Mastery Learning
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Benjamin Bloom
1960s-70s
History is reviewed starting at page 101.
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Page 107
Page 108
Two essential elements:
1. Feedback, Corrective, and Enrichment
Process
2. Instructional Alignment
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1.
2.
3.
4.
Start with the four questions:
What is it we expect them to learn?
How will they know when they’ve learned it?
How will we respond when they don’t learn
it?
How will we respond when they already
know it?
1.
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Know interests, learning profile, and
readiness
Multiple Intelligence Surveys
http://teachershelper.wikispaces.com/Multiple+In
telligence
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http://ethemes.missouri.edu/themes/134
EVAAS (State testing history plus projections)
PEP
2.
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Be clear and focused on what you want your
students to know, understand, and be able
to do.
ACRE
http://www.dpi.state.nc.us/acre/standards/
3. Actively use formal/informal preassessment and formative assessment to
guide instructional decisions.
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Formative assessments
ClassScape
http://www.classscape.org/ClassScape3/
4. Provide opportunities to motivate learning
through student choice.
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Learning Profile
Rubicon Atlas
http://rubiconatlas.net/c/pi/v.php/Atlas/Au
thentication/View/Login
5.
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Match students to tasks that are just
right/right now for them through tiered
assignments.
Learning Profile
Rubicon Atlas (Have 10 different ways to
teach a concept)
Formative Assessments
Bloom’s
http://www.dpi.state.nc.us/acre/standards/
6. Flexible grouping to manage/organize
students by likeness ratherr than differences
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PAGE 191!!!
“Big changes are easier to
make than small ones”