Coursework

 

The Madeline Hunter's Model of Mastery Learning

school bus graphic

 

Anticipatory Set

The teacher focuses the students' thoughts on to what will be learned. (Tie in yesterday's lesson with today's lesson. Get them interested.)

Objective and Purpose

Students learn more effectively when they know what they are supposed to be learning and why. Teachers also teach more effectively when they have the same information. (Tell what/how/why/ the students are going to learn.)

Input

The new knowledge, process or skill must be presented to the students in the most effective manner. This could be through discovery, discussion, reading, listening, observing, etc.

Modeling

It is important for the students to "see" what they are learning. It helps them when the teacher demonstrates what is to be learned.

Checking for Understanding

It is important to make sure the students understand what was presented. One way this can be done is by asking the students questions.

Guided Practice

The students practice the new learning under direct teacher supervision.

Independent Practice

When the teacher is sure the students understand the new material, they assign independent practice.

 

mastery learning line

Bloom's Taxonomy

Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions.
Knowledge
bullet observation and recall of information
bullet knowledge of dates, events, places
bullet knowledge of major ideas
bullet mastery of subject matter
bullet Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension  
bullet understanding information
bullet grasp meaning
bullet translate knowledge into new context
bullet interpret facts, compare, contrast
bullet order, group, infer causes
bullet predict consequences
bullet Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application  
bullet use information
bullet use methods, concepts, theories in new situations
bullet solve problems using required skills or knowledge
bullet Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis  
bullet seeing patterns
bullet organization of parts
bullet recognition of hidden meanings
bullet identification of components
bullet Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis  
bullet use old ideas to create new ones
bullet generalize from given facts
bullet relate knowledge from several areas
bullet predict, draw conclusions
bullet Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation  
bullet compare and discriminate between ideas
bullet assess value of theories, presentations
bullet make choices based on reasoned argument
bullet verify value of evidence
bullet recognize subjectivity
bullet Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

 

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© Krista M. Antonis-Wagner, 2003, all rights reserved / Revised February/26/2003

 
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