Application
What does a mastery learning classroom look like? Mastery learning curricula generally consists of discrete topics which all students begin together. After beginning a unit, students will be given a meaningful and formative assessment so that the teacher can conclude whether or not an objective has been mastered. At this step, instruction goes in one of two directions. If a student has mastered an objective, he or she will begin on a path of enrichment activities that correspond to and build upon the original objective. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. If a student does not demonstrate that he or she has mastered the objective, then a series of correctives will be employed. These correctives can include varying activities, individualized instruction, and additional time to complete assignments (Guskey 2007). These students will receive constructive feedback on their work and will be encouraged to revise and revisit their assignment until the objective is mastered.
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Famous quotes containing the word application:
““Five o’clock tea” is a phrase our “rude forefathers,” even of the last generation, would scarcely have understood, so completely is it a thing of to-day; and yet, so rapid is the March of the Mind, it has already risen into a national institution, and rivals, in its universal application to all ranks and ages, and as a specific for “all the ills that flesh is heir to,” the glorious Magna Charta.”
—Lewis Carroll [Charles Lutwidge Dodgson] (1832–1898)
“Great abilites are not requisite for an Historian; for in historical composition, all the greatest powers of the human mind are quiescent. He has facts ready to his hand; so there is no exercise of invention. Imagination is not required in any degree; only about as much as is used in the lowest kinds of poetry. Some penetration, accuracy, and colouring, will fit a man for the task, if he can give the application which is necessary.”
—Samuel Johnson (1709–1784)
“Most people, no doubt, when they espouse human rights, make their own mental reservations about the proper application of the word “human.””
—Suzanne Lafollette (1893–1983)