Each fall, there is always some new demand I have to make sure is part of my instruction. Moving three years ago to a new district is was innovation and tieing everything to the real world. It really wasn’t about moving students but what they would face in the real world. Well, after a year, I found you can have both.

Many innovations include elements of more established strategies for which do move students--like Master Learning.

So what is it??

The concept is simple: Students master concepts and skills before going onto other learning. How do you know they mastered it? You give them tests. If they do not reach mastery, then they go back and study and take the test again until they pass it. Benjamin Bloom, of Bloom's Taxonomy fame, came up with mastery learning in 1971.

I had noticed that because of the limited time I had with my groups, I always had a couple who need way more time than the everyone else. I also discovered that some of the basic skills had not been taught as I had been told. (You know how some IEPs are written.) I realize that part of the difficulty is that I am required to move these guys, no matter how big the gap.

What it looks like in my room?

Most mastery learning models stress the importance of giving quick and targeted pre-assessment to all students before beginning instruction to determine whether they have the prerequisite knowledge and skills for success in the upcoming learning sequence.  I do monthly progress monitoring and I give them the grade level assessment but also the grade under. I’m looking for the skills they don’t have. I’m also looking for data to support they have mastered the previously taught skill. I don’t have time to get both pre and post assessments. (EasyCBM.com has reading and math K-6. It’s free, has norms, and students can take it online.)

For students whose pre-assessment results suggest deficiencies, mastery learning teachers take time to directly teach them the needed concepts and skills. In other words, I break the skills down and teach just that subskill. When they have that one I move on to the next. In math, skill accuracy is king. With my reading groups, if my group of 10s is working on picture clues--I’ll use two or three-word books to focus on picture clues or reading what is written. When that skill is mastered go back to 10s and move to the next skill they need to work on. (When working on skills go back to an easier level. This is important when working on comprehension skills, so they are using all their energy on decoding the text.)

To help students out, I rely on learning targets. I post them and they always reference the bog outcome. We talk about what it looks like and in some cases what it sounds like. I find this helps everyone get real clear about what their job is.This has saved me more than a couple times when an administrator pops in.

As a teacher, I’m not going to tell you this makes planning an easier for me and I find I have to be very clear about the steps needed to do a task. Backwards planning has become key when I’m planning. Backwards planning also helps make sure I’m hitting IEP goals.

Mastery Learning helps me balance focusing on students’ strengths and interests. Together, IEPs and mastery learning helps students to work on weaknesses and a customized path that engages their interests and helps them “own” their learning.

Mastery Learning can also give students the chance to build self-advocacy skills. I encourage students when they don’t understand a step or are lost “where are you confused?” If they everything, I try to get them to be more specific. This helps them focus on their own learning but also helps guide my own instruction to fill in that hole before moving on. We all think primary students are too young to self-advocate but how many times are will serious thinking about adding it to an IEP.? (stepping stones now)

The Hard Part?

The extra planning and comes with analyzing data. Some days I feel I’m drowning in data. But I have found if I’m truly teaching to IEP goals, then I’m progress monitoring IEP goals too. I don’t teach random stuff that has nothing to do with IEP goals. I only teach the IEP goals. The 30 minutes that student is out of his classroom, he is working on his IEP goals. Backwards planning and data dialogues help to ensure I’m hitting that target.

The key is to make sure that mastery learning is targeting the small skills needed to meet a larger target. By doing this, I can innovate how they demonstrate mastery--sometimes this is with technology and sometimes it's with STEM tasks.

At the end of the day is student growth. My goal is to work myself out of a job.

Until Next Time,

I introduced a group last week to "Where's my Water?" To be honest (if you don't know it) it's a game. So why in the world would I let them play a random game--well that's easy--to work on problem-solving and critical thinking.

Where's my Water? is a free app. The other reason I love using this app, I can reset play each time I use it.

The other thing to remember with consumption apps is it's not an everyday thing or even an every week thing--maybe a once a month thing and in addition to other problem-solving activities. I use it as an additional tool in my toolbox. I also have my groups earn there play time.

Why?

My district teacher's rubric has problem-solving, critical thinking and system thinking as part of my evaluations.

How I use it?

Bottom line: they play--we talk--they write and share

As it gets harder, students have to do more to pass each level. It takes trial & error learning from your mistakes to pass each level. These are things are shared at the end of each group sessions.



Those mistakes and how they did it is where the learning is. Students share how they passed a level or share how they solved that problem. Students are scored on our group made feedback rubric.  This is the evidence I add to my evaluation rubric.

This conversation is added to Seesaw by video or in writing to show their thinking as they played. Students have the last 5 minutes of our 20-minute group to this.


Until Next Time,





PS: If you loved this idea then you'll love my FREE AppSmashing Email Course. I walk you through using 6 apps with students and demonstrate how you can use them together to create innovate and creative projects that stretch students thinking and get them to apply what they know. You can check it out here.

Learning to read is an exciting time for children and their families. For many parents, helping their
child learning to read established a pattern for their involvement in their child's education.

Parents can help their children with the reading process by providing high-quality educational materials, establishing a pattern of daily reading, instructing through guided reading activity, creating a rich language environment, discussing a child’s progress with teachers, and following up on their recommendations.

Learning to read is the culmination of a great many learned skills and developmental processes. Learning to read is a long-term program.

Just as children start with tee ball before playing baseball, there are specific steps in learning to read. Trying to teach the steps out of sequence can inadvertently frustrate your child (and you). For instance, prior to successfully learning phonics, the child should master a set of pre-reading skills including understanding basic print concepts, discerning the sounds, understanding that words are made up of sounds which they need to think about as interchangeable parts, and memorizing the alphabet. To help parents understand the steps in learning to read, Hannah Braun has created that with her new book "Learn to Read: Activity Book"

Her 101 lessons are created for you to involve all the children’s learning styles and modalities.
"Learn to Read" can serve as a supplementary curriculum for children learning to read.

Hannah Braun's "Learn to Read" Activity Book, does just that. It's perfect for teaching students to read starting with fun and interactive lessons. The short: over the 101 short lessons you move through explicit lessons that clear instructions that review previously taught material.


Start at

What I LOVE

• Lessons are broken into 3 sections--I do (things you model), We do (things to do together), You do (things the student does on their own).
• Built-in Review every 5 lessons
• Students learn not only the vowels and consonants but also word families and blends
• Directions for each lesson are clear and to the point--anyone can do it!!
• Ideas for where to go next when you are done
• Whole word practice

What I Wish

• The pages were perforated for easier gameplay and instruction

You can enter to win your copy of Hannah's new book "Learn to Read" and a $25 Gift card from Teachers pay Teachers below. A winner will be chosen by April 10th and notified by email. (Disclosure: I was compensated for my review with a free copy to review and use with my students.)

a Rafflecopter giveaway



Until Next Time,

We all have a love-hate relationship with reading fluency. Though all students benefit from fluency work, focused activities like repeated reading (for the millionth time) especially help struggling, word-by-word readers, word callers, and readers who sound fluent but lack comprehension. (Does your need some freshening up like mine?--KEEP READING)

As a whole--struggling readers have spent more instructional time learning decoding skills at the word level than reading connected text. Meaning??? Because of all hard word put into accurate word-by-word reading readers are using all their mental energies during a first reading, struggling readers benefit from activities that require them to do a second, third and even fourth or fifth reading. Hence why repeated reading are so important but get soooo boring for students as they focus on the sound of the language and the meaning. In this way, their reading becomes smoother and they continue to build comprehension skills.

Repeated readings also help word callers--readers who are skilled at decoding but do not focus on reading words in an expressive way to show what the text means. Having them practice the same text, their mindset changes from just getting through the reading to actually making sense of it through presenting it aloud in a meaning way.

What does this have to do technology?