By: Constance McBrideGloria MolinaTeresa Nelson

Content Mastery

What is Content Mastery

 Content Mastery services are provided for identified students in grades K-12.

  This program allows the student to receive direct instruction from the regular classroom teacher or content specialist

Provides special tutorial and instructional help to support learning the content being taught in the classroom.

It encourages students to take responsibility for their own learning. This is done by getting the student to identify and to seek help when difficulty in learning arises.

Content Mastery GoalsStudents become independent To serve as a resource for “best practices,”

knowledge, materials, and information. The program supports the general education

teachers by providing modifications of informational, instructional, and behavior intervention strategies

It assists special education students to meet needs of LRE requirements

• to have the identified student master course content, making the highest grade possible in the general education.

Content Mastery PurposeThe first purpose is to provide one or more

classrooms where special education students can receive individual help from special education teachers and aids (Garner, 2006).

The second purpose is to act as a supplement to regular education classroom. The content mastery programs help students to be aware of his or her strengths, areas of needs, and appropriate compensatory strategies to be successful in a regular classroom (Garner 2006)

Parents Role• Discuss student’s individual strengths,

areas of difficulty and compensatory strategies.

• Conference with the parent as needed to provide feedback and problem-solving opportunities.

• Encourage active involvement of the parent in the student’s educational planning.

Content Mastery Servicestaped novelshighlighted materialshelp with packets, worksheets, and written

assignmentstutorial time for testsdiscussing individual student’s strengths and

weaknesses with regular teachersmonitor student progress and placementsaiding in student organizationshelp with vocabulary for specific content areamodified materialsan inclusive instructional model 

5 effects of Multiple Intelligencesasking the right questions the effects on curriculumthe effects on instruction the effects on assessment the effects on the school environment

Multiple Intelligence CategoriesThose valued in school:

verbal/linguistic important to language developmentwriters, actors, and lawyers

logical/mathematical capability to evaluate problems carefully, to

complete math problems skillfully, and to use the scientific method thoroughly

Philosophers, mathematicians, and scientists

Multiple Intelligence Categories cont.Those valued in the arts:

visual/spatial ability to visualize things mentally and use patterns in space

bodily/kinesthetic ability to use the body to find solutionsdancers, athletes and craft workers

musical/rhythmicability to value, generate, or perform rhythmic or

musical patternsmusicians, composers and drummers

Multiple Intelligence Categories cont.Those connected to the personalinterpersonal

ability to grasp the inner workings of others to connect with them

politicians, salespeople and teachers intrapersonal

ability to understand themselvespsychologists and journal writers

Multiple Intelligence Categories cont.Those connected to the environment:Naturalistic

ability to distinguish varieties of plants and animals and to accrue information of the mechanism of the external world

Environmentalists and gardeners

References

2010. “Content Mastery.” Lubbock-Cooper High School. Retrieved August 4, 2010. http://lubbock-cooper.hs.groupfusion.net/modules/cms/pages.phtml?pageid=6154

Gardner, Howard (1999). Intelligence reframed: multiple intelligences for the 21st century. New York, NY: Basic Books

Williams, Bruce R. (2002). Multiple intelligences for differentiated learning. Thousand Oaks, CA: Corwin Press.