1. A working model for “Masterly Learning”?
Yes
enrich
Unit of learning and objectives
Next unit of learning and objectives
Sufficiently Learnt? No
The expectation is that the majority of pupils will move through the programmes of study at broadly the same pace. However, decisions about when to progress should always be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems before any acceleration through new content. Those who are not sufficiently fluent with earlier material should consolidate their understanding, including through additional practice, before moving on.
Bloom, B. S. (1971a). Mastery learning. In J. H. Block (Ed.), Mastery learning: Theory and practice (pp.
4 7–63). New York: Holt, Rinehart & Winston.
Bloom, B. S. (1971b). Individual differences in school achievement: A vanishing point? Bloomington, IN:
Phi Delta Kappan International.
Bloom, B. S. (1974 ). An introduction to mastery learning theory. In J. H. Block (Ed.), Schools, society and
mastery learning (pp. 3–14 ). New York: Holt, Rinehart & Winston. No
Correct
Responsive Teaching
Adapted from Bloom, 1971
Correct