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Mastery Based Learning in Connecticut
Mastery Based Learning in Connecticut
Many educators, parents, community members, researchers and employers have come to the conclusion that our current educational system is based on the needs of an economy tied to an industrial model that is less relevant in the information age. Awarding credit solely on the basis of “seat time” (Carnegie Units) has allowed some students to progress through school and graduate from high school with significant learning gaps.
In a Mastery Based Learning environment, students are given multiple pathways to master critical content knowledge and skills. Students who are struggling to demonstrate mastery of a competency receive targeted individualized support and more time to learn and practice, as well as multiple opportunities to demonstrate their progress and mastery. Students who have mastered the competency can move on to a deeper learning task. This increases student engagement and benefits all learners across the continuum. While the learning expectations and evaluation criteria are consistent, teachers can be more flexible in teaching and students have more choice in learning. By demonstrating competency, students meet course expectations and are given credit.
- From Dr. Dianna R. Wentzell, Commissioner of Education (June 3, 2015)
How is Mastery Based Learning student centered?
How is Mastery Based Learning student centered?
The reality is that most of our trades & technologies are already using models of MBL:
The reality is that most of our trades & technologies are already using models of MBL:
- Students must demonstrate mastery of safety standards before working on the floor.
- Students need to demonstrate mastery of precise cuts before building a table.
- Students must demonstrate mastery of bedside manner before taking a patient's blood pressure.
- Students must demonstrate mastery of wiring a room before wiring a whole house.
If you are REQUIRING students to demonstrate they know HOW TO DO something before letting them move on, you are already practicing the most important part of MBL!
If you are REQUIRING students to demonstrate they know HOW TO DO something before letting them move on, you are already practicing the most important part of MBL!
10 Principles of Mastery Based Learning
10 Principles of Mastery Based Learning
- All learning expectations are clearly and consistently communicated to students and families, including long-term expectations (such as graduation requirements and graduation standards), short-term expectations (such as the specific learning objectives for a course or other learning experience), and general expectations (such as the performance levels used in the school’s grading and reporting system).
- Student achievement is evaluated against common learning standards and performance expectations that are consistently applied to all students regardless of whether they are enrolled in traditional courses or pursuing alternative learning pathways.
- All forms of assessment are standards-based and criterion-referenced, and success is defined by the achievement of expected standards, not relative measures of performance or student-to-student comparisons.
- Formative assessments measure learning progress during the instructional process, and formative-assessment results are used to inform instructional adjustments, teaching practices, and academic support.
- Summative assessments evaluate learning achievement, and summative assessments results record a student’s level of mastery at a specific point in time.
- Academic progress and achievement are monitored and reported separately from work habits, character traits, and behaviors such as attendance and class participation, which are also monitored ad reported.
- Academic grades communicate learning progress and achievement to students and families, and grades are used to facilitate and improve the learning process.
- Students are given multiple opportunities to improve their work when they fail to meet expected standards.
- Students can demonstrate learning progress and achievement in multiple ways through differentiated assessments, personalized-learning options, or alternative learning pathways.
- Students are given opportunities to make important decisions about their learning, which includes contributing to the design of learning experiences and learning pathways.
Created and maintained by:
Created and maintained by:
David Batch
Assistant Principal, Vinal THS
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