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Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
Content mastery
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Content mastery


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  • 1. By: Constance McBride
    Gloria Molina
    Teresa Nelson
    Content Mastery
  • 2. 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.
  • 3. Content Mastery Goals
    Students 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 Purpose
    The 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)
  • 4. Parents Role
    • Discuss student’s individual strengths, areas of difficulty and compensatory strategies.
    • 5. Conference with the parent as needed to provide feedback and problem-solving opportunities.
    • 6. Encourage active involvement of the parent in the student’s educational planning.
  • Content Mastery Services
    taped novels
    highlighted materials
    help with packets, worksheets, and written assignments
    tutorial time for tests
    discussing individual student’s strengths and weaknesses with regular teachers
    monitor student progress and placements
    aiding in student organizations
    help with vocabulary for specific content area
    modified materials
    an inclusive instructional model
  • 7. 5 effects of Multiple Intelligences
    asking the right questions
    the effects on curriculum
    the effects on instruction
    the effects on assessment
    the effects on the school environment
  • 8. Multiple Intelligence Categories
    Those valued in school:
    important to language development
    writers, actors, and lawyers
    capability to evaluate problems carefully, to complete math problems skillfully, and to use the scientific method thoroughly
    Philosophers, mathematicians, and scientists
  • 9. Multiple Intelligence Categories cont.
    Those valued in the arts:
    ability to visualize things mentally and use patterns in space
    ability to use the body to find solutions
    dancers, athletes and craft workers
    ability to value, generate, or perform rhythmic or musical patterns
    musicians, composers and drummers
  • 10. Multiple Intelligence Categories cont.
    Those connected to the personal
    ability to grasp the inner workings of others to connect with them
    politicians, salespeople and teachers
    ability to understand themselves
    psychologists and journal writers
  • 11. Multiple Intelligence Categories cont.
    Those connected to the environment:
    ability to distinguish varieties of plants and animals and to accrue information of the mechanism of the external world
    Environmentalists and gardeners
  • 12. References
    2010. “Content Mastery.” Lubbock-Cooper High School. Retrieved August 4, 2010.
    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.