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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 ...
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]
Bergmann has also since become a noted speaker, and has keynoted conferences such as BETT 2013, the Fall CUE 2012, Wisconsin Academic Forum, Numerous Flipped Learning Network Events, FlipCon 1–8, Learning Technologies MENA and the Congress of Innovation and Educational Technology at the Monterrey Institute of Technology and Higher Education.
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.
The Winnetka Plan was an educational experiment held in the Winnetka, Illinois-based Winnetka School District 36. [1] Developed by Carleton Washburne, who was the district superintendent (1919-1943), and inspired by John Dewey's work in the University of Chicago Laboratory School, the plan attempted to expand educational focus to creative activities and emotional and social development, [2 ...
Mathematics mastery is an approach to mathematics education which is based on mastery learning in which most students are expected to achieve a high level of competence before progressing. This technique is used in countries such as China and Singapore where good results have been achieved and so the approach is now being promoted in the UK by ...
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.
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.
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