Learning is an Active Verb: Practical Aspects of Mastery Learning

Lisa DevillezMarshall County High School

Mastery Learning• developed by Benjamin Bloom around 1970• to increase  achievement, student-teacher

interactions should be as close to those encountered in a one-on-one tutoring/coaching situation as possible

• teaching strategies, as well as timing are varied based on individual learning styles

Overview

An in-depth discussion of the mastery learning model is provided by Guskey, 2005.

How it works in my classroom

• For each unit, the student receives a list of objectives and assignments.

• Students plan how they will use Their time (in class and at home) to complete the assignments.

• Sample Unit Sheet

• Quizzes are provided on each objective for self-evaluation purposes.

• When ready, the student completes the assessment for the unit.

• Successful students can complete enrichment activities or continue on to the next unit.

• Those that do not demonstrate satisfactory understanding (75% assessment score) will work through specific corrective measures and complete an additional assessment

• Process repeated as needed

Grading• 70% Test score

– Score on assessment– Enrichment activities

• 15% Unit points

• 15% Timing of successful assessment– Google Calendar

A “Normal” DayA/B Block Schedule -90 minute periods

• Directed Instruction (~30 minutes)

• Student-centered (~60 minutes)

Small groups plan their class time– Text notes– Completing/checking worksheets– Online Homework– Vodcasts– Checking unit sheets– Individual / small group tutoring– **Labs– Quizzes– Testing

Room Arrangement• Facilitate

– Small group discussion– Independent work– Tutoring– Fluid regrouping – Testing

Small group discussion

Fluid Regrouping

Individual Work

Quizzes and Tests

Small Group Tutoring

Teacher Requirements• Teacher must be

– Organized– Multi-tasker

• Initial time investment to create range of student resources

Benefits

• An ACTIVE classroom• Student discussions/peer teaching• On-task behavior• Differentiation• Teacher knowledge of student learning

needs• Individual student successes• Student accountability for learning

– Planning and time management– Knowing what you know

Going Forward• Unit Objectives

– Clarity– Notetaking

• Vodcasts– Refine– Expand (coordinate with other teachers)

• Enrichment Activities– Expand – Build in more class time