Mastery learning model

For Teacher Education Programs

1. Mastery Learning Model By: Dr. Yudhister ,Associate Professor RLS College Of Education, Sidhrawali ( Gurugram ), Haryana

2. Origin of Model This model belongs to behavior modification family of models. This is the most useful model for effective instructional effectiveness. The origin of the model owes to John B. Carrol (1963).He proposed that there can be 100% learning by100% students in particular content if attempt are made to help students by providing sufficient time and instructions. Carrol ideas regarding mastery learning were further taken by B.S.Bloom (1971) and gave birth to working model of mastery leaning. Mastery Learning strategy is of two types: Group based or teacher paced as of Bloom, Blick , Anderson where students learn cooperatively with their classmates. Individual based or student paced type where students learn independently of their classmates as that of Keller’s and Sherman’s

3. Major variables for mastery Learning Based on the works of Carrol (1963),bloom(1971),and supported by ideas of Morrison(1926),Bruner(1960),Skinner(1954) the main variables are: Aptitude and rate of learning. Quality of instruction. Reinforcement. Cues. Active participation by students. Ability to understand the instruction. Time allowed for learning. Problem of under achievement can be overcome if Instruction is approached sensitively and systematically Students are helped when and where they have learning difficulties They are given sufficient time to achieve mastery There are some clear interior of what constitute mastery

4. Basic Assumptions Students differ in the amount of time and practice that it require to master the given instructional objectives. Students work through sequential units at his own pace and with time of practice they need. Frequent evaluation of student’s progress provide a base of development of individual instruction prescription. Learning can be enhanced both for teachers and students if both are permitted to help each other in certain ways.

5. Basic Assumptions No students is allowed to start new unit until he has acquired minimum degree of mastery in pre-requisite unit. Diagnosing student’s difficulties and organizing teaching prog . Accordingly is base of this approach. Characters of learners and instruction can be modified in order to affect a higher level of learning. Student’s ability to learn indicated by time and effort is highly alterable. Proper methods and strategies suited to student’s abilities and needs helps in mastery of content. Each student can assume more responsibility for planning and carrying out his programme .

6. Objectives The main focus is to attain mastery level by all students To enable each student to work at his own rate through unit of study in a learning sequence. To develop a demonstrable degree of mastery in each student To develop self initiation and self direction of learning. To foster the development of problem solving. To encourage self evaluation and motivation for learning. To foster the development of certain of reasoning. To develop skill for using libraries and other information sources.

7. Syntax of Model Phase One-Planning for mastery : Selection of unit/ content to be taught. Analyzing the content in to sub units. Development of sequential units. Deciding goals in terms of specific instructional objectives. Planning for use of instructional materials ,methods teaching aids for attaining mastery. Formation of formative and summative test Planning for sufficient time needed for individual learner or class as a whole Phase Two-Teaching for Mastering : Informing students about instructional objectives and mastery level. Orientation of students about concept and process of mastering learning. Presenting a learning task to the class as a whole. Presentation of individual attention to each student to understand the content. Demonstration of love and enthusiasm with regard to teaching. Administration unit formative test -1 and diagnosing students difficulties

8. Syntax of Model Phase Three- :Differential Teaching Unit Classifying pupils according to achievement level on formative test-1. Providing alternate learning material like workbooks, audio visual aids, reference books and practical assignments. Organizing small group instruction with peer teachers. Organizing tutorials pairs with peers. Organizing individual study and giving more time. Taking help of parents in doing away learning difficulties of their children. Providing more time for practice ,drill work and working on task. Administration of formative test-2 and diagnosing learning difficulties Phase Four-Intensive- Teaching Session : Tutoring by peers and teachers. Providing further materials for practice. Administration of formative test -3 Phase Five-Summative Evaluation and grading for mastery Phase Six-Teaching the next unit

9. Social System In MLS teacher is given upper hand. More active and dominant, more responsible. Responsibility for bettering strategy and adjusting to the needs of individual Acts as manager of learning. Analyze the content, specify instructional objectives, formulate formative and summative test. Diagnose learning difficulties ,provide corrective and remedial measures. Provides opportunity not only for teacher –pupils interaction but also for pupils-pupils also. Provides a picture of co-operative learning with warm ,cordial ,cooperative and enthusiastic teaching learning environment. It represents an organizational approach to teaching quite different from concept of self contained classroom of pupils.

10. Principles of Reaction Main emphasis is on helping students to attain mastery over the material. Here speed of learning has little significance. Teacher is not to reward not speed but attainment of mastery. Teacher finds out the difficulties for formative evaluation. Helps in rectification of their shortcomings. Teacher helps every student to attain the mastery of content taught. Teacher provide constant encouragement ,corrective measures, guidance by establishing proper rapport. Teacher remains quite cautious in reminding students that learning completely is more important than completing easily. Late masters are in no way inferior to the early master.

11. Support System This model requires some additional support than a usual classroom The services of teachers who know the art and technique of using this model. Extra support in terms of text, reference books, question bank and assignments. Suitable techniques strategies, audio visual material, multimedia and educational games. Provision in regular time table or school time schedule for extra time needed in attaining mastery. Flexibility in scheduling and pacing of curricular coverage.

12. Application of Model This model is very effective for subjects which are structured and sequential nature like maths , music, science etc. Useful for teaching basic skills which need hindered percent mastery. Useful for developing positive attitude towards learning and application of subjects in real life situations. Provide necessary reinforcement for learners and proper enhancement of their self confidence and self respect.

13. Thanks