Posted: February 7th, 2024

Mastery Learning

Mastery Learning: A Guide for Educators

Mastery learning is an educational approach that aims to help students achieve a high level of understanding and competence in a given domain. Mastery learning is based on the idea that learning outcomes are constant, but the time and support needed for students to reach them may vary. In this blog post, we will explore the definition, principles, examples, and benefits of mastery learning.

Definition of Mastery Learning

According to the early definition of mastery learning, developed by Benjamin Bloom in the 1960s, learning outcomes are kept constant but the time needed for students to become proficient or competent at these objectives is varied. Subject matter is broken into blocks or units with predetermined objectives and specified outcomes. Learners must demonstrate mastery on unit tests, typically 80%, before moving on to new material. Any learners who do not achieve mastery are provided with extra support through a range of teaching strategies such as more intensive teaching, tutoring, peer-assisted learning, small group discussions, or additional homework. Learners continue the cycle of studying and testing until the mastery criteria are met .

More recent mastery approaches do not always have all these characteristics of mastery learning. Some approaches without a threshold typically involve the class moving on to new material when the teacher decides that the majority of learners have mastered the unit. Curriculum time is varied according to the progress of the class. In other approaches, learners are required to demonstrate mastery on a test to progress to new material, but there is not a specified threshold of at least 80% .

Mastery learning should be distinguished from a related approach sometimes known as “teaching for mastery”. This term is often used to describe the approach to maths teaching found in high-performing places in East Asia, such as Shanghai and Singapore. Like “mastery learning”, “teaching for mastery” aims to support all learners to achieve deep understanding and competence in the relevant topic. However, “teaching for mastery” is characterised by teacher-led, whole-class teaching; common lesson content for all learners; and use of manipulatives and representations .

Principles of Mastery Learning

Mastery learning is based on several principles that guide its implementation and practice. Some of these principles are:

– All learners can learn: Mastery learning assumes that all learners have the potential to master the content, given enough time and support. Mastery learning rejects the notion of fixed ability or intelligence and promotes a growth mindset among learners .
– Learning is sequential: Mastery learning recognises that some concepts and skills are prerequisite for others, and that learners need to master them in a logical order. Mastery learning organises the curriculum into manageable units that build on each other and align with the learning objectives .
– Learning is measurable: Mastery learning requires clear and specific criteria for determining whether learners have achieved mastery or not. Mastery learning uses formative and summative assessments to monitor and communicate learner progress and provide feedback .
– Learning is flexible: Mastery learning allows for differentiation and personalisation of instruction and assessment according to the needs and pace of each learner. Mastery learning provides opportunities for remediation and enrichment for learners who struggle or excel in mastering the content .
– Learning is collaborative: Mastery learning encourages peer interaction and cooperation among learners who share common goals and challenges. Mastery learning fosters a positive classroom culture where learners support each other and learn from each other .

Examples of Mastery Learning

Mastery learning can be applied to various subjects and levels of education, depending on the context and objectives of the teachers and learners. Here are some examples of how mastery learning can be implemented in different scenarios:

– In a science class, the teacher divides the topic of photosynthesis into several subtopics, such as light reactions, dark reactions, factors affecting photosynthesis, etc. The teacher provides direct instruction on each subtopic, followed by formative assessments such as quizzes, worksheets, or lab activities. The teacher sets a mastery criterion of 80% for each subtopic. Learners who do not meet the criterion receive additional instruction or practice until they do. Learners who meet or exceed the criterion move on to the next subtopic or engage in enrichment activities such as projects or experiments. At the end of the unit, the teacher administers a summative assessment that covers all the subtopics.
– In a language arts class, the teacher uses a reading program that assigns learners to different levels based on their reading ability. The program provides learners with texts that match their level and interest, along with comprehension questions and vocabulary exercises. The program tracks learner progress and adjusts their level accordingly. The teacher sets a mastery criterion of 90% for each text. Learners who do not meet the criterion repeat the text or receive extra support from the teacher or peers until they do. Learners who meet or exceed the criterion move on to the next text or choose another text from the same or higher level. The teacher also conducts periodic assessments to monitor learner growth and fluency.
– In a math class, the teacher uses a software that adapts to the learner’s performance and provides them with problems that match their skill level. The software also gives immediate feedback and hints to the learner. The teacher sets a mastery criterion of 85% for each skill. Learners who do not meet the criterion practice more problems or watch instructional videos until they do. Learners who meet or exceed the criterion move on to the next skill or explore more challenging problems. The teacher also reviews the software data and intervenes when necessary to help learners who are stuck or confused.

Benefits of Mastery Learning

Mastery learning has several benefits for both teachers and learners, such as:

– Improving learner achievement: Mastery learning has been shown to have a positive impact on learner achievement, especially for low-achieving learners who benefit from the extra time and support . Mastery learning also helps learners retain the content better and transfer it to new situations .
– Enhancing learner motivation: Mastery learning increases learner motivation by providing them with clear goals, feedback, and recognition. Mastery learning also boosts learner confidence and self-efficacy by helping them overcome difficulties and achieve success .
– Promoting learner autonomy: Mastery learning fosters learner autonomy by allowing them to work at their own pace and choose their own learning activities. Mastery learning also empowers learners to take responsibility for their own learning and monitor their own progress .
– Supporting teacher effectiveness: Mastery learning supports teacher effectiveness by providing them with a systematic and structured way of planning, delivering, and assessing instruction. Mastery learning also enables teachers to differentiate and personalise instruction according to the needs and abilities of each learner .

References

: Education Endowment Foundation. (2024). Mastery learning | EEF. Retrieved from https://educationendowmentfoundation.org.uk/education-evidence/teaching-learning-toolkit/mastery-learning
: Otus. (2024). What is Mastery Learning? Definition, Principles, Examples (2024) | Otus. Retrieved from https://otus.com/guides/mastery-learning
: Wikipedia. (2024). Mastery learning – Wikipedia. Retrieved from https://en.wikipedia.org/wiki/Mastery_learning

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