Introduction to Mastery Based Learning: Intro to Mastery Based Learning

 
 
 
Intro to Mastery Based Learning
Teacher In Action
 
 
Teacher In Action
 
 
 
Academic Culture

Introduction to Mastery Based Learning

In the traditional classroom, time is constant and understanding is variable from student to student. The Flipped Mastery model inverts the traditional relationship between time and understanding, letting understanding be the constant and time be variable. All of my students are held to the same high standards, but they master standards at a pace they feel comfortable with and are ready for. Initially, many of my students are confused about what a self-paced mastery-based class is all about, so my co-teacher and I find it helpful to introduce the concept to our students in a very strategic and explicit way at the beginning of each school year. 

Strategy Resources (3)
Poster
 
 
Given that mastery-based learning is a new concept for most students, I hang this poster, explaining the mastery cycle, at the front of my classroom.
Student Handout
 
 
This is the syllabus I send home for parents to sign on the first day of class. Given that mastery- based grading is novel not only for my students, but the parents as well, strong parent communication is essential. The syllabus helps parents understand mastery-based grading and what is expected from my students to pass each trimester.
Poster
 
 
Given that mastery-based learning is a new concept for most students, I hang this poster, explaining the mastery cycle, at the front of my classroom.
Student Handout
 
 
This is the syllabus I send home for parents to sign on the first day of class. Given that mastery- based grading is novel not only for my students, but the parents as well, strong parent communication is essential. The syllabus helps parents understand mastery-based grading and what is expected from my students to pass each trimester.
Benjamin Siegel
New Visions Charter High School for the Humanities II
Bronx, NY


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Tenth grade
Similar Strategies
Collaborative Student Groups
Buddy Time

By its very nature, learning in a self-paced classroom with digital resources can be an isolating experience for some students. While I want my students to take personal responsibility for and ownership of their learning, I also want them to learn essential collaboration skills and to leverage social learning to grow as people and as students of Mathematics. Buddy Time is a grouping strategy that requires my students to collaborate with peers working on the same lesson at a prescribed point in each lesson. During Buddy Time, students can collaborate or discuss their work with other students at their tables and they can use their collective knowledge and skills to help each other move towards mastery. 

 
Assessment & Data
Pop The Bubble

The flipped mastery model gives students loads of time to work independently, so every few weeks we like to bring the class together to play a game. Pop The Bubble, which my coteacher Mr. Elizondo came up with, is hands down the students' favorite. Each team of students gets 5 bubbles, and when they get a question right, they can pop another teams' bubble. The last team with bubbles remaining wins the game. It's a great twist on the traditional Kahoots quiz game.


 
Routines and Procedures
Meet and Greet/Class Meeting

As a blended learning practitioner, I have learned that it's critically important to develop a classroom culture infused with respect and a collaborative spirit. Cultivating and nurturing this culture is especially important in my classroom where so much of the learning is self-paced and the content is largely accessed digitally. The Meet and Greet is a strategy I use to start each day in order to model positive student-teacher interaction, to assess individual student's state of mind quickly, and to motivate my students to engage with the content right away. Our weekly Class Meeting is another strategy that promotes a positive and collaborative classroom culture. In first part of each Class Meeting, my students are nominated for "shout-outs" by their classmates for specific effort and achievement they have demonstrated in the previous week. In the second part of the Class Meeting (please see the "Class Forum" strategy video), my students identify ways in which the class can improve and they suggest potential solutions to difficulties they are experiencing. The Meet and Greet and the Class Meeting are strategies that allow me to express my respect for my students and their experience of learning. Implementing these strategies has resulted in higher degrees of student ownership, responsibility, and engagement.

 
 
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