1. MASTERY LEARNING
Reymart A. Bargamento
REPORTER

2. Mastery Learning,
however, is not new. It is
derived from Carleton
Washburne’s Winnetka
Plan, Henry E. Morrison’s
technique of the 1920s, &
programmed instruction
of the later vintage.

3. Mastery Learning as a strategy for optimizing
learning considers the individual capacity and
needs of the learner. The learner is treated as a
unique being. Instruction is individualized within
the context of the regular group instruction by
means of an ongoing feedback correction process.

4. 1.The learning unit is broken into its component
behaviors or tasks.
2.The learning tasks are properly sequenced.
3.Frequent diagnoses & progress of formative
evaluation tests are given on what is taught.
4.Proper correctives are given to overcome group
or individual weaknesses revealed by the
formative tests.
The Basic Principles of mastery learning are as follows:

5. PROCEDURES – IN THE APPLICATION OF THE PRINCIPLES
PREPARATORY
PHASE
INSTRUCTIONAL
PHASE
The procedure may be subdivided into
2 phases :

6. PREPRARATORY PHASE
At the start, the teacher should
choose a subject area that lends
itself effectively to the mastery
learning approach. Mastery
learning yields the best results in
subject that …..

7. PREPRARATORY PHASE
1. requires minimal prior learning or
previous learning which most learners
already possess , i.e. , master learning is
more effective for first grade math than
for high school algebra,

8. PREPRARATORY PHASE
2. Are sequencialy learned, and
3. are considered closed since they
emphazised convergent rather than
divergent thinking. Examples are
mathematics and English since their
contexts have not changed and is not
likely to change for sometime.

9. “INSTRUCTIONAL PHASE”
In teaching the usual heterogeneous, he
should bear in mind the individual
differences among the learners; some
will needing more visual aids to grasp
certain abstract ideas than others. Then
he should give pupils who need the most
help greater active participation and
practice.

10. 1 The diagnostic evaluation
2 The Formative evaluation
3 The summative evaluation
TYPES OF EVALUATION IN MASTERY LEARNING
Adoption of mastery learning
strategies will mean the use of at
least 3 types of evaluation.

11. “INSTRUCTIONAL PHASE”
After the preparatory phase the
teacher is ready to present the
lesson using improved techniques
in terms of interesting ,
challenging presentation, and
orderly sequencing of elements to
be mastered.

12. TYPES OF EVALUATION IN MASTERY LEARNING
1. The general objective of the
DIAGNOSTIC EVALUATION is to
place the child in the proper step in
the instructional sequence. It
determines the extent to which each
child possess entry behavior requisite
to the attainment of the objective(s)
of the common unit.

13. TYPES OF EVALUATION IN MASTERY LEARNING
2- The FORMATIVE EVALUATION is a
constant on-going activity that provides
information necessary for directing
subsequent or corrective teaching and
learning. It serves to identify unmastered
learning areas early enough to permit
their correction before the grading
evaluation.

14. TYPES OF EVALUATION IN MASTERY LEARNING
3- the SUMMATIVE EVALUATION
is the end of instruction
evaluation, given primarily to
grade the learner’s achievement.
It provides information about
how the learner has changed with
respect to the aims.