Mastery Instruction |
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Strategy Description |
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Strategy Description Strategy Template Student Examples Strategy Rubric Comparing Models Resources
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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
Degree of Learning = function of ________________________ = 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
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EdTe 226 |
December, 2001 |