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SAISD’s Model for Mastery Learning
“Based on the work of Madeline Hunter”
Purpose
To acquaint teaching professionals with an instructional model that is research based and based on best practices.
Desired Outcomes of the Training
By the end of the training the participants will: Be able to capture the attention and focus of
students (engagement) Ensure “bell-to-bell” instruction Implement an instructional model systemically Monitor instruction. Prepare a lesson that accommodates all learners.
SAISD’s Lesson Delivery Model
Focus or Hook (anticipatory set) Establish Purpose and objective (I Can
Statement) Direct Instruction (Input, Modeling and Check
for Understanding) Guided Practice Independent Practice Closure
The Hunter Model of Mastery Learning
Research Synopsis
Dr. Hunter’s research is based on the study of effective teachers. It concluded that effective teachers:
– Have a methodology when planning and presenting a lesson
– No matter the what the teacher’s style, grade level, subject area or economic background of the students a properly taught lesson contained eight elements.
– These elements make up the Hunter Model of Matery Learning.
Anticipatory Set
Focuses the students’ thoughts on to what will be learned.
– Tie yesterday’s lesson with today’s lesson.– Could consist of a short activity or prompt that focuses the
students’ attention before the actual lesson begins.– Could consist of a review of the homework if it leads to the
day’s lesson.– The “hook or engagement” component of a lesson.
Objective and Purpose
Students learn more effectively when they know what they are supposed to be learning and why. Teachers also teach more effectively when they know that the students are to learn and why.
Research based on behavioral objective The learner will do what + with what + how well? In SAISD we use the “I Can” Statement
Direct Instruction-Input
The new knowledge, process or skills must be presented to the students in the most effective manner.
This is the direct instruction phase of the process.
Input includes the vocabulary, skills and concepts the teacher will impart to the students, the information that the students need to know in order to be successful.
Direct Instruction-Input
When people think of direct instruction they associate this as being the teacher imparts knowledge while the student compliantly listens. (The old lecture method)
We are introducing Interactive lecture where the teacher models instruction while at the same time includes the student in the lesson through strategies pair-sharing, note-taking or quick writing.
Robert Marzano states “interactive lecture dramatically increases students’ understanding of new information across content areas and at every grade level.”
Marilyn Burns states" successful lessons must be taught in planned steps in which the teacher models learning and thinks aloud, followed by opportunities for students to practice.”
Direct Instruction-Modeling
It is important for the students to “see” what they are learning. It helps them when the teacher demonstrates what is to be learned.
Use of the five senses, learning styles, Gardner’s Multiple Intelligence’s, Mind Maps, Science Demonstrations and Social Studies Simulations are all components that could/should be utilized during the modeling component.
During math, this would be the concrete level of instruction.
Direct Instruction-Check for Understanding
It is important to make sure the students understand what was presented.
Stopping points allow teaching to formatively monitor and assess learning.
Checking for understanding assists the teacher in monitoring whether or not a student is confused or do not understand the content so he/she can revisit or re-teach the information before moving on.
Direct Instruction-Scaffolding Instruction
How do I instruct at a level to ensure that at least 85% of the students “get it” the first time?
When planning for instruction, a teacher must plan for scaffolding.
Direct Instruction-Scaffolding Instruction
What is Scaffolding? It describe the type of assistance offered by a
teacher to support learning. In the process of scaffolding, the teacher helps
the student master a task or concept that the student is initially unable to grasp independently.
“Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. It acts as an enabler, not as a disabler” (Benson, 1997).
Direct Instruction-Scaffolding Instruction
Who do I Scaffold for? Look at the needs of the students in your class What needs are represented:
– Special Education– Dyslexic– 504– ELL– Gifted and Talented
What do I Scaffold? A tough concept that is being introduced to the entire
class
Direct Instruction-Scaffolding Instruction
What supports will the student or group need to access the lesson?
Scaffolding is providing the support up front.
Guided Practice
You’ve taught the lesson, now what? Guided practice is the component where students
practice the new learning under direct teacher supervision.
This can be done in cooperative groups, with peers or individually.
The objective is to make sure that the student is comfortable with the ideas before allowing him/her to work more independently.
Guided practice can occur at the end of the lesson or can be distributed throughout the lesson.
Guided Practice
Critical Attributes of Guided Practice: How much should be practiced? Small,
meaningful amount. How long should they practice? Short,
intense period. How often should they practice? A variety
from massed to distributed.
Guided Practice
How will they find out how well they did? Teacher should provide on the spot feedback. This is accomplished during monitoring and/or technical devises such as Navigators or ActivExpressions.
Independent Practice
When the teacher is sure that the students understand the new materials they assign independent practice.
This can be doing the class or for homework. If done during the class, this gives the
teacher the opportunity to conduct small groups for re-teaching or scaffolding.
Closure
At the end of the lesson the teacher review or wraps up the lesson by posing a question for the class:
– “Tell me or show me what you have learned today.” Closure should be considered the final “check for
understanding” used at the end of a class period.Notes Closure for on-going laboratory activities may not be
appropriate. Never use the statement “does everyone understand? The
response may be yes, when in fact the hidden response may be, yes I do, but really I don’t , but I don’t want others to know I don’t know.”
Let’sLet’s Review theReview the Components of the Components of the Lesson CycleLesson Cycle
Anticipatory SetAnticipatory Set Objective and purposeObjective and purpose Input Input ModelingModeling Check for Check for
UnderstandingUnderstanding
Guided PracticeGuided Practice Independent Practice Independent Practice ClosureClosure