Learning And Mastery Based Learning

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Wendy Trusty EDU 502 WA 1 May 1, 2015 Nondirective Learning and Mastery-Based Learning There are many learning models available for teachers to use to ensure that students grow as learners and master content in a timely progression. Nondirective learning and mastery-based learning are two models that are frequently used by teachers to deliver instruction and assess student performance. Nondirective learning is a teaching method from the personal family model of learning; while, mastery learning is part of the behavioral systems family. Both learning methods offer advantages and disadvantages for the teacher and student. It is the teacher’s responsibility to research different learning methods and determine which method, or methods will…show more content…
Goals of nondirective learning include: helping students to understand their own needs and values, encouraging empathetic communication, developing emotionally, and becoming more self-aware. Nondirective learning is considered a student-centered model for instruction. Students are responsible for their own decisions about learning and provided choices during the learning process (Siddiqui, 2013). Mastery learning is based on the work of Benjamin S. Bloom who “suggested that although students vary widely in their learning rates and modalities, if teachers could provide the necessary time and appropriate learning conditions, nearly all students could reach a high level of achievement” (Gusky, 2010). In mastery learning, students should be given adequate time to demonstrate mastery or complete remedial work. Teachers are responsible for creating units of instruction that directly relate to defined learning objectives. Students move onto the next set of objectives after demonstrating mastery (Huitt, 1996). In order to determine if students have mastered the given learning objectives, teachers monitor student progress through the use of formative assessments throughout the unit of instruction and administer summative assessments at the end of the unit. Formative assessment data is used by the teacher to identify what students have learned well, and what remediation is required. After analyzing the data, teachers use corrective instruction in the form
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