Creating a Differentiated Mastery Learning Course

Some Background on How we Process and Learn Information
Incoming information acquired by our senses is initially processed in sensory memory. Once the senses perceive the stimulus, it is then processed in our working memory, which connects the new information to what has already been previously learned and stored in our brain. It is the capacity of this working memory that constrains our ability to process new information.

Sample Differential Mastery Learning Unit Components:
Creating a Differentiated Mastery
Learning Course
with Student Choices

Unit is structured to be Mastery Learning with Differentiation.

Students are required to show mastery of a concept before they are allowed to move on to the next concept.

Students are given opportunities to learn through a variety of instructional strategies and then assessed. If they do not achieve the mastery level for the assessment, they are given additional instruction/resources and then reassessed.
Student Unit Checklist

Science Daily Journal  - Unit: Measuring with Laboratory Equipment
Teacher Lecture Highlights
Lecture / Demonstration; Student Practice
Mastery Quiz: Length
Mastery Quiz: Temperature
Measure Skill Practice Stations
SI Unit Prefixes
Unit Conversions
Perimeter and Area Model
Look at ALL PLANS through the lense of DM to change, adapt, modify
Some things will be unchanged, or shifted/presented in a new sequence or context.
Typically there is a combination of choices and required sequencing.
What to do when students work ahead or finish early
• Individual project, either short-term or ongoing.

• If not disruptive, let students use time as they will
(art, nap?, listen to music, read, go to other class/library).

•The student met expectations, so the choice of time usage is earned.

• Students learn responsibility for unobtrusive activity