Details
| Type of Product: | e-Book (our e-books are in PDF format and can be viewed on your computer or any compatible reading device) (also see print version of this book) |
| Average Rating: | 
based on 2 reviews |
| Publication Date: | 2/28/2011 |
| Pages: | 69 |
| Stock Number: | PB289Xe |
| ISBN: | 978-1-936137-53-4 |
| Grade Level: | Elementary School, Middle School, High School |
Description
In these pages, Kelly Morgan presents a compelling case for implementing a mastery learning science classroom and then shows us how to do it. Using research-based student performance data, Morgan compiles impressive statistics that support her assertion, “Mastery learning results in improved student learning and motivation.” Showing challenges as well as benefits, this text covers a step-by-step implementation from the traditional classroom to a mastery classroom, along with sample worksheets, checklists, a teacher grading grid, and additional resources. Beginning with the author’s personal experience in Chapter 1, “Why Did I Completely Change My Classroom?” mastery learning is then defined, approached using research-based techniques, and viewed through practical applications that will answer every question a teacher, parent, or principal might have about this methodology. And for the details, a chapter called “How Mastery Learning Might Look” provides a flexible model for readers to use or modify to fit any grade level or content area.
Additional Info
| Intended User Role: | Curriculum Supervisor, Elementary-Level Educator, Middle-Level Educator, Teacher |
| Educational Issues: | Achievement, Assessment of students, Classroom management, Cultural awareness, Inquiry learning, Professional development, Teacher preparation, Teaching strategies |
Contents
Chapter 1: Why Did I Completely Change My Classroom?
The Questions That Led to Change
Using This Book
Chapter 2: Mastery Learning
What Is Mastery Learning?
Self-Paced Is Not Self-Taught
History of Mastery Learning
Effects of Mastery Learning
Mastery Learning’s Pendulum Swings
Current Research
Connection With National Science Education Standards and
Standards-Based Education
Teaching Broader Skills for The Future
Chapter 3: Research-Based Techniques Incorporated
Within Mastery Learning
Cognition: How We Process and Learn Information
The Importance of Understanding a Student’s Prior Knowledge
Efficient Learning and Mastery Learning
The Dramatic Effect of Feedback and Individualized Instruction
on Student Performance
Can Mastery Learning Be as Effective as Tutorial Instruction?
Chapter 4: Practical Implications of Mastery Learning
“It’s Not Fair”—Or Is It?
Working With Students, Parents, and Administrators
Handling Lack of Support
What Content Needs to Be Mastered?
What Do You Consider “Mastery”?
Grading
How Do You Report “Mastery”?
Providing Meaningful Feedback
Socially Constructed Understanding
Taking Another Look at Your Curricular Materials
Learning Opportunities
Labs
Assessments
Managing and Monitoring Progress
Incorporating Progress Into Student Grades
Keeping Pace With Students
Accumulating Background Knowledge
Use of Technology
Starting the Year
Summary
Chapter 5: How Mastery Learning Might Look
The Full Mastery Learning Classroom
Variation 1: Weekly Group Discussions
Variation 2: Requiring Learning Opportunities
Variation 3: Group Labs
Variation 4: Mastery Outside of Class Time
Variation 5: Layered Curriculum
Chapter 6: Summary
Observations From My Mastery Learning Classroom
The Second Year and Beyond
Where to Find More Information
References
Appendix
Example of Backwards-Faded Worksheet
Example of Student Chapter Checklist
Example of Teacher Grading Grid
Index
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National Standards Correlation
This resource has 6 correlations with the National Standards.
[HIDE CORRELATIONS]
- Process Standards for Professional Development
- Research-Based
- Prepares educators to apply research to decision making. (NSDC)
- Connect and integrate all pertinent aspects of science and science education. (NSES)
- Design
- Uses learning strategies appropriate to the intended goal. (NSDC)
- Learning
- Applies knowledge about human learning and change. (NSDC)
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science engage in ongoing assessment of their teaching and of student learning.
- Analyze assessment data to guide teaching.
Customer Reviews
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Teaching students they are not allowed to fail. |
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Reviewed by: Angelika Fairweather (Bradenton, FL) on May 10, 2011 |
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The author Kelly Morgan presents a comprehensive look into a mastery learning classroom. After reading this book, I not only am completely convinced this should be the goal of every classroom, I also understand how mastery learning looks in a science classroom. I have a been pursuing different aspects of a differentiated classroom via professional development and books. I have struggled with the idea of adapting these strategies for science do to the demands of labs. This book helped by presenting examples from a science classroom. I feel that mastery learning goes hand-in-hand with differentiated learning. The important idea is every student should expect they have to demonstrate mastery, and will not be allowed to simply fail and move on in the curriculum. |
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I really like this book |
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Reviewed by: Susan German (Hallsville, MO) on April 25, 2011 |
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The book, Mastery Learning in the Science Classroom provides a concise description of how to run a mastery learning classroom. The author acknowledges that the teacher may be repeating themselves seemingly more, but in reality...how many times do you repeat yourself. Students appreciate the opportunity to have more small group interaction and closer to one on one interaction with the teacher.
I will say, the brunt of the work to be a mastery learning classroom comes in designing the units ahead of the students. But once they are designed, then tweaking is the only thing that is left to do.
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