstrate by end of grade or course
Content Standards Specific describe expected knowledge and skills in greater detail.
Expectations:
, 1. provide a common framework that encompasses all curriculum
expectations for all subjects/courses across grades;
2. guide the development of high-quality assessment tasks and
Performance Standards (i.e. tools (including rubrics);
achievement chart) - The 3. help teachers to plan instruction for learning;
purposes of the achievement 4. provide a basis for consistent and meaningful feedback to
chart are to: students in relation to provincial content and performance
standards;
5. establish categories and criteria with which to assess and
evaluate students’ learning.
categories of knowledge and Subject-specific content acquired in each grade/course
skills - Knowledge and (knowledge), and the comprehension of its meaning and
Understanding: significance (understanding):
categories of knowledge and The use of critical and creative thinking skills and/or processes:
skills - Thinking:
categories of knowledge and The conveying of meaning through various forms:
skills -Communication:
categories of knowledge and The use of knowledge and skills to make connections within and
skills -Application: between various contexts
represents achievement that falls much below the provincial
four levels of achievement -
standard. The student demonstrates the specified knowledge
Level 1
and skills with limited effectiveness.
represents achievement that falls much below the provincial
four levels of achievement -
standard. The student demonstrates the specified knowledge
Level 2
and skills with limited effectiveness.
represents the provincial standard for achievement. The student
four levels of achievement -
demonstrates the specified knowledge and skills with
Level 3
considerable effectiveness.
identifies achievement that surpasses the provincial standard.
four levels of achievement -
The student demonstrates the specified knowledge and skills
Level 4
with a high degree of effectiveness (or thorough).
CORRECT Answers
1. are fair, transparent, and equitable for all students;
2. support all students, including those with special education
needs, those who are learning the language of instruction
(English or French), and those who are First Nation, Métis, or
Inuit;
3. are carefully planned to relate to the curriculum expectations
and learning goals and, as much as possible, to the interests,
learning styles and preferences, needs, and experiences of all
students;
4. are communicated clearly to students and parents at the
The 7 fundamental principles beginning of the school year or course and at other appropriate
points throughout the school year or course;
5. are ongoing, varied in nature, and administered over a period
of time to provide multiple opportunities for students to
demonstrate the full range of their learning;
6. provide ongoing descriptive feedback that is clear, specific,
meaningful, and timely to support improved learning and
achievement;
7. develop students’ self-assessment skills to enable them to
assess their own learning, set specific goals, and plan next steps
for their learning.
fulfils responsibilities and commitments within the learning
environment;
Learning Skills and Work Habits
completes and submits class work, homework, and assignments
- Responsibility
according to agreed-upon timelines;
takes responsibility for and manages own behaviour.
, devises and follows a plan and process for completing work and
tasks;
Learning Skills and Work Habits establishes priorities and manages time to complete tasks and
- Organization achieve goals;
identifies, gathers, evaluates, and uses information, technology,
and resources to complete tasks.
independently monitors, assesses, and revises plans to complete
Learning Skills and Work Habits tasks and meet goals;
- Independent Work uses class time appropriately to complete tasks;
follows instructions with minimal supervision.
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
Learning Skills and Work Habits
media-assisted interactions;
- Collaboration
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.
looks for and acts on new ideas and opportunities for learning;
demonstrates the capacity for innovation and a willingness to
take risks;
Learning Skills and Work Habits
demonstrates curiosity and interest in learning;
- Initiative
approaches new tasks with a positive attitude;
recognizes and advocates appropriately for the rights of self and
others.
sets own individual goals and monitors progress towards
achieving them;
seeks clarification or assistance when needed;
Learning Skills and Work Habits assesses and reflects critically on own strengths, needs, and
- Self-Regulation interests;
identifies learning opportunities, choices, and strategies to meet
personal needs and achieve goals;
perseveres and makes an effort when responding to challenges.
"We want our schools to continue to be safe and to be models of
the ministry's character
effective human relationships, where students learn about and
development initiative, as
put into practice attributes such as respect, responsibility,
outlined in Finding Common
fairness, and empathy. We want students to develop self-
Ground: Character Development
discipline and the personal management skills that will make their
in Ontario Schools, K-12:
communities, workplaces, and lives the best that they can be."
Content Standards Overall describe in general terms the knowledge and skills that students
Expectations: are expected to demonstrate by end of grade or course
Content Standards Specific describe expected knowledge and skills in greater detail.
Expectations:
, 1. provide a common framework that encompasses all curriculum
expectations for all subjects/courses across grades;
2. guide the development of high-quality assessment tasks and
Performance Standards (i.e. tools (including rubrics);
achievement chart) - The 3. help teachers to plan instruction for learning;
purposes of the achievement 4. provide a basis for consistent and meaningful feedback to
chart are to: students in relation to provincial content and performance
standards;
5. establish categories and criteria with which to assess and
evaluate students’ learning.
categories of knowledge and Subject-specific content acquired in each grade/course
skills - Knowledge and (knowledge), and the comprehension of its meaning and
Understanding: significance (understanding):
categories of knowledge and The use of critical and creative thinking skills and/or processes:
skills - Thinking:
categories of knowledge and The conveying of meaning through various forms:
skills -Communication:
categories of knowledge and The use of knowledge and skills to make connections within and
skills -Application: between various contexts
represents achievement that falls much below the provincial
four levels of achievement -
standard. The student demonstrates the specified knowledge
Level 1
and skills with limited effectiveness.
represents achievement that falls much below the provincial
four levels of achievement -
standard. The student demonstrates the specified knowledge
Level 2
and skills with limited effectiveness.
represents the provincial standard for achievement. The student
four levels of achievement -
demonstrates the specified knowledge and skills with
Level 3
considerable effectiveness.
identifies achievement that surpasses the provincial standard.
four levels of achievement -
The student demonstrates the specified knowledge and skills
Level 4
with a high degree of effectiveness (or thorough).
