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Environmental Science Introduction to Mastery Learning.

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Presentation on theme: "Environmental Science Introduction to Mastery Learning."— Presentation transcript:

1 Environmental Science Introduction to Mastery Learning

2 What is Mastery Learning? An approach to learning that gives students opportunities to learn material through a variety of instructional strategies; however, it requires students to show mastery before they are allowed to move on to the next concept. (Morgan 2010)

3 History of Mastery Learning: There were various systems for mastery learning in the 1920s and 1930s; one example is the Winnetka Plan developed by Carleton Washburne. (Block 1971) Most of the research on mastery learning systems occurred in the 1970s and 1980s. (Morgan 2010) Mastery Learning students outperformed students from a traditional course in 11 different studies. (Kulik, Kulik, and Bangert- Drowns 1990)

4 Why Mastery Learning? Students learn at their own pace. Students have choices in how they learn. Less lecture and more active learning are typical. Checklists, scoring guides, and rubrics are given before assessments. It is easier to keep up with the course when absent from class. Results in more opportunities for tutoring in class.

5 Other Advantages… Grades reflect what a student knows and can do better than traditional learning approach. Students can keep track of scores easily. Students are not not bored with information they have already learned.

6 Mastery Learning Misconceptions : It is self-taught. It is less realistic. It is a new practice. It is not rigorous. It is easier for the teacher.

7 Traditional Vs. Mastery Learning Let’s compare Traditional Teaching with the Mastery Learning approach…

8 Assignments “Homework” Teacher assigned Due date rigid Teacher scores Minimal credit given Learning Opportunities Student Choice Student-paced Student scores No credit given!

9 Quizzes Unit Quizzes Intermittent Quiz Date is rigid Credit varies May re-quiz once Teacher decides when student progresses. Prepares student for the Unit Test. Learning Level Quizzes At given learning levels Student controls date Credit 10 points/level May re-quiz up to 10 times Student progresses with score of 80% or above. Prepares student for the Unit Assessments.

10 Laboratory Activities Lab Experiments Credit ranges 10-30 points All students complete the lab on the same day. Teams members approved by the Teacher Only Teacher is allowed to Score Answer Key used Lab Investigations All labs receive 30 points Students complete lab during “lab window” Team members must be on same learning level. Teacher, peers or individual may score Rubric used

11 Unit Examination Unit Tests All students complete on same date Teacher scores Credit ranges from 30-50 points each Teacher decides if students may retest Chapter Assessments All students complete on the same date Teacher scores Credit based on learning levels (# x 10 = points) Any student may retest once per assessment

12 Between Tests and Retests Remediation Activities Tutoring with peers and/or Teacher Ends with retest Enrichment Activities Student selects activity to study in depth May be on-going

13 What determines Retesting? If your previous test score falls below 70%, you will be required to retest. You may elect to take the retest no matter how you scored previously. You may be required to complete a retest if it will keep you from failing. You may be required to retest if it is requested by your parent or guardian.

14 STEM Activities One per year Spring Term Coincides with learning but may not be after test Credit double that of the unit test At least Two per year One per semester Complete after Assessment Credit same as unit assessment

15 How will Scores be entered in SIS? Learning Opportunities are not assigned scores. Level Quizzes will only be entered once you move to the next level or onto the Unit Assessment. Lab Investigations will be entered upon completion. If you repeat the investigation for better results, the new score will replace the old one. Please note that repeats must take place during the “Lab window”. Unit Assessments will be entered upon completion. Unit retests will replace previous scores.

16 How will Scores be entered in SIS? STEM Activities will be scored upon completion. Enrichment Activities will be scored upon completion. Final Examinations will be entered at the end of each semester and the exemption protocol will be followed. These tests will be 10% of your Semester score as required by School Policy.

17 Important Points! Since students will move at different paces, scores will be recorded on a spreadsheet kept by the Teacher but not entered into SIS until you have finished. In the meantime you will be exempted. Although Enrichment Activities will be entered into SIS, not all students will complete them. If fact, two students may do two different projects. Only students who complete projects will receive scores; all other students will be exempted. Enrichment Activities are not optional!

18 What your Teacher will do: Provide Learning Unit information at the beginning of each Unit of Study. Lecture once per week unless requested by students to do more. Follow 30-20-10 Rule for Presentations. Provide “real world” activities when possible. Post Presentations and notes on Gaggle/web page. Teach critical thinking & problem-solving skills.

19 What your Teacher will do: Allow you to learn with your friends. Post a leader board on Gaggle so you may compare your progress to others using “gaming” names. Be open to student suggestions. Prepare you for post-secondary learning. Prepare you to enter the world of work.

20 By the way… I am open to suggestions on Learning Opportunities and Enrichment Activities; if you have an idea please share it with me!

21 30-20-10 Presentation Rule Presentation font size is at least “30”. Presentation lasts no more than 20 minutes. Presentation is no longer than 10 slides.

22 Once procedures and routines are learned, HUGE presentations will be over!

23 Are there any questions?

24 Works Cited Block, J. 1971. Mastery learning: Theory and practice. New York: Holt, Rinehart and Winston. Kulik, C.-L. C., J. A. Kulik, and R. L. Bangert-Drowns. 1990. Effectiveness of mastery learning programs: A meta- analysis. Review of Educational Research 60 (2): 265–299. Morgan, K. 2010. Mastery Learning in the Science Classroom: Success for Every Student. Arlington, VA: NSTA Press.

25 Other Resources Guskey, T., and J. Bailey. 2010. Developing standards- based report cards. Thousand Oaks, CA: Corwin. O’Connor, K. 2009. How to Grade for Learning: K-12. Thousand Oaks, CA: Corwin. Wormeli, R. 2006. Fair isn’t always equal: Assessing and grading in the differentiated classroom. Portland, ME: Stenhouse Publishers.

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