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Mastery Learning

Mastery Learning. “Learning is an individual experience”… “quality of learning as opposed to quantity” (p. 380). Assumptions of Mastery Learning. Mastery of content is possible for all students Instruction must be modified and adapted

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Mastery Learning

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  1. Mastery Learning “Learning is an individual experience”… “quality of learning as opposed to quantity” (p. 380)

  2. Assumptions of Mastery Learning • Mastery of content is possible for all students • Instruction must be modified and adapted • Some students require more time than others to master a particular content • Most outcomes can be specified in terms of observable and measurable performance. • Most learning is sequential and logical • Mastery learning ensures that students experience success at each level of the instructional process.

  3. Components of Mastery Learning • Objectives that are stated in specific behavioral terms • Pre-assessment of the learner’s present knowledge • Instruction that includes practice, reinforcement, frequent comprehension checks and corrective teaching at each step to keep the learner on track • Post-assessment to determine the extent of mastery of the objectives.

  4. Example: The Self-Instructional Package • SIP is a learning package specifically designed for an individual student, uses small sequential steps, with frequent practice and immediate learning feedback to the student.

  5. 1. Prepare the cover page (name, school, class, topic, estimated work time 2. Prepare the instructional objectives 3. Give a Comprehension Check (Share with colleagues what you have done in steps 1 and 2) 4. Depending on feedback, modify the cover page or objectives 5. Prepare the pre-test 6. Prepare the post-test 7. Comprehension Check (Share with a colleague. Modify if necessary) 8. Prepare the text. It is the instruction. For the SIP to be self-instructional, the learner should be able to work through the package with little or no help from you. 9. Comprehension Check 10. Revise if necessary Steps for creating a SIP

  6. Packet Evaluation Form • Packet Identification • Author • Title of SIP • Packet Objectives: a. Do they tell the student: What the student will be able to do? How the student will demonstrate this new knowledge or skill? b. Is there a clear statement (overview or introduction) of the importance, telling the learner what will be learned by completing the packet?

  7. Packet Evaluation Form Continued 3. Pre-test: 4. Activities (Practice Cycles): a. Are small sequential steps used? b. Are there frequent practice cycles, with comprehension checks and corrective feedback to the learner? 5. Posttest: Does it test against the objectives? 6. Clarity and continuity of expression: 7. Is the packet informative, attractive, enjoyable? 8. Additional comments useful to the author of this packet.

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