Mastery Teaching and Mastery Learning

7/28/2019 Mastery Teaching and Mastery Learning

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Mastery Learning

Mastery learning suggests that the focus of

instruction should be the time required for

different students to learn the same material.

This contrasts with the classic model (based

upon theories of intelligence) in which all

students are given the same amount of time

to learn and the focus is on differences inability.


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Key Elements

The key elements in mastery learning are:

clearly specifying what is to be learned and how it

will be evaluated,

allowing students to learn at their own pace,

assessing student progress and providing

appropriate feedback or remediation, and

testing that final learning criterion has beenachieved.


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Planning

Objectives

Before the lesson is prepared, the teacher

should have a clear idea of what the teaching

objectives are. What, specifically, should the

student be able to do, understand, care about

as a result of the teaching.


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Performance Standards

State Standards and Performance Standards

The teacher needs to know what standards ofperformance are to be expected and when

pupils will be held accountable for what isexpected.

The pupils should be informed about the

standards of performance--what knowledge orskills are to be demonstrated and in whatmanner.


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Mastery Teaching Model

Madeline Hunter

Eight Steps for Instruction


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Steps 1, 2, and 3

Getting students set to learn

Step 1: Review -- Typically at the beginning of the lesson,review previous material that is relevant to this lesson.

Step 2: Anticipatory Set -- Getting students to focus theirattention on the material to be presented -- getting theminterested or prepared for what they are about to learn.

Step 3: Objective -- State the objective for the lesson.


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Step 4

Instruction

Step 4: Input and Modeling -- Presenting new

information to students, modeling

where appropriate as one form of instruction.


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Steps 5 and 6

Checking for understanding

Step 5: Checking Understanding --Determining whether or not students are

making sense of the material as the material isbeing presented.

Step 6: Guided Practice -- Immediately afterinstruction students are given the opportunityto apply or practice what they have justlearned and receive immediate feedback.


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Differences Between Steps 5 and 6

How are checking understanding and guided practicedifferent?

Checking understanding occurs in the process of instruction.

Checking for understanding is often a whole-class process byobserving body language or asking a simple question to thewhole class.

Guided practice takes place just after instruction has occurred.

Guided practice may be done individually.

Both involve quickly assessing whether students understandwhat has just been presented.


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Step 7

Independent practice

Step 7: Independent Practice -- After studentsappear to understand the new material theyare given the opportunity to further apply orpractice using the new information. This mayoccur in class or as homework, but thereshould be a short period of time betweeninstruction and practice and between practiceand feedback.


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Step 8

Closure

Step 8: Closure -- Actions or statements by ateacher that are designed to bring a lesson

presentation to an appropriate conclusion. Itis used to help students bring things togetherin their own minds, to make sense out of whathas just been taught. "Any questions? No. OK,let's move on" is not closure.


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THANK YOU

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Mastery Teaching and Mastery Learning