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Using Blackboard toIncrease Learner Success
Presented by
Bill GanzaChuck Lombardo
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Workshop Description
Based on principles of masterylearning, this approach uses thefeatures of Blackboard to enhancemastery of subject matter. UsingBlackboards features makes this easy
for faculty. In this presentation, welldiscuss adaptive release, multipleattempts for assessment, andassignments and other features. Wewill explore these and other features
of the Blackboard learning systemand discuss ways for faculty to usethese tools to improve studentlearning and subject matterproficiency
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What is Mastery Learning?
An instructional method thatpresumes that all can learn ifthey are provided with theappropriate learning
conditions.
A method where by studentsare not advanced to asubsequent learning objective
until they demonstrateproficiency with the currentlearning objective
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Mastery Learning
Typically consists of discretetopics which all studentsbegin together
Student who do not master,are given additionalinstruction
Students who do master are
given enrichment activitiesuntil others catch up so classmoves together.
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Mastery Learning
Instructor provides: Tutoring
Group based instruction
Frequent and specificfeedback
Over 2000 articles
published on Learningfor Mastery (Martinez,1999)
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Mastery Learning
Can involve:
Direct teacher instruction
Cooperation with
classmates
Independent learning
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Mastery Learning
Focus on the process notthe content
Based on Benjamin Bloom's
Learning for Mastery Model Refinement s by Block
Can be used as teacher-
paced, one-to-onetutoring, or self-pacedlearning
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Mastery Learning
Requires
Well-defined learningobjectives organized intosmaller, sequentiallyorganized units
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Mastery Learning
Assumes that there is nonormal curve for grades
Assumes that 90%+ could
master what they aretaught
Based on Caroll's Model ofLearning
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Caroll's Model of Learning
School Learning = f(time spent/time needed). Carroll explains that time spentis the result of
opportunityand perseverance. Opportunityin Carroll's model is determined by
the classroom teacher; the specific measure iscalled allottedor allocated time(i.e., time
allocated for learning by classroom teachers.) Perseveranceis the student's involvement with
academic content during that allocated time. Carroll proposed that perseverance be
measured as the percentage of the allocatedtime that students are actually involved in thelearning process and was labeled engagement
rate. Allocated time multiplied by engagement rate
produced the variable Carroll proposed as ameasure of time spent, which came to be calledengaged timeor time-on-task.
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Carroll's Model (1963)
Carroll proposed that the time neededbystudents to learn academic content iscontingent upon
aptitude(the most often usedmeasure is IQ)
ability to understandthe instructionpresented (the extent to which theypossessed prerequisite knowledge),
the quality of instructionstudentsreceive.
Carroll proposed specific teacher &
student behaviors/characteristics wherethe variables needed to predict schoollearning; - he did not include influencesof family, community, society.
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Mastery Learning - Basic Principles
Almost all students can earn A's if1) students are given enough time to learn normal
information taught in school, and2) students are provided quality instruction.
By quality instruction Bloom meant that teachersshould:
(1) organize subject matter into manageablelearning units,
(2) develop specific learning objectives foreach unit,
(3) develop appropriate formative and
summative assessment measures, and (4) plan and implement group teachingstrategies, with sufficient time allocations,practice opportunities, and correctivereinstruction for all students to reach the desiredlevel of mastery.
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What are the Advantages ofMastery Learning?
Greatly perform theperformance of low aptitudestudents
Increase student retention Students will not have to put inmuch more time to achievemastery
Studies confirm Mastery
Learning increased studentperformance as measured byexam scores and StudentAptitude (Slavin, 1987; Kulik,Kulik & Bangert-Drowns, 1990)
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Applications of Mastery Learning
Psychology Courses (FCCJ SIRIUSCourse)
Remediation in Mathematics(Allegany College of Maryland
SIRIUS - FCCJ) Others include: Agriculture,
Education, Computer Science,Economics, Foreign Languages,Health Sciences, Language
Arts, Microbiology, Physics,Vocational Education/Training(Hymel and Dyck, 1993)
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How can we use Blackboard topromote Mastery Learning?
Assessments Multiple Attempts
Random Blocks
Assignments
Adaptive Release of Content
Collaborative Discussion
Boards Course Cartridges
Other features
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AssessmentsAttempts (6.3)
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AssessmentAttempts (7.1)
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AssessmentsAttemptsCampus Edition
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AssessmentsRandom Blocks (7.1)
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AssessmentsRandom Blocks
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AssessmentsRandom BlocksCampus Edition
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Adaptive Release - Settings
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Adaptive Release - Settings
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Adaptive Release - Mastery
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Adaptive Release - Remediation
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Adaptive Release - SettingsCampus Edition
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Adaptive Release - SettingCampus Edition
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Adaptive ReleaseMasteryCampus Edition
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Adaptive Release - RemediationCampus Edition
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AssignmentsGrading
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AssignmentsStudent View
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Assignments - Option
You can also set up anassignment as anassessment (EssayQuestions) with multipleattempts and place thesein a content area called
Assignments
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AssignmentsMasteryCampus Edition
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Discussion Boards
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DiscussionsCampus Edition
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Course Cartridges
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e-PackCampus Edition
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DiscussionOther Blackboard features you canuse for mastery?
Other options for mastery?
Questions?
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Contact Information
Bill GanzaDirector of Professional
Development
Chuck Lombardo
Director of Creative LearningServices
mailto:[email protected]:[email protected]:[email protected]:[email protected]