TEACHING STRATEGY

1. BEHAVIOUR MODIFICATION MODEL MASTERY LEARNING HIMANSU BHUSANA SAMARTH M.ED.(2010-11) SCHOOL OF EDUCATION PONDICHERRY UNIVERSITY

3. Skinner is the chief exponent of this model.

5. Learner actively respond to the situation to and gets reinforcement and feedback.

6. Each behaviour; is so designed that success is ensured.

7. "Re-programming" on acquired behaviors of learners.

9. Seeks specific behavioral changes.

11. Based on the idea that the majority of students can master any topic if it is broken down into small chunks and if they are given enough time to learn at their own pace.

13. Presentation of Instructional Objectives

14. Individual attention

15. Personalized instruction

16. Self-pacing

17. Criterion referenced test

18. Diagnostic, formative & formative evaluation

20. MAIN FOCUS OF MASTERY LEARNING Behavioural Objectives:The specific objectives for learning a study unit are made clear to the learner, so that he knows what is expected of him from the course of study. Small Learning Segments:The subject matter of a study unit is broken in to several blocks each followed by self-assessment questions which work as learner’s own evaluation checks. Self-pacing:The learner learn the study unit at his own speed. The time for learning a study unit is different for different learners while the degree of mastery is the same.

21. PRINCIPLES OF MASTERY LEARNING 1.Diagnosis of Learning Difficulties 2. Compensatory Programmed Units 3. Presentation of Instructional Objectives 4. Teacher Instruction 5. Supplementary Instruction, Review and Exercises 6. Formative Tests 7. Programmed Units 8. Enrichment Programmes 9. Co-operative Small Group Study 10. Summative Test

23. Identify objectives of units.

24. Require students to demonstrate mastery of objectives for unit before moving on to other units.

26. Learning materials and instructional strategies are identified; teaching, modelling, practice, formative evaluation, re-teaching, reinforcement, and summative evaluation are included.

27. Each unit is preceded by brief diagnostic tests, or formative assessments.

29. Requires teachers to do task analysis, thereby becoming better prepared to teach each unit

30. Requires teachers to state objectives before designating activities

32. Must have a variety of materials for remediation

33. Must have several tests for each unit

34. If only objective tests are used can lead to memorizing and learning specifics rather than higher levels of learning.