By: Constance McBride Gloria Molina Teresa 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 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)
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 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
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
Multiple Intelligence Categories Those valued in school: verbal/linguistic important to language development writers, 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 solutions dancers, athletes and craft workers musical/rhythmic ability to value, generate, or perform rhythmic or musical patterns musicians, composers and drummers
Multiple Intelligence Categories cont. Those connected to the personal interpersonal ability to grasp the inner workings of others to connect with them politicians, salespeople and teachers intrapersonal ability to understand themselves psychologists 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.