Mastery Learning by Reymart Bargamento

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Mastery Learning by Reymart Bargamento

  1. 1. MASTERY LEARNING Reymart A. Bargamento REPORTER
  2. 2. Mastery Learning, however, is not new. It is derived from Carleton Washburne’s Winnetka Plan, Henry E. Morrison’s technique of the 1920s, & programmed instruction of the later vintage.
  3. 3. Mastery Learning as a strategy for optimizing learning considers the individual capacity and needs of the learner. The learner is treated as a unique being. Instruction is individualized within the context of the regular group instruction by means of an ongoing feedback correction process.
  4. 4. 1.The learning unit is broken into its component behaviors or tasks. 2.The learning tasks are properly sequenced. 3.Frequent diagnoses & progress of formative evaluation tests are given on what is taught. 4.Proper correctives are given to overcome group or individual weaknesses revealed by the formative tests. The Basic Principles of mastery learning are as follows:
  5. 5. PROCEDURES – IN THE APPLICATION OF THE PRINCIPLES PREPARATORY PHASE INSTRUCTIONAL PHASE The procedure may be subdivided into 2 phases :
  6. 6. PREPRARATORY PHASE At the start, the teacher should choose a subject area that lends itself effectively to the mastery learning approach. Mastery learning yields the best results in subject that …..
  7. 7. PREPRARATORY PHASE 1. requires minimal prior learning or previous learning which most learners already possess , i.e. , master learning is more effective for first grade math than for high school algebra,
  8. 8. PREPRARATORY PHASE 2. Are sequencialy learned, and 3. are considered closed since they emphazised convergent rather than divergent thinking. Examples are mathematics and English since their contexts have not changed and is not likely to change for sometime.
  9. 9. “INSTRUCTIONAL PHASE” In teaching the usual heterogeneous, he should bear in mind the individual differences among the learners; some will needing more visual aids to grasp certain abstract ideas than others. Then he should give pupils who need the most help greater active participation and practice.
  10. 10. 1 The diagnostic evaluation 2 The Formative evaluation 3 The summative evaluation TYPES OF EVALUATION IN MASTERY LEARNING Adoption of mastery learning strategies will mean the use of at least 3 types of evaluation.
  11. 11. “INSTRUCTIONAL PHASE” After the preparatory phase the teacher is ready to present the lesson using improved techniques in terms of interesting , challenging presentation, and orderly sequencing of elements to be mastered.
  12. 12. TYPES OF EVALUATION IN MASTERY LEARNING 1. The general objective of the DIAGNOSTIC EVALUATION is to place the child in the proper step in the instructional sequence. It determines the extent to which each child possess entry behavior requisite to the attainment of the objective(s) of the common unit.
  13. 13. TYPES OF EVALUATION IN MASTERY LEARNING 2- The FORMATIVE EVALUATION is a constant on-going activity that provides information necessary for directing subsequent or corrective teaching and learning. It serves to identify unmastered learning areas early enough to permit their correction before the grading evaluation.
  14. 14. TYPES OF EVALUATION IN MASTERY LEARNING 3- the SUMMATIVE EVALUATION is the end of instruction evaluation, given primarily to grade the learner’s achievement. It provides information about how the learner has changed with respect to the aims.

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