Thought of Learning for Mastery
Learning is continuous and complex process. Traditional belief that a child who is born with very low IQ, can not develop mastery in any subjects or area, has been changed. Teacher must completely involve in the student’s learning process. First, he or she has to define a strategy how each and every student of a class can develop mastery in every subject. Mastery in subjects depends on five criteria. Achievement test or aptitude test can judge students’ mastery in subjects. So this test can motivate students to involve in subjects. The more they involve, the more they develop in the mastery in subjects. Teacher can develop students in mastery through presentation, explanation and home task. Teacher need to evaluate how much student understand his or her instruction. If it is not, he or she has to define a new way of instruction. Frequent feedback, reward can increase the students’ perseverance in a learning situation. For example, if one student does not get a good grade in mathematics, sometimes it means that he or she does not like to involve in that subject area, whenever that particular student gets a reward for some task related to that subject, he will be motivated and will push to continue his learning on that area and it will result to mastery. Again student can achieve mastery if they devote the amount of time needed to the learning (Bloom, 1968). When student achieve mastery in subjects, obviously they can develop lifelong interest in learning.
With the advent of instructional technology today’s teachers can meet the individual problem and solve their problem in a scientific way, in order to develop students’ mastery in subjects. Nowadays innumerable computer software is available to help them mastery in different subjects with the guidance of teacher though. Now teacher as a facilitator and computer as an intellectual partner provide students at every level materials and guidance to develop optimization of the learning process.
References:
Bloom, B. S., (May 1968). Learning for mastery. Evaluation Comment, 1(2), 1-12
Atkinson, R. C., (1967). Computerized instruction and the learning process. Technical Report No.122, Stanford, California. Institute for Mathematical studies in the social sciences.
Bloom, B. S. (Ed.), (1956). Taxonomy of educational objectives: Handbook 1, cognitive domain, New York: David McKay Company.
Learning is continuous and complex process. Traditional belief that a child who is born with very low IQ, can not develop mastery in any subjects or area, has been changed. Teacher must completely involve in the student’s learning process. First, he or she has to define a strategy how each and every student of a class can develop mastery in every subject. Mastery in subjects depends on five criteria. Achievement test or aptitude test can judge students’ mastery in subjects. So this test can motivate students to involve in subjects. The more they involve, the more they develop in the mastery in subjects. Teacher can develop students in mastery through presentation, explanation and home task. Teacher need to evaluate how much student understand his or her instruction. If it is not, he or she has to define a new way of instruction. Frequent feedback, reward can increase the students’ perseverance in a learning situation. For example, if one student does not get a good grade in mathematics, sometimes it means that he or she does not like to involve in that subject area, whenever that particular student gets a reward for some task related to that subject, he will be motivated and will push to continue his learning on that area and it will result to mastery. Again student can achieve mastery if they devote the amount of time needed to the learning (Bloom, 1968). When student achieve mastery in subjects, obviously they can develop lifelong interest in learning.
With the advent of instructional technology today’s teachers can meet the individual problem and solve their problem in a scientific way, in order to develop students’ mastery in subjects. Nowadays innumerable computer software is available to help them mastery in different subjects with the guidance of teacher though. Now teacher as a facilitator and computer as an intellectual partner provide students at every level materials and guidance to develop optimization of the learning process.
References:
Bloom, B. S., (May 1968). Learning for mastery. Evaluation Comment, 1(2), 1-12
Atkinson, R. C., (1967). Computerized instruction and the learning process. Technical Report No.122, Stanford, California. Institute for Mathematical studies in the social sciences.
Bloom, B. S. (Ed.), (1956). Taxonomy of educational objectives: Handbook 1, cognitive domain, New York: David McKay Company.
posted by jhumur at 1:16 PM
0 Comments:
Post a Comment
<< Home