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Mastery Learning: A Key Assumption PowerPoint Presentation
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Mastery Learning: A Key Assumption
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  1. Mastery Learning: A Key Assumption Students learn at different rates

  2. Mastery Learning: An Introduction If students learn at different rates, what must we vary in order to allow each student to master each skill? vary instructional time among students The Key Principle of Mastery Learning: Because students learn at different rates, we must vary instructional time among students in order to allow each student to master each skill. Definition of Mastery Learning Mastery learning is an instructional approach that allows instructional time to vary among students so that each student spends as much time as he/she needs in order to master each skill.

  3. Theoretical Relationship Between Instructional Time Allowed and Amount Learned Under Two Different Instructional Approaches

  4. Theoretical Relationship Between Instructional Time Allowed and Amount Learned Under Two Different Instructional Approaches

  5. Theoretical Relationship Between Instructional Time Allowed and Amount Learned Under Two Different Instructional Approaches

  6. Theoretical Relationship Between Instructional Time Allowed and Amount Learned Under Two Different Instructional Approaches

  7. Two Popular Approaches to Mastery Learning • Personalized System of Instruction (PSI) • based on the work of Fred Keller • primarily used in higher education • allows for as much instructional time as students need • Learning for Mastery (LFM) • based on the work of John Carroll and Benjamin Bloom • primarily used in elementary and secondary schools • provides some additionalinstructional time for students who need it Note: In this class will focus on the PSI approach, which is simpler and more easily adaptable

  8. Traditional Instructional Approach Present one unit of instruction to entire class Present next unit of instruction to entire class Administer test Contrast this with the Mastery Approach (see next slide)

  9. Mastery Approach PSI (Keller Plan) Version Student studies unit until student thinks he can demonstrate mastery of skills/knowledge yes etc. no

  10. Mastery Approach PSI (Keller Plan) Version Student studies unit until student thinks he can demonstrate mastery of skills/knowledge Student is assessed re mastery of skills/knowledge yes etc. no

  11. Mastery Approach PSI (Keller Plan) Version Student studies unit until student thinks he can demonstrate mastery of skills/knowledge Did student demonstrate mastery? Student is assessed re mastery of skills/knowledge yes etc. no

  12. Mastery Approach PSI (Keller Plan) Version Student studies unit until student thinks he can demonstrate mastery of skills/knowledge Did student demonstrate mastery? Student is assessed re mastery of skills/knowledge yes etc. no Student engages in remedial activities

  13. Mastery Approach PSI (Keller Plan) Version Student studies unit until student thinks he can demonstrate mastery of skills/knowledge Student studies next unit until student thinks he can demonstrate mastery of skills/knowledge Did student demonstrate mastery? Student is assessed re mastery of skills/knowledge yes etc. no Student engages in remedial activities

  14. What does research tell us about the mastery learning? mastery > traditional mastery > traditional • final exam performance: • attitude re inst. method: • attitude re subj. matter: • Long-term retention: • similar exam performance among students: • course completion: mastery > traditional mastery > traditional mastery > traditional mastery < traditional

  15. Are Higher Withdrawal Rates the Real Reason why Mastery Learning Appears to be so Successful? Withdrawal RateFinal Exam Performance PSI > Traditional (23 cases) PSI > Traditional .46 standard deviations PSI > Traditional .55 standard deviations Traditional > PSI (6 cases) Bottom Line: Even in PSI courses in which the withdrawal rate is lower than the corresponding “traditional” course, students in the PSI course still perform better on final exams than students in the “traditional” course

  16. Reasons for reduction in the use of PSI courses* • time and cost to: - train proctors (tutors) - create instructional materials and tests - keep records of student progress - negotiate space for frequent tutoring and testing • negative effect on raises, promotion, tenure * based on 1986 survey of former users

  17. Mastery Learning Practices: Are they applicable today? I find them to be useful. I think you will too!