#mastery learning

Survey Shows Teachers Favor Mastery Learning to Address Pandemic-Related Learning Gaps

As we emerge from the pandemic and head into our first post-pandemic school year, the results of our new survey of teachers gives us hope for a brighter future and, at the same time, reaffirms our deep commitment to staying laser-focused on recovery. The findings show:  Nine out of 10 teachers say they’ve been able to identify learning gaps that need to be addressed.  84% of teachers believe…

Self fulfilment and young professionals

Working with a client in the veterinary space here in New Zealand, I administer and then de-brief Ensize DiSC analyses of final year veterinary science students’ personal and work styles as part of the recruitment process. It is just one part of the process to offer roles to the best of the graduates in their final year at vet school and it has highlighted one interesting aspect. The Ensize…

“This is not how I usually do it!”

Whenever I engage people in a practice activity (not role play, but practice) during a workshop, there is always someone who claims that the situation is contrived and that leads them to behaving in ways that are different from what they would normally do. My response is simple and direct: “That’s the point.” The purpose of such activities is to try out different and more effective ways of…

Support people through change

There are two quite different change situations I am working with currently, and although the scenarios are completely different, the change process and its impact are remarkably similar. That should not be a surprise as we human animals undergo transitions whether it be a change in job, change in environment, change in relationships, change in skills and capabilities by working through a…

THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON INTEGRATED SCIENCE STUDENTS’ ACHIEVEMENT

THE EFFECTS OF INTEGRATED GROUP BASED MASTERY LEARNING MODEL ON INTEGRATED SCIENCE  STUDENTS’ ACHIEVEMENT

TABLE OF CONTENT Title page- – – – – – – – – i Approval page – – – – – – – -ii Dedication – – – – – – – – -iii Acknowledgement – – – – – – – -iv Abstract – – – – – – – – – -v Table of content – – – – – – – -vi

CHAPTER ONE INTRODUCTION – – – – – – – -1 1.0 Background of the study – – – – -1 1.1…

We’d just invited a few thousand students to try our latest experiment in online open-ended response activities—a controlled trial with pre- and post-test questions focused on concept transfer. We started reviewing their work, but the data from the control group stopped us in our tracks. We got page after page of responses like this:

This kind of answer wouldn’t be so surprising, except that all of these students had just solved four numerical “find the area of this polygon” problems perfectly, including one with exactly this shape.