capss may 28 2019 mbl final - great schools partnership · @44-)
TRANSCRIPT
May 28, 2019
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Mastery-Based
Learning2
Session Outcomes:
• Gain an understanding of the meaning of mastery-based learning
• Have a discussion of the Beliefs and Practices of Mastery-Based Learning
• Provide background on tools that support the implementation of mastery-based learning
• Explore implementation challenges
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Beliefs and Practices of
Mastery-Based Learning
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Beliefs and Practices of Mastery-Based Learning
2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
As schools work to achieve more equitable outcomes for all students, the movement to adopt mastery-based
approaches to teaching, learning, and graduating has gained momentum as a lever for change. By focusing
on mastery-based practices, such as prioritizing the most essential knowledge and skills, providing rigorous
and engaging learning experiences aligned to clear outcomes, and ensuring that all students have access and
supports to reach the competencies, schools graduate students better prepared for college, career, and civic life.
Beliefs are inextricable from practices, and both are essential for implementing effective and equitable mastery-
based systems. The practices identify core activities to support mastery, but without these foundational beliefs,
the practices alone will not necessarily create more equitable outcomes for all students.
LEARNING ENVIRONMENT
Belief 1: All students can and will learn when they feel included, respected, and valued by their learning
community.
A. Students are known as individuals and learners, and they are supported in developing positive
relationships with each other and with adults in the learning community.
B. The curriculum, classrooms, and structures of the school recognize and honor student identities and
interests.
C. The district and school communities have systems and structures that engage and include all students,
families, and the broader community in meaningful ways.
D. The district and school actively work to uncover and eliminate systemic inequities based on demographic
groups and identity traits.
OUTCOMES
Belief 2: All students must be challenged, believed in, and supported to reach common, high expectations.
A. Learning outcomes are clearly articulated and consistently applied to all students, including those that are
long-term (graduation competencies and performance indicators), short-term (learning targets), and habits
of work.
B. All students engage in complex thinking and the application of skills and knowledge throughout the
learning process within and across content areas.
C. Interventions, extensions of learning, and opportunities to revise and relearn are systemic and provided
regularly so that all students achieve common outcomes.
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Read the Beliefs and Practices of Mastery-Based Learning, identifying 2 of the beliefs that you would like to talk with colleagues about. Then, we will move about the room to discuss in small groups.
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Does Research Support These Beliefs and Practices?
In short, yes. We have gathered excerpts from a variety of sources, some from classic educational sources and some from more recent research. You can find the link at:
tinyurl.com/BelPracEvid
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Why Mastery-Based Learning?
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ELA Grade
Q1 73
Q2 70
Q3 70
Q4 68
Final 70.25Sebastian 12th Grade
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Writing Argument
Reading Interpretation
Writing: Informative +
Narrative
Writing Process
Writing: Research
Speaking + Listening:
Presentation
Reading Comprehension
Speaking + Listening: Discussion
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Writing: Argument
Writing: Informative +
Narrative Texts
Writing Process
Writing: Research
Speaking + Listening:
Presentation
Speaking + Listening: Discussion
Reading Comprehension
Reading Interpretation
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Turn & Talk
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Tools to Support Mastery-Based
Learning14
Transcripts,Report Cards,
Grades
Formative Feedback
Performance Indicators5–8 per competency
Measurable skills and knowledge that comprise a graduation competency.
Learning TargetsThe discrete elements of each performance
indicator that guide daily learning.
Graduation Competencies3–6 cross-curricular
3–6 in each content areaEssential, enduring, and
transferable skills and knowledge.
YES
NO
NO
Students demonstrate mastery in each graduation competency. Verification of mastery happens over time through multiple and
varied methods.
Students advance their learning on performance indicators through formative assessments and create
evidence of mastery through summative assessments.
Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.
GraduationRequirement
Communication of Progress Assessment Practices
Framework for Mastery-Based Learning Graphic
2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Formative and Summative Feedback
Framework for Mastery-Based Learning
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Transcripts,Report Cards,
Grades
Formative Feedback
Performance Indicators5–8 per competency
Measurable skills and knowledge that comprise a graduation competency.
Learning TargetsThe discrete elements of each performance
indicator that guide daily learning.
Graduation Competencies3–6 cross-curricular
3–6 in each content areaEssential, enduring, and
transferable skills and knowledge.
YES
NO
NO
Students demonstrate mastery in each graduation competency. Verification of mastery happens over time through multiple and
varied methods.
Students advance their learning on performance indicators through formative assessments and create
evidence of mastery through summative assessments.
Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.
GraduationRequirement
Communication of Progress Assessment Practices
Framework for Mastery-Based Learning Graphic
2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Formative and Summative Feedback
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Transcripts,Report Cards,
Grades
Formative Feedback
Performance Indicators5–8 per competency
Measurable skills and knowledge that comprise a graduation competency.
Learning TargetsThe discrete elements of each performance
indicator that guide daily learning.
Graduation Competencies3–6 cross-curricular
3–6 in each content areaEssential, enduring, and
transferable skills and knowledge.
YES
NO
NO
Students demonstrate mastery in each graduation competency. Verification of mastery happens over time through multiple and
varied methods.
Students advance their learning on performance indicators through formative assessments and create
evidence of mastery through summative assessments.
Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.
GraduationRequirement
Communication of Progress Assessment Practices
Framework for Mastery-Based Learning Graphic
2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Formative and Summative Feedback
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Transcripts,Report Cards,
Grades
Formative Feedback
Performance Indicators5–8 per competency
Measurable skills and knowledge that comprise a graduation competency.
Learning TargetsThe discrete elements of each performance
indicator that guide daily learning.
Graduation Competencies3–6 cross-curricular
3–6 in each content areaEssential, enduring, and
transferable skills and knowledge.
YES
NO
NO
Students demonstrate mastery in each graduation competency. Verification of mastery happens over time through multiple and
varied methods.
Students advance their learning on performance indicators through formative assessments and create
evidence of mastery through summative assessments.
Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.
GraduationRequirement
Communication of Progress Assessment Practices
Framework for Mastery-Based Learning Graphic
2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Formative and Summative Feedback
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Transcripts,Report Cards,
Grades
Formative Feedback
Performance Indicators5–8 per competency
Measurable skills and knowledge that comprise a graduation competency.
Learning TargetsThe discrete elements of each performance
indicator that guide daily learning.
Graduation Competencies3–6 cross-curricular
3–6 in each content areaEssential, enduring, and
transferable skills and knowledge.
YES
NO
NO
Students demonstrate mastery in each graduation competency. Verification of mastery happens over time through multiple and
varied methods.
Students advance their learning on performance indicators through formative assessments and create
evidence of mastery through summative assessments.
Students build their knowledge and skills through practice on learning targets and feedback from formative assessments.
GraduationRequirement
Communication of Progress Assessment Practices
Framework for Mastery-Based Learning Graphic
2018. This work by Great Schools Partnership is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Formative and Summative Feedback
Framework for Mastery-Based Learning
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Building Proficiency Systems
Building a Mastery-Based Learning System
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Turn & Talk
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Schools communicate clear learning targets and standards for each lesson and unit
How does Mastery-Based Learning change school practice?
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Schools build instruction and assessments in alignment with these standards
How does Mastery-Based Learning change school practice?
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Schools use formative assessment to adapt instruction, to diagnose weaknesses, and to deliver targeted interventions
How does Mastery-Based Learning change school practice?
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Schools provide feedback, grading and reporting that reflects the learning targets and standards
How does Mastery-Based Learning change school practice?
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Sometimes schools move too fast in the implementation before teachers are ready
What are some of the challenges of implementing mastery-based learning?
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Schools sometimes under- estimate the concerns of parents and the community
What are some of the challenges of implementing mastery-based learning?
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Schools sometimes implement mastery-based grading instead of mastery-based learning
What are some of the challenges of implementing mastery-based learning?
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Why Mastery-Based
Learning?29
Because...... our students are empowered when they know the goals and can take charge of their learning.
...our students deserve work that is challenging, complex and authentic.
...our students deserve responsive classrooms and schools.
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Questions?
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THANK YOU
482 Congress Street, Suite 500Portland, ME 04101207.773.0505greatschoolspartnership.org
Ted HallSenior Associate
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