Insights on Getting Students to Mastery
December 2013/January 2014 issue of Educational Leadership focuses on how educators can help students achieve mastery as they learn. But what does mastery mean? And how can teachers be sure students have achieved it? Authors in this issue consider these questions from a variety of angles, offering definitions of mastery and discussing how a focus on mastery might transform classroom practices.
In her "Perspectives" column, Editor-in-Chief Marge Scherer notes that the concept of mastery is difficult to grasp, but that the concept of mastery learning is relatively straightforward. It's the idea of setting clear objectives, providing students with opportunities for practice, checking for understanding, reteaching in different and new ways if needed, and, finally, giving students more than one chance to demonstrate the attainment of the goal. Mastery learning puts students first.
Articles in the issue include
- "How Good Is Good Enough? by Grant Wiggins
Why a plan for getting to mastery is needed.
- "Five Musts for Mastery by Catlin Tucker
The beauty of technology is that it proves there is no dead end in learning.
- "Research Says: Simple Is Not Always Easy by Bryan Goodwin and Kirsten Miller
Why isn't mastery learning more prevalent in classrooms?
- "One to Grow On: Let's Not Dilute Mastery by Carol Ann Tomlinson
The choice of mastery indicators matters.
- "A Day in a Mastery-Centered Classroom by Kelly Morgan Dempewolf
Lessons learned from teaching a self-paced high school science course.