To determine if implementing mastery learning has led to meaningful change and positive improvements requires some form of evaluation. We need to verify whether or not intended outcomes were achieved and also if there were positive or negative unintended consequences that resulted from implementation. This resource includes a discussion on three types of data you can collect to evaluate mastery learning.
The first task in implementing mastery learning is to clearly articulate what we want students to learn and be able to do at the end of each learning unit. In other words, we need to begin with the end in mind by clarifying our learning goals. This resource will support you to begin this work and includes a practical example and a discussion of how implement learning goals in the context of mastery learning.
As educators, our task is find ways to respond to students’ learning problems so that learning outcomes become much less predictable. Although there are limitations to what we are able to accomplish, we should be trying to defy prediction. We should be searching for ways to intervene in the educational process in order to guarantee a higher quality of learning for all students. Mastery Learning can help us accomplish this.
In this excerpt from Now What?, explore the first two steps to gauging the status and progress of your equity plan-selecting data from a variety of sources and disaggregating the data by significant demographic groups in your school, district, and community.
Explore strategies for listening for students voices for both large and small groups, including talking stick, think/pair/share, jigsaw, and more, in this chapter from Identity Safe Classrooms, Grades 6-12.
"Welcome to the playbook that focuses on teaching reading to every child. This book integrates current research evidence across many aspects of reading instruction." - Teaching Reading
In this module from Teaching Reading, you'll explore both phonological awareness and phonemic awareness, consider the relationship between phonological awareness and learning to ready, and more.
In this module from Teaching Reading, you'll examine reading development through word recognition and language comprehension, discuss the role of constrained and unconstrained reading skills in reading development, and review the role of metacognition in reading development.
Use module 2 from How Feedback Works to unpack the current research on feedback and identify the major takeaways applicable to teaching and learning.
This module from How Feedback Works helps you develop the definition of feedback in our your words, connect this definition to your schools and classrooms, and identify examples of when feedback works in your schools and classrooms.
In the first chapter of Intentional Moves, explore the four key tenets of a skillful approach, the 10 skillful team leader (STL) primary intentions, the STLs highligheted in the book, how the book is structured, and more.
Explore the shifts required to move towards curriculum-based professional learning in this excerpt from Transforming Teaching Through Curriculum-Based Professional Learning.