Utilizing Mastery Learning in Your Classroom

(Student Choice & Mastery Assessments)

Dave Binkley, MS Ed/MA EdScience, STEM, Instructional Technology

Buckeye High Schooldaveebinkley@gmail.com

dbinkley@buckeyeschools.org @Coach_Binkley Presentation Available at

bit.ly/BinkleyOETC2019

What is Mastery Learning?

Why Mastery Learning?• Focus on successful completion of a learning objective with evidence

• Students differ in learning rates and modalities

• Majority of students could reach a high level of achievement the necessary time and appropriate learning conditions are provided (Bloom, 1984)

• Foundation for other education models (i.e. Pre-Assessment, Remediation, RTI)

• Allows more time for content facilitation and constructive feedback

• Differentiation of instruction, assignments, & assessments

Nightingale (2016)

Types of Mastery Learning Rubrics

ConcernsAreas That Need Work

Learning Objective Criteria for Mastery

Evidence of Mastery

1.3 Perform dimensional analysis with unit conversions & significant figures.

Level of Mastery Evidence

Advanced D.A. successful utilizing complex unit conversions & the correct number of significant figures

Accelerated D.A. successful utilizing multiple unit conversions & the correct number of significant figures

Proficient 1.3 Perform dimensional analysis (D.A) utilizing single unit conversion & the correct number of significant figures

Basic D.A. successful with errors in significant figures

Limited D.A. unsuccessful

Single Point Rubrics

Tiered Rubrics

Types of DifferentiationsTiered Objective Student Choice Boards

Learning objective is clearly stated & mastery can easily be categorized

Learning objective is clearly stated & students utilize a variety of methods to show mastery

Mastered(Proficient)

Advanced(Beyond Mastery)

Limited (Remediate)

Limited & Mastered assignments should take the same amount of time as Advanced assignment

A variety of tools should be utilized for all levels & state if assignments are individual or in groups.

Tiered InstructionAllows all students to focus on essential concepts & skills yet still be challenged

All students learn the same objectives and content

Students...process the information and gain understanding at their own ability level. ...complete each assignment according to their level of understanding.

...should challenge themselves to prepare themselves for content mastery.

Tier 1: Still needs work with the content and processes (Below the standards)Tier 2: Understand the material but needs practice (Meets the standards)Tier 3: Knows the material, needs to extend my learning (Above the standards)

A combination of different tiered assignments are needed in order to receive full credit for the independent work.

All labs, projects, and reviews are mandatory.

Examples Tiered Instruction

Unit 1:The Science Basics

Unit 2:The Atom

Student Choice Boards

•Can break up the “routine” classroom

•Built in differentiation

•Increase student ownership & engagement

•Only allowed to continue after their choice is “mastered”

•Teacher becomes content facilitator, easier to provide remediation/assistance

•Complexibility varies by educator, students, content, learning objectives, tools

•Items can be shared individually or create a eportfolio (GSites/Smore) or links

Simple Choice Board Give students a few choices to show mastery of content.

Example Prompt: Imagine that it’s the last day of high school and you’ve been asked by a teacher to say a few words that summarize the events that have occurred over the last four years that are most meaningful to you. What do you say?

(1) Write a two page paper or (2) create a presentation over the prompt.

Multifaceted Choice Board Project based lessons or units require may require multiple assignments to

show mastery of the content.

There are different ways to create layered student choice boards.

Menu Based Selection TIc-Tac-Toe Boards

“Menu” Choice Board

Provides student choice by creating assignments separated into sections.

Typically three sections......connecting the student with the content (Appetizer)

...the essential learning objective (Main Course)

...learning extensions (Desserts)

Click on image to view. Modified from Mrs. Petlak

Tic-Tac-Toe Choice Board Provides student choice by addressing various learning

styles and utilizing different tools.

Intrapersonal, Kinesthetic, Naturalist, Logical, Interpersonal, Musical, Verbal

Provide the students to complete three activities or any four activities.

Utilize the middles space as a starting or ending point.

Click on image to view. Modified from Donna Boucher

Visit choice.mroristech.com for this Interactive Instructional Technology Toolbox created by Alex Oris Technology Integration Specialist at Cuyahoga Falls City Schools

Does take some time to set up but the GForms are self-graded upon completion and easily exported to GSheets for analysis.

Mastery QuizzesIt is easier to create and utilize Mastery Quizzes with some subjects and units than others

A Mastery Quiz has two styles of questions being asked

Do You Know It or Not! How Well Do You Know It!

Can...directly measure student’s ability/knowledgeCan...be done pre & post unit/objectiveCan...be utilized for tiering assignmentsCan...be utilized for peer groupingCan...assist in structuring remediation

Direct Questions (DQ)DOK Levels 1 & 2

Tiered Questions (TQ)DOK Levels 1 , 2, & 3

How to Create a Mastery Quiz1) Determine best style of questioning for each learning objective

Do You Know It or Not! How Well Do You Know It!Direct Questions (DQ)

DOK Levels 1 & 2Tiered Questions (TQ)DOK Levels 1 , 2, & 3

2) If DQ is utilized, create or find a suitable assessment item.

3) If TQ is utilized, determine the number of levels you want to assess.a) Create or find a question for each level.b) Always start with highest level first and work your way down.c) Minimum of 2 levels (Mastered & Limited), preferrably 3 (Advanced)

4) Use GForms to create the Mastery Quiz. Utilize Section/Question tools to allow delineation of question types and proficiency level.

(Tip: Write assessment out in GDocs first. Copy and paste items over.)

Create a Mastery Quiz Walkthrough

Creates a new section

Adds a new question

Opens this menu

Allows you to skip questions or sections based on mastery

Learning Objective: Determine the limiting reagent of a chemical reaction.

Tiered Questioning with 5 levels of questions (Advanced, Accelerated, Mastered, Basic, Limited)

Sample Questions GDocs Incomplete Sample Assessment GForms

Unit 11: Acids & Bases

Direct Questions & Tiered Questions with varying levels of questions

Sample Questions GDocs Completed Sample Assessment GForms

Create a Mastery Quiz WalkthroughEXAMPLE

1

EXAMPLE

2

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Dave Binkley, MS Ed/MA EdScience, STEM, Instructional Technology

daveebinkley@gmail.com@Coach_Binkley