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CHAPTER 7
IMPLEMENTING INSTRUCTION
PROBLEM SCENARIO
Mr. Vallano has just administered the
midterm examination in his college prep
math course and is very surprised and
disappointed in the fact that his students
have done so poorly. Although this is the first
time he has formally assessed his students
this semester, prior to the exam he was
confident that most of them were learning
the
skills he wanted them to acquire. Indeed,
whenever he had asked them questions in
class, at least a few of his students were able
to come up with the right answers. Moreover,
most of the homework assignments the
students had handed in contained very few
errors. Yet, many of the students performed
very poorly on the exam;
in fact, quite a few of them were unable to
answer the questions covering the basic
skills Mr. Vallano had taught at the beginning
of the semester. Now Mr. Vallano wonders
what went wrong. Could he have
implemented his instruction in a manner that
would have enabled him to spot and correct
these problems sooner?
The Problem Scenario is an example of a
Traditional Approach to Instruction and is
shown in Figure 1.
The teacher presents a unit of instruction to
the entire class and moves on to the next
unit, where the cycle is repeated.
BACKGROUND INFORMATION
A. Traditional Approach to Instruction – it has been labelled group instruction
Figure 1
Present a unit of instruction
Assess all the students
Present a unit of instruction
Assess all the students
RESULT
A few students do very well;
A few do very poorly; and
Most of them end up somewhere in the
middle.
B. Individualized Instruction
In recent years various attempts have
been
made to tailor instruction to the individual
abilities
of students. Most of these efforts have resulted
in
instruction called individualized instruction.
DIFFERENT WAYS TO INDIVIDUALIZE INSTRUCTION
Allow each students to proceed at their own
pace.
Provide different instructional materials for
different students.
Allowing students to work on different
objectives.
RESULT Serious classroom management problems.
Students have the strong desire to work together, whether it
is in a small group or in a large group under the direction of
a teacher.
SOLUTION
Alternative approaches have been proposed, one of the
best known of these is the Mastery Learning Approach.
CHAPTER OBJECTIVE
At the end of the discussion:
Students will be able to describe how to
employ a mastery learning approach in a
given learning situation.
MASTERY LEARNING APPROACH
The Mastery Learning is based on the
philosophy that all children can become
achievers if taught at a level of their own
proficiency, and encouraged to progress at a
rate of their ability to master clearly defined
units of learning. Mastery learning proposes
that all children can learn when provided
with the appropriate learning conditions in
the classroom.
Example of a Mastery Learning Approach
Yes
No
Unit 1 Formative Assess-
ment
Did student
s achieve mastery
?
Enrichment Activities
Remedial Class
Formative Assessment
Unit 2
The Mastery Learning Approach
It is an instructional philosophy based on the
idea of giving students more than one chance
to demonstrate mastery of content and skills.
In a Mastery Learning classroom, as in a
traditional classroom, students receive
instruction on a topic and then take a test to
determine their level of understanding. But
that's where the similarity ends.
In a Mastery Learning classroom, the teacher
scores that assessment and determines who
has mastered the content and who needs
more help. Students who have mastered the
material are given "enrichment"
opportunities, while those who have not
mastered it receive additional instruction on
the topic.
After a day or two, a retest is administered to
the group who did not demonstrate mastery.
Most of the students who didn't master it the
first time are able to achieve mastery on the
second test. The teacher then proceeds to
present the next unit of instruction to the
entire class , and the same cycle of activities
begins.
Every time you begin a new unit of
instruction, you can feel confident that your
students have mastered the concepts
needed to embark on new learning.
BENJAMIN BLOOM
Mastery learning, as a theoretical approach,
goes back to the work of Benjamin Bloom in
1968, who came up with the “Learning for
Mastery” (LFM) method. Bloom was
interested in how he could improve
traditional classroom instruction by
examining what it was about individual
tutoring that made it an effective
instructional approach.
SUMMARY- MASTERY LEARNING:
Provides a model of instruction that is effective for a wide range of students;
Reduces the academic spread between the slower and faster students without slowing down the faster students;
The skills and concepts have been internalized and put to use in other areas of the curriculum;
It is an alternative to the unsuccessful traditional methods of teaching and learning.
SUMMARY
Mastery learning is not a new method
of instruction. It is based on the concept that
all students can learn when provided with
conditions appropriate to their situation.
Although, Mastery learning will not
solve all the complex problems facing
educators.
Nevertheless, careful attention to the
elements of mastery learning allows
educators at all levels to make great strides
in their efforts to reduce the variation in
student achievement, close achievement
gaps, and help all children to learn
excellently.
“What is important is that all students
can
learn and grow, and no one is left
behind.”