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MASTERY LEARNING

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MASTERY LEARNING

P. 65, Elliott

•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.

YES, break down all the information into pieces, then systematically bring them back together again.

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

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

“PRACTICE IMPROVES PERFORMANCE”

- •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).

- •Continuously REVIEWS the older material to tie it all together.

- •SOLVING 3-4 PROBLEMS WRITTEN ON THE BOARD TO REVIEW BASIC COMPUTATIONAL OPERATIONS?

- Daily Journal prompts:
How would you describe a good friend?

- •D.O.L.
- Daily Oral Language: Writing sentences on the board with grammatical errors and fixing them .

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

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

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.

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.

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?