Mastery Instruction

 

Strategy Description

Objectives

 

Objectives and Assignments

Strategy Description

Strategy Template

Student Examples

Strategy Rubric

Comparing Models

Resources

Syllabus


Mastery Instruction was conceived and desribed by Benjamin Bloom (of Bloom's Taxonomy) and Block. The Mastery Model can be considered a megamodel because it can incorporate other models within this model. It is unlikely that "mastery" would be achieved within one lesson.

Mastery Power Point 

Mastery

 

Degree of Learning = function of

time actually spent (2)

________________________ = 1

time needed (2)

 



perserverance

time allowed

time actually spent

______________________

time needed

aptitude

quality of instruction

ability to understand instruction

Time actually spent:

a

perserverance

Time willing to spend; if student must repeat instruction, perserverance is usually negatively affected.

time allowed

If there is a time limit, specific time periods.

Time needed:

a

aptitude

If the student has a high aptitude for the subject, he/she would learn it quickly; if one does not have a high aptitude, one will require more time. Often prior experience affects aptitude.

quality of instruction

a.) clear, appropriate, b.) active participation, c.) reinforcemnt--amount and variety adjested to each individual. If quality is hight; time needed is less; if quality is low, time needed is more.

ability to understand instruction

students prior knowledge, skill level and native ability to understand instruction and materials



Selecting Subjects for Mastery

Some subjects may lend themselves to be more easily adapted to master:

1. If minimal prior learning or if most learners possess the same past learning.

2. Subjects are sequentially learned and thus designed (e.g math, drawing skills, reading skills)

3. Most effective with subjects which are closed and emphasize convergent thinking

  • 95% studying a subject can probably achieve mastery
  • Ideally grades would not be given.
Putting Mastery Into Use
  • Instruction is organized into well-designed units (example)
  • Mastery of a subject area is defined in objectives. (example)
  • One unit must be mastered before proceding to the next unit.
  • Ungraded, diagnostic tests are administered. (example)
  • If mastery is not obtained, apply appropriate correctives:

    reteaching

    other strategies: role play, concept attainment, etc.

    tutoring

    technology: computer programs.

    new/different materials

    discussions

    manipulatives

    buddies etc.

    a

    a

    a

    Restrategize

    a

    Objectives

    Learner

    Strategies

    Evaluation

    a

    a

    a

    Re-evaluate

    a

 

 


 

 EdTe 226

California State University, Sacramento
December, 2001