Mastery+Learning

Mastery Learning is an instructional strategy, applicable to students of all ages and abilities, which focus on breaking down the learning content of a particular subject matter into smaller units according to the predetermined essential components (Schellhase, 2008; Foreman, 2008 ). The strategy is based on Benjamin Bloom’s Learning for Mastery model, which emphasizes differentiated instructional practices as strategies to increase student achievement (Morgan, 2010). “Bloom observed that teaching all students in the same way and giving all the same time to learn—that is, providing little variation in the instruction—typically results in great variation in student learning. Bloom believed that all students could be helped to reach a high criterion of learning if both the instructional methods and time were varied to better match students’ individual learning needs” (Guskey, 2007, p.1). This suggests that, despite the level of individual academic ability, all students who are given correct instruction and the necessary time to learn the material will eventually achieve the desired objectives at a satisfactory level determined by the teacher. In a Mastery Learning approach the teacher would break up content into smaller units of work, which are used to establish learning objectives and guide students through the instructional process. Students who meet the performance criteria decided by the teacher are able to move on to more advanced objectives, whereas those who do not satisfy the criteria will be able to repeat the process using different individualised approaches until the essential content is mastered. The majority of research evidence in the area of mastery learning reports that positive findings are not limited to cognitive or academic achievement outcomes. The strategy also produces improvements in students’ overall approach to education; including enhanced confidence in learning situations, school attendance rates, involvement in class sessions, and attitudes toward learning (Guskey, 2007; Schellhase, 2008).

Through my research I can see that Mastery Learning is a well documented tool to in the education of students with special needs. As a teacher in an inclusive classroom it is important to include areas of Mastery Learning in teaching wherever possible. This may include:
 * Breaking down content matter of a subject into smaller, more manageable units, to allow for, at minimum, the essential components to be mastered by all students, including those with learning disabilities
 * Increasing student feedback and correction during and after learning activities to help students needing extra assistance and direction
 * Make use of differentiated instruction and group-based instruction to cater for all students in the classroom, regardless of ability
 * Introduce continual formative assessment into predetermined learning activities to help support and guide students with learning difficulties
 * Use age appropriate assessment to provide individualized enrichment experiences; this may include supplying advanced stimulus material for those who master content, and developing differentiated corrective instruction for those who haven’t yet mastered the content, focusing on their individual strengths in the topic area to increase their opportunity of reaching mastery

An interesting way in which Jonathan Bergmann (chemistry teacher)has used Mastery Learning components in assessment, where students were required to demonstrate mastery of chemical reactions, can be viewed in the YouTube clip below: ([]) media type="youtube" key="VH7Iof19vJw" height="349" width="425"

References:

Foreman, P. (2008).//Inclusion in Action// (2nd Edition). Cengage Learning: Australia.

Guskey, T. (2007). //Closing Achievement Gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery”.// Volume 19 (8-31). Journal of Advanced Academics. DOI: 10.4219/jaa-2007-704

Morgan, K. (2010). //Mastery Learning in the Science Classroom: Success for Every Student//. NSTA Press: USA.

Schellhase, K. (2008). //Applying Mastery Learning to Athletic Training Education//. Volume 3(4):130-134. Athletic Training Education Journal. Retrieved July 23, 2011, from []