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MASTERY LEARNING

MASTERY LEARNING. P. 65, Elliott. What is the focus of Mastery Learning?. What is the focus of Mastery Learning?. •A system of major objectives b roken down into smaller units of objectives, skills, and tests, that are in a sequence for mastery of the whole set.

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MASTERY LEARNING

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  1. MASTERY LEARNING P. 65, Elliott

  2. What is the focus of Mastery Learning?

  3. What is the focus of Mastery Learning? •A system of major objectives broken down into smaller units of objectives, skills, and tests, that are in a sequence for mastery of the whole set.

  4. What is the focus of Mastery Learning? YES, break down all the information into pieces, then systematically bring them back together again.

  5. Give some descriptions of how a student should PRACTICEin Mastery Learning:

  6. PRACTICE

  7. PRACTICE • •small amounts • •short, intense practice periods • •frequently for new info. • •regularly for old info. • •repeated practice

  8. Relate this PRACTICEstrategy to your own life? • •small amounts • •short, intense practice periods • •frequently for new info. • •regularly for old info. • •repeated practice

  9. What else does the teacher focus on during PRACTICE?

  10. What else does the teacher focus on during PRACTICE? • •MONITOR students to make sure they are not practicing mistakes, especially at the beginning. • •GIVE SPECIFIC FEEDBACK AND RESULTS, immediately. • •EXPECT HIGH ACCURACY 90% before student moves on to next sequenced skill or lesson.

  11. Mastery Learning builds on the VALUE of PRACTICE “PRACTICE IMPROVES PERFORMANCE”

  12. More and more PRACTICE and TEACHING • •ENDLESS OPPORTUNITIES for practice until mastery is achieved…. • •RE-TEACHING STRATEGIES to fit a variety of learning modalities, intelligences, students’ strengths and needs. • •MOTIVATIONAL STRATEGIES to make experiences meaningful for every individual! • (Mastery teachers KNOW their students).

  13. The TEACHER aggressivelyreinforces previous learning, as new information is added. • •Continuously REVIEWS the older material to tie it all together.

  14. How would you be a mastery teacher, and continuously review older material, regularly?

  15. BELL WORK? MATH? • •SOLVING 3-4 PROBLEMS WRITTEN ON THE BOARD TO REVIEW BASIC COMPUTATIONAL OPERATIONS?

  16. BELL WORK? ENGLISH? • Daily Journal prompts: How would you describe a good friend?

  17. BELL WORK? ENGLISH? • •D.O.L. • Daily Oral Language: Writing sentences on the board with grammatical errors and fixing them .

  18. Social Studies? • •D.O.M. • Daily Oral MAPS: Projecting an outline map on the screen/board and locating countries.

  19. weekly Current Events?

  20. What would be the most important, basic, foundational, “must-know” skills that you would definitely want your students to KNOW when theyexited your class?

  21. A mastery teacher identifies, in advance, ways to demonstrate learning outcomes to students.WHAT IS IMPORTANT?

  22. … Learning outcomes that are very similar to a Marzano-designed, backwards mapping unit.

  23. A Marzano-designed, unitis one way to help the mastery teacher determine whether individual students are mastering the content.

  24. Mastery Learning can be very SELF-DIRECTED and SELF- PACED.

  25. Students cannot move to the next skill in sequence until they have mastered with a 90% accuracy. This takes PRACTICE and RE-TEACHING in a new and more diverse way.

  26. Mastery Learning helps students extend their thinking to levels of analysis, synthesis and evaluation, which enables them to transfer meaning from one subject to another.

  27. How could you integrate Mastery Learning in your instruction?

  28. What are the pros and cons about letting students keep trying until they ‘get it’ ? What is your opinion on learners who master skills at their own developmental pace and time?

  29. REFLECT…

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