MasteryLearning.pptVIP

* Mastery Learning Compare and contrast direct instruction and mastery learning. Developed by W. Huitt (1998) Direct Instruction In general, all direct instruction models have the following common principles: More teacher-directed instruction ( 50%) and less seatwork ( 50%) Active presentation of information (could be by teacher, computer, another student) Clear organization of presentation Step-by-step progression from subtopic to subtopic (based on task analysis) Direct Instruction In general, all direct instruction models have the following common principles: .Use many examples, visual prompts, and demonstrations Constant assessment of student understanding (before, during and after the lesson). Alter pace of instruction based on assessment of student understanding Effective use of time and maintaining students attention Direct Instruction Direct instruction is more effective than other models of instruction because it is more efficient with the restricted amount of time available for schooling. Because it focuses on efficiency, there is also a recognition that classroom management is important. However, there is generally no requirement of direct instruction models to match instructional objectives of the teacher to objectives that will be tested outside the classroom. Direct Instruction Mastery Learning Remember that Carroll proposed that school learning is a function of time. To be more specific, Carroll proposed that School Learning = f (Time Spent / Time Needed) where Time Spent = f (Opportunity Perseverance) and Time Needed = f (Aptitude, Prerequisite Knowledge, Quality of Instruction) Mastery Learning Bloom reasoned that because student aptitude varied, time needed to learn the required content would vary. If all students had the prerequisite skills and received quality instruction, then all students could learn required content if time was allowed to vary. Mastery Learning In fact, Bloom states that 90% of students can learn what is normall