Mastery Learning

1
Mastery Learning

• Learning is an individual experience quality
  of learning as opposed to quantity (p. 380)

2
Assumptions of Mastery Learning

• Mastery of content is possible for all students
• Instruction must be modified and adapted
• Some students require more time than others to
  master a particular content
• Most outcomes can be specified in terms of
  observable and measurable performance.
• Most learning is sequential and logical
• Mastery learning ensures that students experience
  success at each level of the instructional
  process.

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Components of Mastery Learning

• Objectives that are stated in specific behavioral
  terms
• Pre-assessment of the learners present knowledge
• Instruction that includes practice,
  reinforcement, frequent comprehension checks and
  corrective teaching at each step to keep the
  learner on track
• Post-assessment to determine the extent of
  mastery of the objectives.

4
Example The Self-Instructional Package

• SIP is a learning package specifically designed
  for an individual student, uses small sequential
  steps, with frequent practice and immediate
  learning feedback to the student.

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Steps for creating a SIP

• 1. Prepare the cover page (name, school, class,
  topic, estimated work time
• 2. Prepare the instructional objectives
• 3. Give a Comprehension Check (Share with
  colleagues what you have done in steps 1 and 2)
• 4. Depending on feedback, modify the cover page
  or objectives
• 5. Prepare the pre-test

• 6. Prepare the post-test
• 7. Comprehension Check (Share with a colleague.
  Modify if necessary)
• 8. Prepare the text. It is the instruction. For
  the SIP to be self-instructional, the learner
  should be able to work through the package with
  little or no help from you.
• 9. Comprehension Check
• 10. Revise if necessary

6
Packet Evaluation Form

• Packet Identification
• Author
• Title of SIP
• Packet Objectives
• a. Do they tell the student
• What the student will be able to do?
• How the student will demonstrate this
• new knowledge or skill?
• b. Is there a clear statement (overview or
  introduction) of the importance, telling the
  learner what will be learned by completing the
  packet?

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Packet Evaluation Form Continued

• 3. Pre-test
• 4. Activities (Practice Cycles)
• a. Are small sequential steps used?
• b. Are there frequent practice cycles, with
  comprehension checks and corrective feedback to
  the learner?
• 5. Posttest Does it test against the objectives?
• 6. Clarity and continuity of expression
• 7. Is the packet informative, attractive,
  enjoyable?
• 8. Additional comments useful to the author of
  this packet.