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Mastery Learning Model

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Submitted to-Dr. Umender Malik
Submitted by- Priyamvada
Roll no-257

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content
 Introduction
 Definition of models of teaching
 Characteristics of models of teaching
 Types of model of teac...

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Introduction
 The term ‘model’ carries different meaning in our day
to day life we look at the model of Taj Mahal and fin...

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Mastery Learning Model

  1. 1. Submitted to-Dr. Umender Malik Submitted by- Priyamvada Roll no-257
  2. 2. content  Introduction  Definition of models of teaching  Characteristics of models of teaching  Types of model of teaching  Mastery learning model  Merits and demerits of mastery learning model  References
  3. 3. Introduction  The term ‘model’ carries different meaning in our day to day life we look at the model of Taj Mahal and find it an exact replica of the original . This is why models prove a quite effective aid us a substitute for reality in the class-room situation.  The meaning of a model can also be made clear in these words –’an effort to draw some meaning from experience’. In the field of education , this effort helps in educational talk related to the subject, i.e. helps in the talk and thinking regarding guidance.
  4. 4. Definitions of teaching of models  According to Joyce and weil .”Teaching models are just instructional designs. They describes the process of specifying and producing environmental situation which cause the student to interact in such a way that specific change occurs in his behavior.” • According to N.k.jangira and others , “ A models of teaching is a set of inter-related components arranged in a sequence which provides guidelines to realize specific goal.it helps in designed instructional activities and environmental facilities, carrying out of these activities and realization of the stipulated objectives
  5. 5. Characteristics of teaching models  1.The development of teaching model is based on certain assumptions.  2.The teaching models depend on the individual differences . Their structure is psychological.  3.The teaching models use the interests of the pupils.  4.These models are based on one or the other philosophy.  5.The basis of teaching models also includes thinking.
  6. 6.  6.With the help of models , teaching can be seen as an art.  7.Models prove helpful in developing the teacher’s personality qualitatively.  8.Teaching models are based on scientific procedure.  9.All the teaching models have their own specific mechanism.  10.Teaching model determines what the pupils have learnt after the instructions.
  7. 7. Types of teaching model  There are four types of teaching model according to Bruce Joyce and Marsha Weil:- 1. • Information processing models 2. • Social interaction models
  8. 8. • Personal development model • Behaviour modification model 3. 4.
  9. 9. Mastery learning model  Mastery learning is an approach for organizing instructions .This approach was formulated by John B. Carroll and B.S.Bloom.mastery learning helps in attaining a satisfactory level of performance in school subjects. It belongs to the behavioral systems family of models as classified by Joyce and Weil. Mastery learning provides a compact and interesting way to increasing the likelihood that more students will attain a satisfactory level of performance in school subjects  The core theoretical ides in mastery learning is based on the meaning of aptitude as suggested by John Carroll. , aptitude is that feature of student that is direct related to achievement
  10. 10. More aptitude . More learning . Less learning .Less aptitude .
  11. 11.  Is an instructional strategy in which students learn one topic before moving on to the next subsequent topic.  Students must demonstrate competence in one area before proceeding to the next.  Mastery learning is based on 3 assumptions: 1. Almost every student can learn a topic to mastery 2. Some students need more time than others 3. Some students need more help than others Therefore most students can learn if given sufficient time and instruction to do so.
  12. 12. Mastery Learning 4 Components 1. SMALL DISCRETE UNITS-The subject matter is broken up into a bunch of little lessons that covers a small amount of material 2. A LOGICAL SEQUENCE-The basic concepts and procedures are learned before the more complex ones 3. DEMOSTRATION OF MASTERY AT END OF EACH LESSON- Students can’t move to the next lesson until they show that they mastered the proceeding lesson.
  13. 13.  4. ADDITIONAL ACTIVITIES FOR STUDENTS NEEDING EXTRA HELP OR PRACTICE TO ATTAIN MASTERY- Support and resources are tailored to individual needs. Examples could include a different instructional approach, different material, study groups, or individual tutoring.
  14. 14. Characteristics of mastery learning model According to Bloom ,The characteristics of mastery learning model are :-  1.Mastery of any subject is defined in terms of sets of measure objectives which represent the course of unit.  2.The substance is then divided into a larger set of relatively small learning unit. Each unit accompanies its own objectives. These objectives are parts of larger ones .These are considered essentials for there mastery.
  15. 15.  3.Learning materials are then identified. After this, the instructional strategy is selected.  4.Each unit is accompanied by brief diagnostic tests to measure the pupils’ progress. Also these diagnostic tests identified those particulars problems which each pupil is facing.  5.The data obtained from these diagnostic tests is used to provide supplementary instruction to the student to help him overcome his problems.
  16. 16. Description of mastery learning model in terms of the basic elements Focus:- Its aim is to control the pace of the students ,his aptitudes, his previous knowledge of the subject. It is based on the assumption that all students of a class can learn and attain the mastery level if sufficient time ,adequate instructions and timely help is provided to them according to their interests and abilities. Therefore the model focuses to attain the mastery level.
  17. 17. Syntax:- The structure of model involve six steps :-  Planning for Mastery  Teaching for mastery  formative evaluation for diagnosing mastery  mastery providing for differential teaching  Re-evaluation and remedial work for mastery summative evaluation and mastery for other learning units g
  18. 18. Phase 1:- Planning for Mastery Phase 2:- Teaching for mastery Phase 3:-formative evaluation for diagnosing mastery Phase 4:-mastery providing for differential teaching Phase 5:- Re-evaluation and remedial work for mastery Phase 6:-summative evaluation and mastery for other learning units
  19. 19. Social system  A social system of any teaching model provides information regarding the teacher and the student relationship. In this model , teacher plays an important role . The teacher helps the student in attaining the mastery on the subject by keeping in view their individual differences . The teacher is entirely responsible for the success and failure of the student.  For the attainment of mastery by all student of the class, the teacher has to organize the class in small groups, take the help of early masters as monitor and help the student individually as a tutor.so the model provide opportunities not only for teacher-pupil interaction but pupil-pupil interaction as well.
  20. 20. Support system Implementation of this model requires some additional support other than usually available in normal classroom situation in the form of :  Evaluation  Remedial teaching  Diagnostic test in every unit
  21. 21. Application  Development of self confidence slow learner.  Development of self initiation among students .  Development of self analysis and inspiration among students.  Development of problem solving qualities in students.  Helps obtaining mastery in school subject.
  22. 22. Merits of mastery learning model  Helps students what they have learned and what they need to learn better.  Correctives are individualized.  Prevents minor learning difficulties from accumulating and becoming major learning problems.  Help students overcome their individual learning difficulties.  Offers students a second chance at success.  Special enrichment activities to broaden learning experiences.
  23. 23. Reduces the variation in students achievement levels. Students are given extended time to master the learning objectives. Can break cycle of failure .
  24. 24. Demerits  Long process  Time consuming  No single method of instruction works for all.  Teachers must increase variation in their teaching to decrease variation in results.  Students may need additional time to learn.  Implementation of mastery learning will require more time at first.
  25. 25. References Mangal , S.K(2012).Essentials of Educational Technology. New Delhi: PHI Learning Private Limited. Sharma, G.R(1992). Technology of Teaching . New Delhi : Sarup and Sons . Mehra , vandana(1995). Educational Technology. Delhi: S.S. Publishers .

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