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:
“The best political economy is the care and culture of men; for, in these crises, all are ruined except such as are proper individuals, capable of thought, and of new choice and the application of their talent to new labor.”
—Ralph Waldo Emerson (1803–1882)
“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)
“My business is stanching blood and feeding fainting men; my post the open field between the bullet and the hospital. I sometimes discuss the application of a compress or a wisp of hay under a broken limb, but not the bearing and merits of a political movement. I make gruel—not speeches; I write letters home for wounded soldiers, not political addresses.”
—Clara Barton (1821–1912)