MASTERY LEARNING

Members:
Engaling, Carla
Rosa, Nichole
Mastery Learning
Mastery Learning is a term coined by Benjamin Bloom
who hypothesized that a classroom with a mastery
learning would create a successful classroom. Mastery
learning aims to address the limitations of teacher-
centered approaches. It requires students to completely
comprehend a lesson, regardless of the time and
resources needed, before moving to the next level
(Chargois, 2013).
Implementation of the strategy in the classroom
1. Diagnostic Pre-Assessment with Pre-Teaching
Most mastery learning models stress the importance of administering a quick
and targeted pre-assessment to all learners before starting instruction to gauge
whether they have the background knowledge and skills for success in the
proposed learning experience.

2. High-Quality, Group-Based Initial Instruction

Every description of mastery learning emphasizes the importance of engaging
all learners in high-quality, developmentally appropriate, research-based
instruction.
Implementation of the strategy in the classroom
3. Progress Monitoring through Regular Formative Assessments

Another feature of mastery learning is the use of regular formative

assessments to monitor student progress and give learners prescriptive
feedback systematically.

4. High-Quality Corrective Instruction

Following formative assessments, mastery learning instructors provide high-
quality corrective instruction designed to remedy whatever learning problems
the assessments identified.
Implementation of the strategy in the classroom
5. Second, Parallel Formative Assessments

After corrective activities, mastery learning instructors give learners a

second, parallel formative assessment that helps gauge the effectiveness
of the remedial instruction and offers learners a second chance to
demonstrate mastery and experience success.

6. Enrichment or Extension Activities

Mastery learning instructors also offer productive enrichment activities
that provide valuable, rigorous, and rewarding learning experiences for
learners who have mastered the material and do not need corrective
instruction.
 Advantages and Disadvantages of Mastery Learning
Advantage
• Mastery leaning facilitates student
learning and often leads to higher
achievement than more traditional
classes
• Mastery learning students often retain
the things they have learned for longer
periods of time
• Enforces better study habits rather
than procrastinating and cramming for
tests
• Mastery learning can break the cycle of
failure
Disadvantage
• Students who learn quickly receive less
instruction than their classmates
• Teachers must assist and keep track of
multiple students who are at different
levels of learning
• Extra time may be required in order to
provide slower paced learners time to
learn content
• Potentially takes too much of the
responsibility for learning away from
students creating students who may
not learn how to learn independently
Useful tips for actual implementation of the mastery learning in the new normaL

01. Specific, clear, demonstrable learning objectives.

We must be clear what we want students to know and be able to do when
learning has successfully occurred. Traditional high-level standards do not
enable mastery learning; greater precision is essential.

02. Clear mastery thresholds for each learning objective.

Students and educators need to know exactly what mastery means and how
we know when the student is ready to move on to the next learning objective.
Historically we have been mushy in our thinking about this topic; we must be
clear.
Useful tips for actual implementation of the mastery learning in the new normaL

03. Clear processes for students to demonstrate mastery.

The processes must be fully scalable: for every student and every learning
objective. This also works to ensure equitable access for all learners.

04. Clear processes for teachers to assess mastery.

These processes must also be fully scalable so it is feasible for teachers to
assess mastery for every student and every learning objective

05. A system to effectively organize and display the data about

mastery-based student learning progress.
These processes must also be fully scalable so it is feasible for teachers to
assess mastery for every student and every learning objective