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Implementing Mastery Learning 3rd Edition by Thomas R Guskey ISBN 1071851004 9781071851005

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Author(s): Thomas R. Guskey
ISBN(s): 9781071851005, 1071851004
Edition: 3
File Details: PDF, 7.61 MB
Year: 2022
Language: english
SKU: EB-47215646 Categories: , Tag:

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ISBN 10: 1071851004 
ISBN 13: 9781071851005
Author: Thomas R Guskey

The definitive classic—updated for our times. After 50 years, Benjamin Bloom’s revolutionary work on mastery learning is more relevant than ever. One of the most widely researched and proven-effective education methodologies in existence, it provides a direct challenge to the traditional, deterministic, time-based approaches to teaching and learning that have perpetuated inequities for generations of children. Mastery learning is the progenitor of many of today’s most promising teaching methods, including competency-based learning, personalized instruction, and differentiated instruction. It helped to elevate the importance and use of formative assessment as a powerful instructional practice. This timely new edition of the foremost practical guide includes: Recent applications of the principles of mastery learning to distance, hybrid, and blended learning environments Updates including evidence from recent implementation efforts, the results of the most current research on mastery learning and its implications for practice Step-by-step guidance on implementation across grade levels and subject areas Supplemental, on-line chapters that unpack the development of effective formative assessments and connections between RTI and mastery learning Written by one of the most highly regarded scholar/practitioners in the field and the leading interpreter of Bloom’s work, this updated guidebook is essential reading for teachers, school leaders, professional learning communities, and anyone who believes that all students can learn well, achieve success, and become confident learners.

Implementing Mastery Learning 3rd Table of contents:

Chapter 1. The “Why” of Mastery Learning

  • Defying Predictability

  • Mastery Learning Provides a Solution

  • A Resurgence of Interest

  • The Gradual Implementation of Mastery Learning

  • References

Chapter 2. The History and Development of Mastery Learning

  • John B. Carroll’s “Model for School Learning”

  • Benjamin S. Bloom’s “Learning for Mastery”

  • The Origin of Bloom’s Ideas

  • The Essential Elements of Mastery Learning

  • Teaching to the Test?

  • References

Chapter 3. Mastery Learning and Other Personalized Learning Models

  • Mastery Learning and Personalized Systems of Instruction

  • Mastery Learning and Objective-, Goal-, Outcome-, and Standards-Based Education

  • Mastery Learning and Competency-Based Education

  • Misinterpretations of Mastery Learning

  • Major Steps in Implementing Mastery Learning

  • The Role of the Teacher Using Mastery Learning

  • References

Chapter 4. Clarifying Learning Goals

  • The Importance of a Framework for Learning

  • Organizing Learning Units

  • A Practical Example

  • Applications With Mastery Learning

  • Content Versus Process

  • Level of Generality

  • Table of Specifications

  • Steps in Developing Tables of Specifications

  • Relationships Among Elements of Learning

  • Subject Area Differences

  • Adaptations to Tables of Specifications

  • Advantages of Tables of Specifications

  • Difficulties in Developing Tables of Specifications

  • Tables of Specifications and Lesson Plans

  • Linking Classroom Assessments to Tables of Specifications

  • Other Areas of Goals and Objectives

  • References

Chapter 5. Using Preassessments

  • Theoretical Underpinnings

  • Defining Preassessment

  • Preassessment Research

  • Measures of Learning

  • A Telling Study

  • Implications

  • References

Chapter 6. Developing and Refining Formative Assessments

  • Mastery Learning and Instruction

  • Highly Effective Teachers

  • The Purpose of Formative Assessment

  • Formative Assessments Are Not for Grading

  • The Process of Valuing

  • Matching Formative Assessments to the Table

  • Problems in the Matching Process

  • Developing Assessment Items and Prompts

  • Arranging Items on the Assessment

  • Relationships Among Assessment Items and Prompts

  • Characteristics of High-Quality Formative Assessments

  • Preparing Parallel Formative Assessments

  • Technology and Formative Assessment

  • References

Chapter 7. Feedback, Correctives, and Enrichment

  • The Purpose of Feedback for Students

  • The Purposes of Feedback for Teachers

  • Common Formative Assessments

  • Providing More Immediate Feedback

  • Essential Characteristics of Correctives

  • Sources of Correctives

  • Types of Corrective Activities

  • Specifying Correctives

  • Managing Corrective Activities

  • Allocating Time for Correctives

  • Motivating Students to Do Correctives

  • The Need for Enrichment

  • Essential Characteristics of Enrichment

  • Planning Enrichment Activities

  • Types of Enrichment Activities

  • Managing the Enrichment Activities

  • Engaging All Students in Enrichment

  • Special Education and Gifted Education

  • References

Chapter 8. Summative Assessments

  • The Purpose of Summative Assessments

  • The Relationship Between Summative and Formative Assessments

  • Criterion-Referenced Versus Norm-Referenced

  • Developing Summative Assessment Items and Prompts

  • Analyzing Summative Assessment Results

  • When to Construct Summative Assessments

  • Grading Summative Assessments

  • Reducing Student Anxiety

  • Grading in Mastery Learning Classes

  • Necessary Changes in Grading

  • Teaching and Assessment

  • References

Chapter 9. Applying Mastery Learning

  • Approaches to Implementation

  • Evaluating Mastery Learning Units

  • Orienting Students

  • Orienting Parents and Families

  • Teaching for Mastery

  • Checking Unit Mastery

  • After the Second Formative Assessment

  • Practices to Avoid With Second Formative Assessments

  • The Lack of Success on Second Formative Assessments

  • Class Mastery Charts

  • Individual Mastery Charts

  • Mastery Certificates

  • WIN Wednesday

  • Additional Teacher Concerns

  • Administrative Support

  • Benefits for the Teacher

  • References

Chapter 10. Evaluating Mastery Learning

  • The Purposes of Evaluation

  • Gathering Data on Fidelity of Implementation

  • Gathering Data on Student Achievement

  • What Evidence Do Teachers Find Most Useful?

  • Results From Studies on Student Achievement

  • Gathering Data on Student Affect

  • Results From Studies on Student Affect

  • Other Possible Outcomes

  • Meaningful Evaluation Comparisons

  • References

Chapter 11. Onward and Upward

  • Steps for Program Implementation

  • Guidelines for Success

  • Promising Additions to the Mastery Learning Process

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Tags: Thomas R Guskey, Mastery Learning