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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<br />Gloria Molina<br />Teresa Nelson<br />Content Mastery<br />
  • 2. What is Content Mastery<br /> Content Mastery services are provided for identified students in grades K-12.<br />  This program allows the student to receive direct instruction from the regular classroom teacher or content specialist <br />Provides special tutorial and instructional help to support learning the content being taught in the classroom. <br />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. <br />
  • 3. Content Mastery Goals<br />Students become independent <br />To serve as a resource for “best practices,” knowledge, materials, and information. <br />The program supports the general education teachers by providing modifications of informational, instructional, and behavior intervention strategies<br />It assists special education students to meet needs of LRE requirements<br /><ul><li>to have the identified student master course content, making the highest grade possible in the general education.</li></li></ul><li>Content Mastery Purpose<br />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).<br /> 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)<br />
  • 4. Parents Role<br /><ul><li>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.</li></li></ul><li>Content Mastery Services<br />taped novels<br />highlighted materials<br />help with packets, worksheets, and written assignments<br />tutorial time for tests<br />discussing individual student’s strengths and weaknesses with regular teachers<br />monitor student progress and placements<br />aiding in student organizations<br />help with vocabulary for specific content area<br />modified materials<br />an inclusive instructional model<br /> <br />
  • 7. 5 effects of Multiple Intelligences<br />asking the right questions <br />the effects on curriculum<br />the effects on instruction <br />the effects on assessment <br />the effects on the school environment <br />
  • 8. Multiple Intelligence Categories<br />Those valued in school:<br />verbal/linguistic <br /> important to language development<br />writers, actors, and lawyers<br />logical/mathematical <br />capability to evaluate problems carefully, to complete math problems skillfully, and to use the scientific method thoroughly<br />Philosophers, mathematicians, and scientists<br />
  • 9. Multiple Intelligence Categories cont.<br />Those valued in the arts:<br />visual/spatial<br />ability to visualize things mentally and use patterns in space<br />bodily/kinesthetic<br />ability to use the body to find solutions<br />dancers, athletes and craft workers <br />musical/rhythmic<br />ability to value, generate, or perform rhythmic or musical patterns<br />musicians, composers and drummers<br />
  • 10. Multiple Intelligence Categories cont.<br />Those connected to the personal<br />interpersonal<br />ability to grasp the inner workings of others to connect with them<br />politicians, salespeople and teachers<br />intrapersonal <br />ability to understand themselves<br />psychologists and journal writers <br />
  • 11. Multiple Intelligence Categories cont.<br />Those connected to the environment:<br />Naturalistic<br />ability to distinguish varieties of plants and animals and to accrue information of the mechanism of the external world<br />Environmentalists and gardeners <br />
  • 12. References<br />2010. “Content Mastery.” Lubbock-Cooper High School. Retrieved August 4, 2010. http://lubbock-cooper.hs.groupfusion.net/modules/cms/pages.phtml?pageid=6154<br />Gardner, Howard (1999). Intelligence reframed: multiple intelligences for the 21st century. New York, NY: Basic Books<br />Williams, Bruce R. (2002). Multiple intelligences for differentiated learning. Thousand Oaks, CA: Corwin Press.<br /> <br />

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