Mastery learning

MASTERY LEARNINNG (LFM)

Benjamin S Bloom
Mastery learning is based on the assumption that given enough time and proper instruction, most students can master any learning objective (Bloom 1968). To use the mastery approach, a teacher must break a course down into small units of study. Each unit might involve mastering several specific objectives. “Mastery” usually means a score of 80 to 90 % on a test or other assessment.
DEFINITION
  1.  Mastery learning purposes that all children can learn when provided with appropriate learning conditions in classroom.
  2. Mastery learning is predominantly a group based teacher paced instructional approach, in which students learn by cooperating with their classmates.
  3. Mastery learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions.
  4. Mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one.
    THEORETICAL BASIS FOR BLOOM’s LEARNING FOR MASTERY
    Bloom derived his model for mastery learning from John Carroll’s work and grounded it in behavioural elements such as
  1. Incremental units of instruction
  2. Frequent testing
  3. Active student responding
  4. Rapid feedback
  5. Self pacing
    Carroll (1971) proposed that if learners are normally distributed with respect to attitude and they receive the same instruction on a topic, then the achievement of the learners is normally distributed as well. However, if the aptitude is normally distributed, but each learner receives optimal instruction with ample time to learn, then achievement will not be normally distributed. Instead, the majority of learners will achieve mastery and the correlation between aptitude and achievement will approach zero (Bloom, 1971)
    FIVE CRITERIA FOR MASTERY LEARNING STRATEGY
    (Bloom, 1971)
  1. Aptitude for particular kinds of learning
    Prior to the concept of mastery learning it was assumed that aptitude tests were good predictors of student achievement. Therefore, it was believed that only some students would be capable of high achievement. Mastery learning proposes that aptitude is the amount of time required by the learner to gain mastery (Bloom, 1971). Therefore Bloom asserts that 95% of all learners can gain mastery of a subject if given enough time and appropriate instruction (Bloom, 1971)
  2. Quality of instruction
    Bloom (1971) states that not all learners will learn best from the same method of instruction and that the focus of instruction should be o each learner. Because understanding instruction is imperative to learning, Bloom advocates a variety of teaching techniques so that any learner can learn. These include the use of tutors, audiovisual methods, games and small group study sessions.
  3. Ability to understand instruction
  4. Perseverance
    Perseverance is required to master a task. Perseverance can be increased by increasing learning success, and the amount of perseverance required can be reduced by good instruction.
  5. Time allowed for learning
    The time allowed for learning should be flexible so that all learners can master the material. However, Bloom also acknowledges the constraints of school schedules and states that an effective mastery learning program will alter the amount of time needed to master instruction.

PRINCIPLES OF MASTERY LEARNING
Ninety percent of students can learn what is normally taught in schools at A level if they are given enough time and appropriate instruction.
ENOUGH TIME Means – Time required to demonstrate mastery of objectives.
APPROPRIATE INSTRUCTION Means
  • Break course into units of instruction
  • Identify objectives of units
  • Require students to demonstrate mastery of objectives for unit before moving on to other units.
 According to Davis & Sorrel (1995)
The mastery learning method divides subject matter into units that have predetermined objectives. Students alone or in groups, work through each unit in an organized fashion. Students must demonstrate mastery on unit exams, typically 80%, before moving on to new material. Students who do not achieve mastery receive remediation through tutoring peer monitoring, small group discussions, or additional homework. Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. Block (1971) states that students with minimal prior knowledge of material have higher achievement through mastery learning than with traditional methods of instruction.
Keller Plan (1968) or PSI – compatible with LFM
Model of Teaching based on LFM – Direct Instruction Model

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