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Angela peterson mastery learning final project
 

Angela peterson mastery learning final project

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    Angela peterson mastery learning final project Angela peterson mastery learning final project Presentation Transcript

    • Presented By Angela Peterson
    • Mastery Learning: Defined Mastery Learning is an instructional strategy based onthe principle that all students can attain lesson andunit objectives with the appropriate instruction andsufficient time to learn. Combines techniques of tutoring and individualizedinstruction placed in a group-learning format to bringlearning strategies of successful students to nearly allthe students of a given group
    • Mastery Learning: RootsJohn B. Carroll introduced concepts on which masterylearning is based determining two factors that affectthe rate of learning:1) Student perseverance (student controlled)2) Opportunities to learn (controlled by the teacher)
    • Mastery Learning: RootsBenjamin Bloom fully developed the conceptsconcluding:1) Nearly all students are able to learn given sufficienttime and quality of instruction2) Bloom’s expansion: 95% of all students are capableof learning the same amount of material to the samelevel of difficulty at the same rate and with the sameattitude toward learning.
    • Mastery Learning: Example Diagram
    • Planning for Mastery LearningClearly state the objectives of the unitDivide each unit objective into lessons, eachincluding an objective and assessmentIdentify the most effective combination of learningmaterials and instructional strategies for each lesson
    • Teaching for MasteryLearningBegin the unit or lesson with a brief diagnostic test or formativeassessment of what students do and do not know about a topicUse the results of the diagnostic test to provide instruction andcorrective activities in an order of review, presentcontent, practice, and provide feedback that can also beindividualized with the use of curriculum-related computersoftwareUse this cycle first with the whole class and then repeat asneeded with the whole class or individuals. No student shouldproceed to new material until basic material has been mastered.
    • Bloom’s Quality InstructionCues about what is to be learned Encouragement of student participation Reinforcement of learningFeedback about correct and incorrect responses
    • Use this cycle first with the whole class and then repeatas needed with the whole class or individuals.Nostudent should proceed to new material until basicmaterial has been mastered!Mastery Learning: A Cycle
    • Effective Learning StrategiesActive learning strategiesConstructivist learning strategiesCooperative learning strategiesAuthentic learning strategiesReflective learning strategies.
    • Assessment’s RoleThe success of Mastery Learning in the classroom is stronglyrelated to formative assessment. Teacher’s must: Provide effective feedback to students Adjust teaching to take into account the results ofassessment Ensure students assess themselves and understand how toimprove Assessment in the mastery learning is not used as ameasure of accountability but rather as a source of evidenceto guide future instruction
    • Mastery Learning:Approach to individual differences Students enter school with different skills, and that thereexist great differences in achievement between differentschool systems, schools, and classes. Children may need to learn in different ways, but that doesnot have to result in different levels, rates, or attitudestoward learning. What looks like a difference among students in rate oflearning is usually really a difference in proportion of timespent on task. People have different personalities, preferences, values,perspectives, strengths, and problems, and that these arehealthful differences
    • Mastery Learning: Findings Properly implemented, mastery learning strategies havebeen useful in increasing the level of achievement ofstudents who meet the minimum standards ofparticipation. Using mastery learning techniques, the learner tends tobecome more interested in the content being learned andfeels more competent as a learner. The student tends to have more control over his/herlearning and becomes more self-reliant in the processing ofinstruction.
    • References The Mastery Learning Handbook. Retrieved fromhttp://www.jhsph.edu/research/centers-and-institutes/johns-hopkins-center-for-prevention-and-early-intervention/Publications/mlm.pdf Mastery Learning Printout. Retrieved from:http://learn.midsouthcc.edu/learningObjects/masteryLearning/printout.pdf Borich, Gary D.,2011. Effective Teaching MethodsResearch- Based Practice. Pearson Education.