6. The instructor stimulated an interest in course content. 7. The instructor explained the importance and significance of the subject matter. 8. The instructor gave tests, projects, etc. that were consistent with course topics and objectives. 9. The instructor provided timely feedback on tests, projects, etc. 10.
Feb 13, 2017 · You are probably expecting your instructors to do better than that in your current program. Keep in mind that your instructor can’t be aware of the expectations you bring into his/her classroom. Every student is different, and their expectations are unique to their personality and prior experience. In addition, student expectations are rarely ...
Sep 20, 2021 · “Encouraging students to believe in their capacity for success is an integral part of mentoring. WGU Instructors couple that encouragement with a commitment to creatively supporting students’ mastery of the competencies in our courses. We frequently remind students that learning requires exertion, but they are not laboring alone.”
Course descriptions should reflect specific topics each course will cover, such as: a. In this course… b. This instructor-led workshop… c. This class provides an overview of… d. Participants learn about… e. At the end of this course… 5. Avoid using pronouns like “we” and “you” when writing courses descriptions and always write in
Definition. Mastery learning is a set of group-based, individualized, teaching and learning strategies based on the premise that students will achieve a high level of understanding in a given domain if they are given enough time.
The mastery of subject content by a teacher greatly determines the quality of teaching and subsequent learning. The teacher with good knowledge of the subject matter is able to plan and teach the lesson by way of highlighting the main points of the lesson to the learner while clarifying the knowledge misconceptions.Jul 7, 2014
In a mastery learning classroom, teachers break up their curriculum into a series of skills or instructional units. The teacher will usually teach a topic, and then conduct an evaluation to record each student's understanding of that unit.
5 Key Elements of Mastery Learning at ScaleSpecific, clear, demonstrable learning objectives. ... Clear mastery thresholds for each learning objective. ... Clear processes for students to demonstrate mastery. ... Clear processes for teachers to assess mastery.More items...•Aug 28, 2019
1. Mastery over the subject Helping students learn subject matter involves more than the delivery of facts and information. The goal of teaching is to assist students in developing intellectual resources to enable them to participate in, not merely to know about, the major domains of human thought and inquiry.
5 Monitoring Techniques That Deepen Student Learning1) Entrance and Exit Tickets. As students arrive and/or leave the classroom, require them to demonstrate mastery of key parts of the content. ... 2) Student Reflection. ... 3) Revising Knowledge. ... 4) Accountable Answers. ... 5) Summarizing.Dec 1, 2017
Students who master material in a lesson can more easily learn new material. The skills and concepts students acquire provide a very strong foundation for learning new skills and concepts. Students' self-esteem increases when they master material presented to them.
Mastery learning aims to change that, primarily by letting go of the concept that everyone is on the same time schedule. It requires more differentiated learning, giving students more time to go over the learning material, giving them extra explanation and support.Mar 22, 2017
Mastery learning approaches aim to ensure that all pupils have mastered key concepts before moving on to the next topic – in contrast with traditional teaching methods in which pupils may be left behind, with gaps of misunderstanding widening.
Instructors tend to be the most visible representatives of a college or university, and students will often base their evaluation of their program on their opinions of their instructors. And, while instructors have a lot of expectations for their students, those same students arrive in class with expectations for the faculty.
You bring expectations of your instructors to class, and sometimes the reality will far exceed those expectations. When it doesn’t, don’t become discouraged. Know why you are there, what you want, and take steps to make things better.
Keep in mind that your instructor can’t be aware of the expectations you bring into his/her classroom. Every student is different, and their expectations are unique to their personality and prior experience. In addition, student expectations are rarely shared with the instructor.
Faculty members who specialize in curriculum development are experts in the science of learning. These college-aligned faculty members are deeply informed about the competencies required by academic standard-setting organizations and the industries they serve. They ensure the curriculum and instructional materials are evidence-based and academically rigorous—as well as engaging and focused on student success.
Assessment faculty members are experts in the science and craft of creating high-quality assessments that are valid and reliable . Assessments that can establish which students have achieved competency and which still need additional learning are central to WGU's competency-based model.
WGU faculty and staff are committed to focusing on students in every aspect of their work. Innovation, ownership, a sense of urgency, and continuous learning are part of every employee’s job description.
Students primarily interact with three types of faculty at WGU: Program Mentors, Course Instructors, and Evaluators. Mentors and instructors interface with students by phone or by web to provide tailored instruction and support in their areas of experience, while Evaluators provide feedback and perspective on student assessments. This "division of labor" enables each type of faculty member to deliver top-notch, student-focused support.
Evaluators. Evaluators are subject-matter experts who review assessments to determine if competency has been demonstrated. Evaluators: Are experts in their areas of evaluation, with doctoral degrees or other post-graduate training or certifications.
They are prepared, set clear and fair expectations, have a positive attitude , are patient with students, ...
Your job is to illustrate key points and essential context, to help students integrate all of their work (reading, labs, exams, papers, lectures, etc.) for the course. Given that there is never time to teach everything, choose the most important concepts and show how they are related. Explain ideas so students are able to build on material they have already mastered, whether from your course or previous classes. Don't just focus on what you happen to be teaching today. Show students how what they are learning now is connected to material covered later in the course. Keep your long term goals in mind, pace yourself so that you don't run out of time at the end, and try to end every class with a conclusion.
Peer instruction, which usually happens in small group activities or paper response assignments, allows students to get feedback at their own level of discourse and understanding. This provides a helpful complement (not replacement) to instructor feedback. Technology such as the discussion tool in Blackboard helps peer groups stay in contact over long distances and over different periods of time.
Remember what it is like to learn something for the first time. Give students time to process information and answer questions. Know that it is fine for students to make mistakes if they can learn from them. Realize that learning can be hard work, even for the most motivated students. Rather than blaming students when things don't go right, consider ways you could change your approach to reach them more effectively. Concepts, background information or conclusions that seem obvious to you may not be so clear to someone who is new to the subject. Be patient with yourself, too. Teaching can be difficult and frustrating at times. Give yourself the same opportunity to make mistakes and learn from them.
A lecture is an efficient way to deliver information to large numbers of people, but it is an inefficient way to provide students with lasting knowledge and skills.
As a teacher, you are a role model who sets the tone for the class. If you are able to show enthusiasm and commitment, your students are more likely to reciprocate.
Keep your students engaged with a positive attitude. Teaching is most effective when students are motivated by the desire to learn, rather than by grades or degree requirements. Many first-time TAs are confused by the new authority of being a teaching assistant, and mistake intimidation for respect. Think of your students as teammates, not adversaries. Learning and teaching are challenging, but that doesn't mean that you can't have fun in the classroom. Stay focused, but don't be afraid to be creative and innovative. Allow yourself to be enthusiastic and find ways to let students see what is interesting about your subject.
If you set a requirement that module items must be completed in order, when a student completes a MasteryPath that requires any manual grading, all subsequent module items will be locked for the student until the MasteryPath is graded.
MasteryPaths is based on differentiated assignments, which allows targeted learning activities to be assigned to different users and sections. With MasteryPaths, assignments are differentiated to individual students automatically and no additional work is required aside from grading student assignments as usual.
If you regrade a source assignment after a student chooses a MasteryPath option, and the regrade puts the student in a different conditional item range, they will have to complete the conditional item (s) in the reassigned MasteryPath before advancing through the module.
You can require Student B to read all three pages and complete the assignment in order to achieve mastery of the subject. When creating MasteryPaths, source assignments and all differentiated course items should be created, and differentiated items should be designated as conditional items before publishing the course.
The MasteryPath process currently only originates from the course Modules page. Before you can designate source assignments and conditional items for a MasteryPath, all course assignments and pages should be developed and added to Modules as module items. MasteryPaths can be created from module structures in existing courses or new course content.
When you create MasteryPaths for your course, students see content added to their Modules page as they move through the course. When the course begins, they will only be able to see items that have been published and assigned to Everyone or assigned specifically to them. In contrast, courses that do not use MasteryPaths display all content in the Module, even if the content is locked.
Weighted Grading. If you use weighted grading in your course, additional course work may affect student's total grades. However, grade calculations are based on the assignments assigned to and completed by the student; students are not penalized for any assignments that are not assigned to them. If you are concerned about grade variances ...
Although there is no quick or easy answer to this question, here are five research-based tips for providing students with the kind of feedback that will increase motivation, build on existing knowledge, and help them reflect on what they ’ve learned. 1. Be as Specific as Possible. In a review of the available research titled “ The Power ...
The downside, of course, is that not all feedback is equally effective, and it can even be counterproductive, especially if it’s presente d in a solely negative or corrective way.
Feedback is an essential part of learning, but not all of it is productive. We’ve collected five best practices for giving students feedback.
One of the things that gets in the way of students' learning is their preconceptions and misconceptions about a topic. Research has shown that students tend to reject, or not relate to, concepts that don't fit with their existing outlook of the world.
Evaluating Achievement. As teachers, it's our job to make sure students are understanding and learning as we progress through our lessons. Many things can inhibit a student's ability to learn, including gaps in their knowledge, preconceived misconceptions, or an inability to relate to the topic. It's our responsibility to continually monitor our ...
''What kind of test should I give if I want to find out what students know before planning a lesson?'' Diagnostic assessments are pretests that provide baseline information about students' skills and abilities. Diagnostic assessments can be used for any content area and may be teacher-made or formal assessments that are purchased by a testing company. Examples of diagnostic assessments include anticipation guides, KWL charts, and pre-tests. Diagnostic assessments are helpful in diagnosing a student's foundational skill development so that teachers can identify problem areas that may prevent a student from moving forward.
Formative assessments are informal checks for understanding that are given throughout a learning experience that offer teachers the opportunity to monitor and adjust their lessons.
Remediation is simply some extra support that's targeted to meet the needs of students, given within the regular education classroom, to bridge gaps in learning.
When students aren't succeeding, remediation is provided within the regular classroom to help students catch up. A good strategy for supporting cognition in students is using an integrative framework in which students engage in relevant, real world experiences across the curriculum.
Diagnostic and formative assessments are used to find gaps in students' learning to help teachers improve instruction. Summative assessments are used to evaluate student outcomes. So let's find out more about how teachers can use assessments to improve students' subject matter knowledge. You must c C reate an account to continue watching.