Summary of Phases of Mastery

Acquisition of Verbal Fluency Generalization Retention

Associations,
Concepts, or Rule-
relationships.
Definition The student learns a Accurate, rapid, The accurate Knowledge remains
new verbal smooth (nearly application or firm (accurate and
association, concept, automatic) transfer of knowledge fluent) despite the
rule-relationship, or performance. to new examples--- passage of time and
cognitive routine called a despite acquiring new
from the examples generalization set. and possibly
(and perhaps interfering
nonexamples) knowledge.
presented and
described---the
acquisition set.
Relevant Accuracy. 100% Accuracy plus speed When presented with When presented with
Instructional correct. (rate), usually with a generalization set a retention set (a
Objectives or Aims respect to a (new but similar sample of earlier
benchmark. examples) students items worked on),
respond accurately students respond
and quickly. accurately and
quickly.
Relevant Focused instruction: Modeling fluent 1. Review and firm 1. Every day, before
Instructional clear and concrete performance up knowledge to each lesson on a
Procedures objective; gain be generalized. particular subject,
attention; frame; Special cues; e.g., for review (assess) a
model, lead, tempo. 2. Use a sample of what you
immediate generalization set have already
acquisition test; Repetition (practice) (new examples) worked on in that
examples and that are similar to subject.
nonexamples; error Speed drills earlier examples
correction; delayed (practice) that students 2. Separate
acquisition test; learned. instruction on items
 review. Examples Work on fluency that may be
and nonexamples are should at first be 3. Model how to confusing; e.g.,
selected from an with familiar examine new simile and
acquisition set. materials—text to examples to metaphor.
read, math problems determine of they
to solve. Why? are the same kind 3. Provide written
as earlier-taught routines or
If you use NEW examples, and diagrams that
examples, you are therefore can be students can use to
really working on treated the same guide and check
generalization. way. themselves
Therefore, if students
do poorly on fluency 4. Assure students
assessments, you they can do it.
won’t know if they
just can’t generalize 5. Provide reminders
or whether they were of rules and
never firm to begin definitions.
with.
6. Correct errors,
and reteach as
needed.
Pre-instruction Assess pre-skills or Measure rate (correct Review/test Review/test
assessment background and errors) before knowledge you want knowledge you want
knowledge essential instruction on fluency students to students to retain.
to the new material. generalize. This would probably
be the most current
delayed acquisition
test—after a lesson or
unit.
During-instruction, Immediate Frequent (e.g., daily) Add new examples to Add examples from
or progress- acquisition measure of rate the growing the most recent
monitoring test/check after the (correct and errors) generalization set. lessons and rotate
assessment model (“This letter during instruction on Have students work examples from earlier
makes the sound fluency, in relation to them. lessons, to form a
ffff”) and the lead a fluency aim or retention set.
(“Say it with me.”). benchmark
 Do this every time to
The immediate assess retention.
acquisition
test/check is, for
example, “Your turn.
(What sound?” “Is
this granite?” “Now,
you solve the
problem.”)
Post-instruction, or Delayed acquisition Rate (correct and If students have If students have
outcome assessment test using all of the errors) at the end of responded accurately responded accurately
new material. instruction on to past generalization to past retention
fluency, in relation to sets, the latest one sets, the latest one
“Read these words. a fluency aim or given is the outcome given is the outcome
First word. What benchmark. assessment. assessment.
word?...Next word.
What word?”

Or, “Is this an

example of tyranny?
[Yes] How do you
know?... Is this an
example of a
republic? [No] How
do you know?”