Mastery learning

1. BEHAVIOUR MODIFICATION MODEL MASTERY LEARNING DIRECT INSTRUCTION M.ED.(2010-11) SCHOOL OF EDUCATION PONDICHERRY UNIVERSITY

3. Skinner is the chief exponent of this model.

5. Learner actively respond to the situation to and gets reinforcement and feedback.

6. Each behaviour; is so designed that success is ensured.

7. "Re-programming" on acquired behaviors of learners.

9. Seeks specific behavioral changes.

11. Based on the idea that the majority of students can master any topic if it is broken down into small chunks and if they are given enough time to learn at their own pace.

12. Individualized instruction

14. Presentation of Instructional Objectives

15. Individual attention

16. Personalized instruction

17. Self-pacing

18. Criterion referenced test

19. Diagnostic, formative & formative evaluation

20. focus on process of mastering of content not on contentLearning Outcomes (Levels and types of Achievement, Rate of Learning, Affective Outcomes) Cognitive Entry Behaviour STUDENT LEARNING Affective Entry Characteristics Quality of Instruction Variables of mastery learning (Wong, 2002)

21. MAIN FOCUS OF MASTERY LEARNING Behavioural Objectives:The specific objectives for learning a study unit are made clear to the learner, so that he knows what is expected of him from the course of study. Small Learning Segments:The subject matter of a study unit is broken in to several blocks each followed by self-assessment questions which work as learner’s own evaluation checks. Self-pacing:The learner learn the study unit at his own speed. The time for learning a study unit is different for different learners while the degree of mastery is the same. Individual Attention:when a student is unable to understand a portion of the unit, he takes the individual helps from the instructor. Criterion-referenced Testing:A minimum level of performance is specified which indicates the mastery of the study unit and readiness for learning new material. (More than 80%)

22. PRINCIPLES OF MASTERY LEARNING 1.Diagnosis of Learning Difficulties 2. Compensatory Programmed Units 3. Presentation of Instructional Objectives 4. Teacher Instruction 5. Supplementary Instruction, Review and Exercises 6. Formative Tests 7. Programmed Units 8. Enrichment Programmes 9. Co-operative Small Group Study 10. Summative Test

24. Identify objectives of units.

25. Require students to demonstrate mastery of objectives for unit before moving on to other units.

26. Clearly state the objectives representing the purposes of the course.The curriculum is divided into relatively small learning units, each with their own objectives and assessment. Learning materials and instructional strategies are identified; teaching, modelling, practice, formative evaluation, re-teaching, reinforcement, and summative evaluation are included. Each unit is preceded by brief diagnostic tests, or formative assessments. The results of formative tests are used to provide supplementary instruction, or corrective activities to help the learner overcome problems.

28. Requires teachers to do task analysis, thereby becoming better prepared to teach each unit

29. Requires teachers to state objectives before designating activities

31. Must have a variety of materials for remediation

32. Must have several tests for each unit

33. If only objective tests are used can lead to memorizing and learning specifics rather than higher levels of learning.