1. Learning is an Active Verb: Practical Aspects of Mastery Learning Lisa Devillez Marshall County High School

2. Mastery Learning developed by Benjamin Bloom around 1970 to increase achievement, student-teacher interactions should be as close to those encountered in a one-on-one tutoring/coaching situation as possible teaching strategies, as well as timing are varied based on individual learning styles

3. Overview An in-depth discussion of the mastery learning model is provided by Guskey, 2005.Guskey, 2005.

4. How it works in my classroom For each unit, the student receives a list of objectives and assignments. Students plan how they will use Their time (in class and at home) to complete the assignments. Sample Unit Sheet

5. Quizzes are provided on each objective for self-evaluation purposes.

8. When ready, the student completes the assessment for the unit. Successful students can complete enrichment activities or continue on to the next unit.

9. Those that do not demonstrate satisfactory understanding (75% assessment score) will work through specific corrective measures and complete an additional assessment Process repeated as needed

10. Grading 70% Test score –Score on assessment –Enrichment activities 15% Unit points 15% Timing of successful assessment –Google CalendarGoogle Calendar

11. A “Normal” Day A/B Block Schedule -90 minute periods Directed Instruction (~30 minutes) Student-centered (~60 minutes)

12. Small groups plan their class time –Text notes –Completing/checking worksheets –Online Homework –Vodcasts –Checking unit sheets –Individual / small group tutoring –**Labs –Quizzes –Testing

13. Room Arrangement Facilitate –Small group discussion –Independent work –Tutoring –Fluid regrouping –Testing

14. Small group discussion

15. Fluid Regrouping

16. Individual Work

19. Quizzes and Tests

23. Small Group Tutoring

25. Teacher Requirements Teacher must be –Organized –Multi-tasker Initial time investment to create range of student resources

26. Benefits An ACTIVE classroom Student discussions/peer teaching On-task behavior Differentiation Teacher knowledge of student learning needs Individual student successes Student accountability for learning –Planning and time management –Knowing what you know

27. Going Forward Unit Objectives –Clarity –Notetaking Vodcasts –Refine –Expand (coordinate with other teachers) Enrichment Activities –Expand –Build in more class time