WGU Foundations of Teaching
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each of the black spaces below before clicking
on it to display the answer.
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| Perennialism | Belief that nature and human nature is constant. Most closely related to the Idealism and Realism schools of traditional philosophy.
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| Perennialism - Educational Implications | (1)rigorous intellectual curriculum for all students. (2) Focus on math, science, and literature = logical thought/enduring ideas. (3) Goal = students develop intellectual skills in writing, speaking, computing, problem-solving.
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| Perennialism - Educational Goals | Train students' intellect and moral development.
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| Perennialism - Curriculum | Emphasis is on enduring ideas.
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| Perennialism - Teacher's Role | Deliver clear lectures; increase students' understanding with critical questions.
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| Perennialism - Teaching Methods | Lecture; questioning; coaching students in critical thinking skills.
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| Perennialism - Learning Environment | High structure, high levels of time on task.
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| Perennialism - Assessment | Frequent objective and essay tests.
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| Essentialism | belief that a critical core of information exists that all people should possess. Most closely related to the Idealism and Realism schools of philosophy.
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| Essentialism - Educational Implications | (1) Emphasis on basic skills/certain academic subjects students must master. (2) the graduation of a literate/skilled workforce. (3) Curriculum must change to meet societal changes.
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| Essentialism - Educational Goals | Help students acquire basic skills and knowledge needed to function in today's world.
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| Essentialism - Curriculum | Emphasis is on basic skills.
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| Essentialism - Teacher's Role | (Same as for Perennialism) Deliver clear lectures; increase students' understanding with critical questions
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| Essentialism - Teaching Methods | Lecture, practice and feedback, questioning.
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| Essentialism - Learning Environment | (Same as Perennialism) High structure; high levels of on task time.
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| Essentialism - Assessment | Frequent objective, essay, and performance tests.
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| Progressivism | Emphasizes curriculum that focuses on real-world problem solving and individual development. Most closely related to the Pragmatism school of philosophy
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| Progressivism - Educational Implications | (1) Learner-centered curricula. (2) hands-on learning activities where students collaborate. (3) Teacher guides students through learning process. (4) Constructivist in nature.
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| Progressivism - Educational Goals | Students need to acquire the ability to function in the real world and to develop problem-solving skills.
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| Progressivism - Curriculum | Emphasis is on problem-solving and the skills needed in today's world.
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| Progressivism - Teacher's Role | Guide learning with questioning; develop and guide practical problem-solving activities.
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| Progressivism - Teaching Methods | Problem-based learning, cooperative learning, guided discovery.
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| Progressivism - Learning Environment | Collaborative, self-regulated, democratic.
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| Progressivism - Assessment | Continuous feedback, informal monitoring of students' progress
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| Postmodernism | Contends that many societal institutions, including schools, are used by those in power to control/marginalize those who lack power = education should focus on reversing this.
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| Postmodernism - Educational Implications | (1) Literature written by feminist/minority authors should be equal to that of others. (2) Historical events should be studied from the perspective of power, status, and marginalized people's struggle within these contexts.
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| Postmodernism - Educational Goals | Critically examine today's institutions; elevate the status of marginalized people.
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| Postmodernism - Curriculum | Emphasis placed on the works of marginalized people.
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| Postmodernism - Teacher's Role | Facilitate discussions that involve clarifying issues.
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| Postmodernism - Teaching Methods | Discussion; role-play; simulations; personal research
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| Postmodernism - Learning Environment | Community-oriented, self-regulated
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| Postmodernism - Assessment | Collaborative between teacher and student; emphasis is on the exposure of hidden assumptions.
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