Monday, November 06, 2006
Eight: Learning for Mastery
If time was not of the essence then all students would be able to achieve “Learning for Mastery.” Instruction and curriculum are implemented so that each student succeeds. Mastery of learning (and teaching) aims to help all students progress at their own pace. Although, I wish mastery learning was always an option I do no think it is reality. As a teacher, you must adhere to structured curriculum. Benchmarks are set for student achievement and standardized tests force teachers to present information in a timely manner. Sometimes, teachers must move from one unit of instruction to the next whether students master the material or not. Mastery learning is a strategy fit for utopia; however it is grounded in good intention and, if time allows, some research proves it is effective.
Aptitude for learning, quality of instruction, ability to understand instruction, perseverance, and time allowed for learning are all aspects explored by Bloom in his article. In order to achieve success in all of these aspects, individual needs of all students must be addressed. Students control the course of information and learn independently.
The main focus of mastery learning is for each student to be graded on their performance without any predetermined or low expectations. An overlying objective is set and students accomplish this objective by working with each other or on their own (when the objective is reached a student receives an A). Bloom (1968) argues that differential instruction and opportunity to learn would allow a majority of students to achieve mastery.
As far as contemporary educational practices go, I feel that mastery learning is used in some form. Critical thinking skills are stressed across disciplines and open-ended questions force students to find answers independently.
“Mastery learning offers a framework for determining a meaningful balance between directed teaching activities and the use of cooperative student teams” (Guskey, 1990, 37). Students use their different levels of ability and prior knowledge to improve their understanding of the material. Students work with each to create an atmosphere of achievement.
In my opinion, students acquire higher learning skills. They are able to develop their critical thinking skills and problem-solving skills because they work towards the objective until accomplished. Interpersonal life skills are attained through team work and achieving a common goal.
“Cooperative learning and mastery learning offer educators complementary tools that can yield benefits greater than either strategy is likely to yield alone” (Guskey, 1990, 40).
As this course progresses, it is evident that the focus must be on the students learning rather than the teaching. A teacher should pull from different strategies in order to reach all modalities.
[References]
Bloom, B. (1968). Learning for mastery. Instruction and curriculum, 1, 1-11.
Guskey, T.R. (1990). Cooperative mastery learning strategies. The elementary school journal, 91, 33-42.
Aptitude for learning, quality of instruction, ability to understand instruction, perseverance, and time allowed for learning are all aspects explored by Bloom in his article. In order to achieve success in all of these aspects, individual needs of all students must be addressed. Students control the course of information and learn independently.
The main focus of mastery learning is for each student to be graded on their performance without any predetermined or low expectations. An overlying objective is set and students accomplish this objective by working with each other or on their own (when the objective is reached a student receives an A). Bloom (1968) argues that differential instruction and opportunity to learn would allow a majority of students to achieve mastery.
As far as contemporary educational practices go, I feel that mastery learning is used in some form. Critical thinking skills are stressed across disciplines and open-ended questions force students to find answers independently.
“Mastery learning offers a framework for determining a meaningful balance between directed teaching activities and the use of cooperative student teams” (Guskey, 1990, 37). Students use their different levels of ability and prior knowledge to improve their understanding of the material. Students work with each to create an atmosphere of achievement.
In my opinion, students acquire higher learning skills. They are able to develop their critical thinking skills and problem-solving skills because they work towards the objective until accomplished. Interpersonal life skills are attained through team work and achieving a common goal.
“Cooperative learning and mastery learning offer educators complementary tools that can yield benefits greater than either strategy is likely to yield alone” (Guskey, 1990, 40).
As this course progresses, it is evident that the focus must be on the students learning rather than the teaching. A teacher should pull from different strategies in order to reach all modalities.
[References]
Bloom, B. (1968). Learning for mastery. Instruction and curriculum, 1, 1-11.
Guskey, T.R. (1990). Cooperative mastery learning strategies. The elementary school journal, 91, 33-42.
# posted by M. Brinker @ 8:00 PM 
