If each student was allowed the time he needed to learn to some level and he spent the required learning time, then he could be expected to attain the degree of learning.

Under typical school learning conditions, the time spent and the time needed were functions of certain characteristics of the individual and his instruction.

“Model of School Learning” (Carroll, 1963)

Introduction

Formative assessment:

help students pace their learning.

put forth necessary effort at the appropriate time.

must be given frequently enough to ensure thorough mastery.

For mastered students, formative assessment:

reinforce their learning.

assuring that their learning approach and study habits are adequate.

For students who fail to master, formative assessment use to:

pinpoint their particular learning difficulties.

focus on particular ideas, skills and processes which need additional work.

Teachers evaluate students with

criterion-referenced tests

rather than

norm-referenced tests.

Students are not competing against each other, but rather competing against themselves in order to achieve a personal best.

Q5. How can this method be applied in blended learning?

Flipped-Mastery Classroom:

Teacher upload a video of the lecture.

At home:

students watch the video.

then solve the online question.

prepare questions they do not understand.

On the next day, at school:

checks mastery from the students' work.

mastered students will be given more challenging work and study the material deeply.

students have not achieved mastery will be group together and learn the material in different form.

then they will be given another set of problem to solve to check on their mastery skill again.

If majority of the students have attained mastery, teacher will move on to the next unit.

Process of Mastery Learning

(Bloom, 1968)

Q10. What are the theory underpinning this approach?

Q1. Are there any models that present this approach?

Bloom reasoned that because student aptitude varied, time needed to learn the required content would vary. Therefore, he came up with the idea of Mastery Learning.

Mastery learning is an approach to teaching that requires students to attain a predefined level of proficiency in a topic before they can move on to the next topic in a lesson.

This approach is particularly effective and vital in any lesson where the content builds on prior knowledge of the students.

**Mastery Learning**

**Content:**

Introduction

Process

Application

Benefits

Assessment

Conclusion

Activity

Introduction

Process

Application

Benefits

Assessment

Conclusion

Activity

Where it is determined by:-

time actually spent includes perseverance and time allowed.

time needed include aptitude for the task, quality of instruction/teaching, and ability to understand the instruction

Q14. How Mastery Learning works?

Q15. Mastery Learning is a type of learning where the students need to master a topic at least 80% before proceeding to next topic. What are the steps that the student need to do in Mastery Learning?

Q16. How do we apply Mastery Learning in classroom?

Mastery Learning is suitable for subjects like Mathematics because students need to master the multiplication table.

May be implemented using direct teacher instruction, cooperation with classmates or independent learning with programmed materials.

Application of Mastery Learning

Benefits of Mastery Learning

Answer for Q2, Q9 and Q19

Most useful with basic skills for slow learners at both elementary and secondary levels.

Slow learners must demonstrate their capability on the required standard.

Slow learners are also considered successful in passing the standard, despite with lower grades.

Students will feel encourage to study in a facilitative environment where they can receive constructive feedback and correction.

Teachers should provide corrective activities suitable for the students' preferences.

For example educational games to attract playful students' attention.

For Slow Learners

For Fast Learners/High Ability/Special Gifted Students

Students can learn more in terms both quantity and quality.

Enrichment activities provided allows students to:

cover more material.

learn more complex contents.

learn faster.

have better retention of the contents.

Volunteer in peer tutoring for their friends.

Assessment for Mastery Learning

Conclusion

Q7. What do you see the outcome on students when teacher apply Mastery Learning in their students' learning?

Q12. Do you think the current curriculum that we have now allows us, as teachers, to apply Mastery Learning for our students?

Mastery Learning affects education through:

Curriculum:

it does not focus on content, but on the process of mastering it. Works best with traditional content-focused curriculum.

Instruction:

teacher directs a variety of group-based instructional techniques. Teacher provides frequent and specific feedback and regularly correcting students' mistakes along the learning path.

Assessment:

ensures numerous feedback loops.

In my opinion, Mastery Learning helps to enhance students' 21st century skills.

Focus only on the 3Cs:

Collaboration:

ensure students to be more collaborative through group works and being responsible in supporting each other's progress.

Communication:

one-to-one interaction with teacher during tutoring session. Communicate actively during peer tutoring.

Critical Thinking:

more difficult and challenging enrichment activities increases students' critical thinking skill.

for slow learners, using different types of corrective activities will stimulate their critical thinking skill.

Activity

**THE**

TANGRAM

MASTER

TANGRAM

MASTER

An effective Mastery Learning must have the following factors:

Instruction broken down into small manageable parts.

Units presented in a logical sequence.

Students demonstrate content mastery through formative assessment.

Teachers provides concrete objectives and guided instruction for the students.

Additional or specially-designed activities are needed for remedial and correct misunderstanding.

Feedback and corrective gives teachers chance to vary the students' individual learning needs.

Answers for Q8, Q11, Q13, Q18 and Q20:

Answer for Q3

Q17. Some students learn in different ways. Instead of following the procedures, they prefer to use their own way. Is that acceptable?

Yes, it is acceptable.

Mastery Learning focus on the students' learning preferences so that they can gain mastery.

Therefore teachers should prepare activities that can meet the students' preferences.

Answer for Q4 and Q6

I wish I knew where i went wrong...

Too bad I understand it after the test!

Hooray!!!

I managed to get higher grade for my second attempt!

Prepared for :

Madam Ani Mazlina Dewi Binti Mohamed

Prepared by:ared for :

Aminul Filza Bin Anuar

Maisarah Binti Othman

Mohd Akmal Bin Zulkifli

Syamim Mahirah Raman

Siti Nadhirah Binti Ghazali

Siti Solehah Binti Abd Wahab

Hannan Addeen Bin Mohd Abd Hafidz

**MASTERY LEARNING**