Teacher Behaviour

1. SUBMITTED BY,
C.HARINI
19UED028
II.B.Ed PHYSICAL SCIENCE& ENGLISH

2. DESIGNS LESSONS FOR STUDENT
MASTERY
“Mastery learning” is an educational philosophy that
relies on not expecting students to learn new things
before they master less advanced concepts.
 In one sense, the mastery principle has always been an
inherent part of education: students are required to
demonstrate a certain level of knowledge or skill
before being admitted to advanced classes, promoted
to higher grades, or accepted into programs for
bachelor’s degrees and higher.

3. Mastery learning is a set of group-based,
individualized, teaching and learning strategies based
on the premise that students will achieve a high level
of understanding in a given domain if they are given
enough time.
How does mastery learning works in the
classroom?
In a mastery learning classroom, teachers break up
their curriculum into a series of skills or instructional
units.
Next, students who have mastered the unit go on
to do enrichment activities while the students who
didn't achieve their goals are given additional
opportunity to practice their skills

4. How do you implement mastery learning?
Elements Mastery Learning and Other Interventions
Share
Diagnostic Pre-Assessment with Preteaching. ...
High-Quality, Group-Based Initial Instruction. ...
Progress Monitoring Through Regular Formative
Assessments. ...
High-Quality Corrective Instruction. ...
Second, Parallel Formative Assessments. ...
Enrichment or Extension Activities

6. Allow Plenty of Margin in Each Term’s
Schedule
 Often, overenthusiastic teachers cram the
schedule with so many lessons that only the
brightest students have time to master one concept
before being rushed on to another.
This is a special risk with teachers who are so
familiar with the subject personally, they forget
everyone has a first time coming to it.
You’re less likely to fall into that trap if you develop
the habit of carefully observing your students,
especially the typical student’s and the slowest
students’ learning speeds, every day.

7. Include Lots of Group Projects in the Curricula
And make sure to include a healthy balance of mastery
levels in each group while encouraging everyone to
find and make his or her best personal contribution.
 You may find that students learn more effectively
from their peers than from you!

8. Encourage Students to Help Each Other in Other
Ways
Your classroom probably includes some natural tutors.
Rather than emphasize “don’t look at anyone else’s
work; that’s cheating,” encourage students to share
their ideas and conclusions.
Only assignments that really test individual mastery
need be strictly individual projects.

9. Give “Mastery Tests” on a Regular Basis
But not tests with the traditional emphasis on “getting
the right answers.” Leave room for unique ideas and
individual approaches to problem-solving.
 It’s not true mastery until the student can personally
generate some original elements!

10. How to Integrate Mastery Learning into Course
Design?

11.  ADVANTAGES :
Mastery leaning facilitates student learning and often
leads to higher achievement than more traditional
classes
Mastery learning students often retain the things they
have learned for longer periods of time
Enforces better study habits rather than
procrastinating and cramming for tests
Mastery learning can break the cycle of
failure

12.  DISADVANTAG:
Students who learn quickly receive less instruction
than their classmates
Teachers must assist and keep track of multiple
students who are at different levels of learning
Extra time may be required in order to provide slower
paced learners time to learn content
Potentially takes too much of the responsibility for
learning away from students creating students who
may not learn how to learn independently