Developing mastery in lesson plan examples
•This a sample format which may be used for group instruction. Any format followed should include: Objective, Preparation, Procedures, Questions and Evaluation Show LESSON PLAN OUTLINE Name :____________________ Date:______________________ Grade Level:________________ Length:_______________________ Topic: I. Objective: Write a behavioral objective with conditions, the behavior, and criteria for mastery. You may also use a non-behavioral objective if it is appropriate. Purpose: The purpose of this lesson is the reason for teaching the lesson: to introduce, to give information, to help organize information, to demonstrate knowledge, to provide enrichment or a chance for creative application. List teacher references List materials students will need A. Anticipatory Set: You are motivating your students to want to learn this material. Link the material to students’ background knowledge and experience; create a puzzle or use an analogy to get them thinking along the lines you want to go. Share the relevance of the lesson to students’ lives. Overtly link your anticipatory set to the body of the lesson. This is the body of the lesson. You can give input in many ways: use a visual aid, show a video, read, lead a discussion; you can give input or you can draw it from the students or from print or media. You will outline each step you will be using to develop the lesson. If you are following a specific strategy, your steps in the plan will match the steps in the strategy. Step 1: Show and discuss visual aid. Under each step indent and list the KEY questions, directions, or content you need to present. Write the actual question when possible but remember you are not writing a script. DO NOT WRITE: Ask the students what they would have done. Give examples, model processes, demonstrate steps, and ask questions at varied levels to help you monitor students’ growth and to adjust for problems during the lesson. Mastery learning has become a popular approach, especially in mathematics. Steve Burnage looks at the key concepts behind mastery and how they might be applied to teaching and learning across the curriculumThe idea of “mastery” has been traditionally associated with teaching and learning in mathematics, based on models originating from methodology used internationally. Mastery teaching encourages pupils to learn to redraft and improve their own work, equipping them with a deep understanding of their learning. Learners work through each block of content in a series of sequential steps. A mastery approach to learning and teaching, as opposed to a more traditional differentiated approach, can equally be applied across the curriculum. Here follows some ideas and tips for developing mastery. Make sure that the learning journey is clearMastery connects best to a learning sequence or journey. A clear learning journey enables our pupils to engage with the context for learning first, i.e. how the learning relates to their life experience, the real world or something else concrete that the pupil can identify with. This makes it easier to then teach new learning since the pupil has something concrete on which to add new ideas and concepts. In turn, this enables teachers to identify which learning requires the greatest exemplification and focus. Mastery map: Context and reinforcement are crucial aspects on the road to mastery Ensure all learning begins with the concreteThe best learning, in every context – classroom-based, skills-based, learning outside the curriculum, learning at home – will usually start from a point of personal experience. For us all to learn effectively we need to make sense of new learning by putting it into the context of what we already know and understand. Generate a sense of purpose and audienceAs well as context, our pupils need to know the purpose of the new learning – “why” are we asking our pupils to learn this or acquire this skill? What learning is it based on? Where will this learning lead? In other words, how does this learning fit into “the big picture”? This helps to provide the “why” of learning. Make the learning visible across the environmentNot only do your pupils need to be clear about what, why and how they are learning, they also need to know that learning takes place in a variety of contexts – classroom, across our schools, in our communities, at home etc. This should be evidenced visually since most of us learn even better with visual reinforcement. By showing our pupils that learning is all around us at all times, it gives them reasons to deepen their learning and understanding. Create a common language for ‘mastery’If we want our pupils to engage effectively with mastery, they need to engage with the language of mastery and this language needs to be consistent across our schools. Examples of how we can do this include:
Model mastery responses with childrenIn order to master mastery, our pupils need to know what “mastered learning” or “good learning” looks like – so model it and show them. Evaluating their own learningPlan multiple opportunities for pupils to evaluate their own learning and that of others. Pupils’ engagement in their own learning and progress is key to the quality of that learning and progress. If we want our pupils to master their learning, we must create meaningful opportunities for peer and self-assessment. However, make sure that the skills of peer and self-assessment are taught, just as you would teach any other skill. To make peer and self-assessment work for both you and your pupils:
Aim high and accept nothing less than excellentSince mastery is about stretching our pupils’ thinking and learning, we need to ensure our expectations are high for our pupils. So, how do we do this? Here are some simple classroom strategies to try:
Ensure learning is funFollowing on from our previous point, our pupils will master their learning more quickly and confidently if they enjoy their learning, since all of us learn best when we are relaxed, safe and engaged in what we are doing. So, make learning fun by:
ConclusionEssentially, mastery refers to understanding, on a deep level, the taught curriculum. Mastery in learning should not be all smoke and mirrors, it is just about broader cognitive stretch, as opposed to racing through curriculum content. What is developing mastery in lesson plan?Mastery learning breaks subject matter and learning content into units with clearly specified objectives, which are pursued until they are achieved. Mastery teaching encourages pupils to learn to redraft and improve their own work, equipping them with a deep understanding of their learning.
What is an example of mastery learning?Some teachers recommend providing students with common examples of mastery learning that occur in their daily lives, such as learning to walk, drive, or tie their shoes.
What is the mastery objective in a lesson plan?A mastery objective is what the students should know and be able to do in terms of the academic curriculum.
What is developing mastery?Principle: To develop mastery, students must acquire component skills, practice integrating them, and know when to apply what they have learned.
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