Mastery Learning is an instructional method that presumes all children can learn if they are provided with the

appropriate learning conditions. Specifically, mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one. Mastery learning curricula generally consist of discrete topics which all students begin together. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. Students who master the topic early engage in enrichment activities until the entire class can progress together. Mastery learning includes many elements of successful tutoring and the independent functionality seen in high-end students. In a mastery learning environment, the teacher directs a variety of group-based instructional techniques, with frequent and specific feedback by using diagnostic, formative tests, as well as regularly correcting mistakes students make along their learning path. Teachers evaluate students with criterion-referenced tests rather than norm-referenced tests. Mastery Learning has nothing to do with content, merely on the process of mastering it, and is based on Benjamin Bloom's Learning for Mastery model, with refinements made by Block. Mastery learning may be implemented as teacher-paced group instruction, one-to-one tutoring, or self-paced learning with programmed materials. It may involve direct teacher instruction, cooperation with classmates, or independent learning. It requires well-defined learning objectives organized into smaller, sequentially organized units. Individualized instruction, has some elements in common with mastery learning, although it dispenses with group activities, in favor of allowing more able or more motivated students to progress ahead of others and maximizing teacher interaction with those students who need the most assistance.

Basic Principles:

Ninety percent of students can learn what is normally taught in schools at an A level if they are given enough time and appropriate instruction Enough time means: o Time required to demonstrate mastery of objectives Appropriate instruction means: o Break course into units of instruction o Identify objectives of units o Require students to demonstrate mastery of objectives for unit before moving on to other units Grades may be determined by: o Actual number of objectives mastered o Number of units completed

Proficiency level reached on each unit Any combination of above Students can work at own pace if course is so structured, but mastery learning can be accomplished with group instruction.
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Advantages: 1. Students have prerequisite skills to move to next unit 2. Requires teachers to do task analysis, thereby becoming better prepared to teach the unit 3. Requires teachers to state objectives before designating activities 4. Can break cycle of failure (especially important for minority and disadvantaged students) Disadvantages: 1. Not all students will progress at same pace; this requires students who have demonstrated mastery to wait for those who have not or to individualize instruction 2. Must have a variety of materials for reteaching: 3. Must have several tests for each unit 4. If only objective tests are used, can lead to memorizing and learning specifics rather than higher levels of learning
.5 Mastery learning is a group-based, teacher-paced instructional strategy. Because it is also committed to criterion-referenced evaluation and to a strong emphasis on feedback and correctives throughout the learning experience, it is often confused with competency-based education, individualized instruction, and related innovations. Mastery learning depends on five basic components: formal specification of cognitive objectives, division of course content and objectives into instructional units, formative/diagnostic evaluation, corrective or remedial instruction, and criterionreferenced summative evaluation. A review of the research reveals that mastery learning significantly improves student acquisition of cognitive skills and reduces the variability in achievement within the group. Increased retention and transfer of learning and student attitudes are also indicated. Teachers and administrators using mastery learning strategies find the planning process demanding and recommend developing the process a unit at a time. This document discusses the theory, techniques, and implementation of mastery learning strategy; reviews the relevant literature; and discusses two programs in which the strategy has proved successful: the Chicago Mastery Learning Reading Program and the Camden, South Carolina, Mastery Learning in Social Studies Project. A substantial reference section and an extensive appendix (including sample units from the Chicago program) conclude the document. (Author/PD)

Mastery learning refers to the idea that teaching should organize learning through ordered steps. In order to move to the next step, students have to master the prerequisite step. Mastery learning engages the learner in multiple instructional methods, learning levels and multiple cognitive thinking types.

According to Davis & Sorrel (1995): The mastery learning method divides subject matter into units that have predetermined objectives or unit expectations. Students, alone or in groups, work through each unit in an organized fashion. Students must demonstrate mastery on unit exams, typically 80%, before moving on to new material. Students who do not achieve mastery receive remediation through tutoring, peer monitoring, small group discussions, or additional homework. Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. Block (1971) states that students with minimal prior knowledge of material have higher achievement through mastery learning than with traditional methods of instruction. Cited from Davis & Sorrel (1995): In summary, mastery learning is not a new method of instruction. It is based on the concept that all students can learn when provided with conditions appropriate to their situation. The student must reach a predetermined level of mastery on one unit before they are allowed to progress to the next. In a mastery learning setting, students are given specific feedback about their learning progress at regular intervals throughout the instructional period. This feedback, helps students identify what they have learned well and what they have not learned well. Areas that were not learned well are allotted more time to achieve mastery. Only grades of "A" and "B" are permitted because these are the accepted standards of mastery. Traditional instruction holds time constant and allows mastery to vary while mastery learning or systematic instruction holds mastery constant and allows time to vary (Robinson, 1992).

Typical design of a large learning unit

(e.g. a course) 1. Definition of clear objectives of what has to be taught/learnt 2. "Subject is divided into relatively small learning units. Each unit will have: objectives (i.e. a clear definition of what has to be mastered"); a brief diagnostic test to be administered before the unit (they may lead to supplementary instruction); learning materials and instructional strategies; formative evaluation (that in turn should lead to remediation) and summative evaluation.

3. Time to learn is adjusted for each student in order to master at least 80% of the material 4. Assessment whether global objectives have been met. See also similar instructional design models like Gagne's Nine events of instruction.

Mastery learning in practice

True mastery learning in the spirit of Bloom may not be very popular, mostly because it is very costly and difficult. This applies to both classroom teaching and electronic courseware. However, a few key ideas can be found in many designs, e.g: course modularity definition of objectives for each module entry tests individual learning pace feedback after learning task with some remediation assessment

The following picture shows a typical design of a distance teaching module architecture (minus the assessment component).