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The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
The Keller Plan has mainly been used in higher education, particularly as a more personalized form of instruction in large classes, but there is nothing inherent in Keller's formulation to restrict its application to particular grade levels, content, or types of courses; [4] for instance the papers [5] and [6] report on usage in elementary school and junior high school, respectively.
For this reason, the learning process generally allows different students to move at varying paces within a course. [10] Additionally, where many traditional learning methods use summative testing, competency-based learning focuses on student mastery of individual learning outcomes. [11]
Mastery learning is an educational philosophy first proposed by Bloom in 1968 [8] based on the premise that students must achieve a level of mastery (e.g., 90% on a knowledge test) in prerequisite knowledge before moving forward to learn subsequent information on a topic. [9]
The Mastery Transcript Consortium was founded on March 1, 2017 by Scott Looney, head of Hawken School in Northeast Ohio. [1] [2] The creation of the Mastery Transcript was inspired by Looney's desire to create a new model for education in which learning was connected to real-world issues and students could demonstrate a broader range of abilities to colleges; the idea for the Mastery ...
Goal orientation, or achievement orientation, is an "individual disposition towards developing or validating one's ability in achievement settings". [1] In general, an individual can be said to be mastery or performance oriented, based on whether one's goal is to develop one's ability or to demonstrate one's ability, respectively. [2]
Problem-based learning addresses the need to promote lifelong learning through the process of inquiry and constructivist learning. [2] PBL is considered a constructivist approach to instruction because it emphasizes collaborative and self-directed learning while being supported by tutor facilitation. [ 49 ]
Learning by doing vs. teacher presenting – Students often learn more by doing rather than simply listening to instructions given by the teacher. Attainment based vs. time based progress – The instruction can either be based on the focus on the mastery of the concept or the time spent on learning the concept.