weenicm)taersas 49 WESE (LR): ERE MRM E nee SHEREERA —-ie SREDTREM WHT ARARRBEEN MRR TRARY MBA RTM MANERA AAMT TR Bloom, 1976): ASERLETAL ERAT LOE Re MRMER- SERRATE MURATA TERETE RE RHE FAM SERREEN: BEA BONG RRLOERTH RARBLERRE ROMA » TM RABAT « LORAIN RM GRONMOTR BMRA ROR RH TO LEE 1982 + 1990 5 AEE» 1991)» URARSP RD » aa ew SURE T 8 RE SeekMtm MEME RAME : CME «dee BERK me AEERULNATLE STELLA: CREO: MERE EER: BET GRARAESERARAMAM - HOMER RES NRL MOR REE UMER RAMEN (AMEE RG AER PORACET SRR RRS RARE —# REGENTS MELEE AARRONIE LRN RARASAHONR OH. SHOEARKEAAS - BENG Benjamin ‘Bioom) hia :88 EH [mastery leering) » MUA AEASIOR ~ SERIA AE SB RAE BSR ese « RULE FRM - ERR ROSEN: FTI SCO Reena IRA NE» aerate AMAL « = aeeEMEwE WERE TATRRT OAR: DEME 1905: FERS 1989 - 1991) RARER SE LOR +1987 | ACER - 1990) > CHa Bh LA-MRERH EER EON MERU EEO) BE SRCOPMER: 2) PORTAL) RAREOETOM A) HmsmaT Ramet 21 Swe BERRORS RAO FM oho B. Coml) £ DORRE HAM MH JCaroll, 1965, 1996, 1989) > ELE RMB AREA eI BRT MANEIEM lorie ROMER REC TET MA SERORERERROAT CRER COATRE TEER OH PERRORRT : RO KORERERT REO N RERREET E002 BSKRATR ROTERNRR AE omeTm EZa A SMNOR WON NERETR MAROREEMMER THe Enaauneataoen Suan kmnaeeean: eAGnee 908: Oe FRUARANTAAATRRSUE WAR REREE FORE MARNE HRERERLE cre finn ARE SRR RESERMHOER: ERUTHORME' ST RRRERTE smem (eseam wenn «((EEZERS) Mo ABSENT AMTRAK MN ARNT KINART Em: WORE RAKOLS OOM WAREMIE LY AWARE SEAM NSRioERERM) wETATaRAM aoe) FRM: ROR TARR ERE M AL ATOR RSMN— He BORSA ARTO OR— BERS L eee BOM) eRLFomaR ES 1 RTH OABIER « 2, REA « AR A ATEKIET 3 ORE ITE « aE OR ROHN» LT ORE RE + METRE DUAL eERR SRA | 5, BRU» ARERR MAO © WALT REERA © Ao puna -((ggiBTORERS Bey |g fh () T » Rae ORTON - Ree ‘Enh RAORTART MERE fe OA BREET CRRA COMO) « eA ACTON NI « EMH FORE FES) RURAL AERRAM (GMT) TERET RSET Be ORMOM IMA ERS MEN RE ESTA BT nem. i) ne antamx) azasns <¢— zea TRC) x S ra or nSSR cs cata aeoe x 1m) =: FORMER (ena 192 + P29)weenie) semnnenae SHSM SKRNND OR HPRRAEMRMARE ROR wR ‘SNH MRED LELTF Bloom, 1868, 1971) HWANG TERRORS RT RANGERS MERE ASOAT AT BE REKRR ERE RT CLR AREA WARE 0) TERRA RENE) RCE H RARCMCERATETORM TEMES GAR TRENT LE SRR: BATU MERE ESE mE | FRG ERER REAM RUOS ROR TREE! PME) OREO E «MERE - BETH «ER FRPLMEME TRARUAS «(ROAR IA— - OERGORR RA AHSTREHRTAE CHORTER RAE MTRRKE « T (ROHR ee (BERR eM Se RAS OF STTAMOKR CEST RMSE RRA RT
ederon LOC (M2). Trapt m Amen Eascton Perpecvs on Mase sed Tavern! Programe Paper resend tbe nal eng of he Intron] Reding ‘Anderion LW. (1989) A Fens duab 9 Blow’ Laring fr Me: Pape presented a ‘Seana mevting the Amerie ESesioal Resear Aiton, lat Anderon LAE Anton, J. (92)-4 Fuca pratt he Doe of Manan) “Teaming Paper peered the sana! mectng fhe Ameria Eon Research A secon New Yorke ‘oderon LA, & Jone, BF. O98). Devising nstucoal Stages wich Faciate Leama or ane” Edson Poel, 12-158 Book, 095). Bae Sats and Mase Learning? Om 2), 113 lc 4 thi, HE, & Burns RB. (19, Bung fee ery Learn So New "York & Lenn: Logan. Fall (98D Ta Meng of duo Chang. NewYork Tenshes Call res Flan M. (98), ‘Cereaim Implementation A Lewy Ed) The tonsa Engl ‘ei of Cuca (pp. 37833). Ook Pee. Gite TR U9). “Pe Infence of Change Tnractonal Efecvenas won the Ae Ie Charcecisis f Teachr” men Eaton Reach oly 226529. cane T OSES) Inpemning at Loin Bet CA: Whar (Gaskey, T (4S. "Te Ele of Saf Deleon Tesh! Percept About Eee te Teaching” Journ Ean Rear 3792381, Gusts, TR. (90) Sf Development an the Proce of Teacher Change duo seo, SS er62 ma Vos Sis 3 Grito. ER, (99D, Sees Implementing Oucame bse Edecrion’ Palas Re. pores HO on HS. & Tang KW. 0989, Aprochs wo the Implements of Mate Lessig CG. Lim HF, Wong & VIF. Fong Cs) Pcie of te nurs! Spee aro Chaves fr Chine Connie is Ssh A: Chale ee 8 Cg (op Isc i90, Deprinent of Gurelum snd lnucdom, Shines Uneesy ace Keng ‘Monit P. 099), Cerium Deore in Hog Kon. Fac of Ect, Unive | Hota Koos. ‘Tore, JM (092 Outcome ted Eavetn: Friend o Fee? Extn Resarch Quart 150,330.THE ESSENTIAL ELEMENTS OF MASTERY LEARNING ‘Thomas R. Guskey College of Education Univer of Kentucky Lexington, KY 40508 ABSTRACT Bong win proceeres for avavsing ‘npovng acer esi, EW approaches education have tasted a ach suenon nce years as maser learning. Eca- ‘onal eseachere a well az castor ethers ae schoo adincrames Rav become eesigy inetd in ‘aster learning ass meas of enfaring nscna qua- ity and improving student earning This growing interest. ‘in mastery Tearing appears to ste foto mae devel. opments Fast medem reach stds on te ai of Insouction and highly etecve shoots consistent pot © ‘specs of maser ning san ita pat of rersetul ‘etching and leaning (Brophy, 1979, 1982: Lenhart & Pally, 1982) And secon, repo fom schoo sysens Sroghoutth: Unied Sus and arvond the word sow that 2 inplemertadon of mastery leaning ca ined lead to skig improvement ina wide ange of sistent learning ‘cucomes Bejan, 1961; Fiske, 1980; Gustey & Gates 185). In esene,masery ala i theory shou eching and lesing that sels det a eto sta ste= 4k ‘The Beery of masery learning i tsa on the bli ‘fatal iden can lear whe pode wih condos that _seappoprine for eit earning ‘Te narotonal ste es toned wi mastery Ieartig are ina opt ee into proce in moder ciaesroms ‘Most cent ppleaions of mastery eariag ae ase on the ideas oullnes By Benjamin §. Bloom in his wucle “Leaming fr Mastery” (Blom, 1968). Bu hese eas are really nt new. The base tenets of mtn Ieaing ware Sesctibed ine early yeas of the ewenuetheemty by ‘Waste (120 and Narra (126), and canbe med 19 such ey eds as Comeniss,Petaloes,anéHerban ‘Bloom, 196, “The rowing aeronbroght o maser Jeaming ha sulied in some confsion, however The libel “mastery leaming” tay apple tsa broad rang of een ma teas and cuiela many of which ble or oie Mane toe idxs deserted by Bloom a then eficed by Bock (197), Block and Anderson (1975), and Guskey oamal of Cassioom Inuraclon Va. 22,No2 (0985) The specie gaits ant chars of "asieny easing’ poprans ae aso taova tary prety to se ting oseting. making eeu wo ent what ean wht ot mastery learing. in addin, deseo of ‘ase leaning programs tpl include deed infor {aton ona wicevaney of sata element of ‘which are not oul ese oe mir leasing paces. ‘Oalined ere ae ke mst bac andthe mow eal ee mens of te maser leaning pers. Alhough eat ppsrnce or fra ol thse lave ay vary they soe {Tey spel purpoue in te ast len poe ad teow clearly eiferentze mastery lesing fom eh i Src zppoasies. Futtemore, posam tat does ‘ot include these elements camot aecuratly be eld instr leaig” ‘These wo lanes ae feetork and comecver and congracice ang inatracilnal cong FEEDBACK AND CORRECTIVES In asia lasing clas, suet mast be given pciae Information on ee easing press vey fel nee ‘ale througout the leuctoral sequence. Ti nora Hon, orfedbock muse both dgnest. snd preserve {tp sadent enya ie porn ore oer, ‘wha thy have ered well adn what hy ee pend ‘oe tne. In ain. fendbuk shold be appropia for Stade Tevel of learning and shoulé reward et or eirearing sxe By ise powevez, feedback wil ao elp sens ety improve thes ean. For igh icat improvement wo. the feedback snes receive mast e pale wih expt ‘orecve sive. These sorecives offer stent pee oli and dzecon on tow thy can comet i eing rors or remedy wei laming problems. Coresver mit ‘lb approach he earig ina ay tat diferent fom ie Inia eching. In ober wort, hey ms oles ne ional leave, To simply go mck and repeat a previous spprosch hat as already proven unsuzcesfal iwlly ‘rng any beter rev, Coreties shoud preset he teri 4 new way or involve sodent ifr ia bo Yeung and be efecive in impreving performance. Ae tr alamauve apeoah bat docs not help men may ie eing re and overcome ei eaming iilet ‘Sinapropraae comet and cght io be rode amos grup hued splat of maser kanag.cc- reedies we sampled by enrichment active fos. »dens who stain masey fom he ell esching. oi fon actviies provide hese rene with pores Soni sd expand Be leaming. oxy ae rearing and ‘lng lesing aves tt elenge senso extend ‘Thay Have eared, Eachmeatatvies should be e- Iai heebjct renin ch mastery lesing i being td bt ned ot be ed wo Be corer ofa specie ui, ‘Tey rersen an excelent meats of pelving sues in Challenging higher level actives designed forte ged neues "eet and corscives canbe inplemend in class= rooms inary of ways, Jn mos maser Teaming class {sre pola soure of feadback information is shor, ‘sive peo fomaive st. The ele lz each aay elas igh eve ds purpose quit well = ong sey are agnosie ad ae ped with pci cone revive oie, Teseers ho wre cule res Os tent paper, iacssng ers and making suggestions fo Inprovement ar leo offering agnosie and presecpve feedback Covtectveneivies might ea include having ‘Seen ocr and eee apes Fecdbrk and coresive procedures ae culate i= tery eng proces and sete coef any mastery Fang port. Tivoogh these procedures maserylering Tdvidlizelasauedon,, Stents indvidua lesring Aiiulis are quickly Lenifed and specie remediation Srtgie ae pesrbd, In tis way Fendbck sd come fre lp teachers provide mre appropri uly of in- soatdon fr more ders and asa esl more sens Ev ible to taina very gh ang andard, Anns. ‘onal prop Wat des fat etude explicit fedback and orev neds cnnorbe considered maser farang. CONGRUENCE AMONG INSTRUCTIONAL COMPONENTS Wie feedback and corectives ae enemy import, they alone dono cone mastery leareing. To be ly eae ge Maer Compara Inte Teaching and Lag xteive, hey mst be combine! wih te Second eset ‘Semeatin be maser leaning HOSE: congrnce oman Inaractona component. “The eachig ad ean oer i eerily pareve having te components At be begining there Is ace sot what eto te usb ors esning objeives At theend ofthe proves ee compuent earner-a stant Mohs leamed vey well wht wa tug ne 08 em Feces can te attied though ome fom of eralasion Fp betwen false at ofeach or inzrction, Mastery laming ods the aoa coment of feedback ond co Feetnes in ede 0 esance bah Be eflency and suce=ss ‘hes an lesa (se Fig (Gongratnce among tes sornal components sci ict the mastery leuing proces. Whe aster leting ip tasialiy neal with reard © what shuld be tue, ow it show be ugh, sa how esulan earning shold tecvaluted, i te ec oq Song conser and a= (romace among ese various component of teaching and ening, What adets are aught and how they are aught tna be congnitt wih be epciedesingobeces. fbr example, aiden are expected (0 lara higher level ‘hit, such as thee stored wth apleaion rays they shoud be gives guidance and prac now sl as arf bei insrrtion. Tey shui also receive feedback noe lamin of toe sells, ad econs in eorecting Sy tearing enor. In addon procecres for evaloatng ‘ht learing ett congiet ith hss Learning objec fives wel “Congrencs among insructon! componens i ese) Ioretecve aching and easing aay level A paca spproch a eaching eh clus very precise feedback and arectve procedures a ps oft insractoal poses. Buri feedbck sadot receve ard te leaming ers they conect reno congraen wh the procedures eed to Cnet tei ering fae ely © meet wt aring Sheces, Por example suppose an English teacher were 1 poviefedbark to sient eaph shor molplechoke Joueal of Clssroom nieraction Vol 22, N02spinseron grant snd pactstion an hen evalu ents pay nee ft clay of te resentaone Sd te way Bey organize ideas In writen competion, fn wis case abough sues reevedrequar fetta on Deir eaming, bat feedback was cenainly ot eongroent ‘wih be proces wed evaluate er Iesming. Stucenis nny Know De rles of gram and putctaton bu be [Bie to apply hoe resin tei weg Oey may pe ‘uc a coepsion with perert grammar and punta, Dita ow de basa of nego of pot (auneaton of eas, Tha mastery leaning ls, the feedback sens recive should lays be congruent Wi specif learing eer ace proctéues wed evans teaming. Ute ‘en wong sis. bi organization of es, andthe oe {Eno hlr ning aera by wich het esming ‘Stabe cal, day should cv agnosie edback in ‘eens ofthese rer andgldacs in overcoming whatever ‘feuies hey may be experiencing. fre ba cons (poerce among thee components of iastucon, the sp each not be couicere mastery eg. “This clemant a enguene bas led criti of masery sexing a5 being soding ove han "eating the es" ‘Ps a aoc the case atest serves asthe Basi of he teaching, and if what aught is determined pealy by ‘Gates oe “aching wo Be est Under these cond en, the cont nd format ofthe tes gue and dct twats aut an how. Win masery lamin, however, De eaing objec, which ae gene eerie by lntvidulwachs, ae te basis of the teaching nthe p+ ‘Bary Geeminer of what i ugh. Tn using mse lean ing, caches spl nse the insciona procedures and test match what hey hae determined to be important for heir sodnt fear, send of “ching De ts.” hee ener se more seraaaly “sting whats ‘Aer al ifs imporaac enough wo cst ought be Inporane enough m tach. And I ei not important enough oa, why should ibe tested? IMPLICATIONS ‘The deietion of these exsni eleman les several ‘nporatimpliznon frie iplemeniaion of mastery ‘ang Fes i lates tht mary lang ca be ‘very teoatly applied. The dzetapplatn of hese exsen- {Elemento sid ip bale sil is apparent fo ‘moa. The same cement can be highly effecive when ap- lide inercon in higher level sie sch problems felving deceive reasoning or eresivesoiieg. To each ‘eave wang, for example, oe ofthe fi ing ech ‘er mustdoe dcr th iferene between a enaosiica thtiecreaine an one tat iro. Ifa llerence canoe ‘be detened, pn some deta, what he teacher Bong To ack? Desrbing it fence es reese sching oumal of Classioom fateasion Vol 22, No sch higher level hile Ang a cena ht ifn ie Ges, 9 bass esushd for ofering een ack fon ir wring an dace comeing eror and ming revisions to athe composition Oat leas eave te ‘omer moe like coe Bat A bate is eased fr Be tee of mastery ay andthe esenl elements of mas tery ang canbe pid sress he enti ae eas Ing oben, fom te very baie te exverly cat Bix ‘Second, bese een elements cary show ta wacbers do ot kav w ratatelly change what hey ae gia Wir tsrooms ore way they tea nade ose tery leaming, Most ecllen tesserae prey xing Sune frm of mastery lasing eat. Osher a Hl 19 Findon the mastery ering pen lend nel wit mans fhe present teaching paces, Te we of masa ea ing doer ot equ ay aeraon i stoop, ls ‘hating, of easzoom arangements I bul ea and fends ts prfessonal sls aches have already cv ‘ped and refines Given he denis already plas! pon teacbors andthe iis generally seein wih po estat do eqs majr ung erexensive revs tencning procedures (2 Flan, 19H) isa Wry exc ingproset “Thr, be changes equed wo implement bese een elements of mastery lesming are risvely mae Re earch evidence sbons at Bas we an ave exe pos ‘tive elect onsundert earing (Blesk & Bus, 1976, as xy & Gus, 1989, Providing eedhnck nd corte, and surg congruence among Instructional eomponent oes exrequke a reat ele extra tineor effort on te pot ‘mos nts, epi ifs can be shared ameg ingealleagvesThecarfl and sytmatie we of es the an ead oss inrovments, ac cly int ‘en evel of setevetent, but alse a wee aendace in ‘Shot, thi avalvemeat in clas lessons, and be a tedes toward leaming. This as bea refered wat the uli tet” ofmaceyIeaming (Gerke, Baris, Eason, 1982) and eral makes mastery leaning oe of the mos costfficent means offering educaoal n- prover, our and pepe oat import, rough te cel and wel planed inpleenaon of hese essential eres tencer ean pus lng he Benes of learng sues Frany for of tee sens Teachers general Gia St ‘Toten leaming hey san Rlp ost 90 of it Thad stan a moth higher tana of lessng id ear far ber rer. Aaa el stant lal mosh beer oot leaing and shout anseves as lees. They develop ‘oc postive sens of psonl pie, coméence and wel brings Tis, in tur Alp teachers ‘elmore eff nt makes enking much mare enjoyable and far ore sus {ing asa profession. Many tscbers report ate we of ‘mas ein has hepa renew beens hey once afel fr aching. Feequendy thy crib thee elings a 2 ebi~a liodling of te fame he yess of estche Sed fasta in the essroom Bad nes extinguished (este, 1980, ‘Maser learning I ot an edna panacea, Ie will tle all of te problems tenetere mast foe. Taleo lows ng ach th imi of wot me ow spose i ‘wens of the poten for eachig an ering, Wace oinsng to work on ne ideo atin even ete suis tan hse cll grned rough he use of mary leaing (Bleon, 1989, But ext ann od ser Unleemens of be msvey leary proces wil woos edly alow aso make pres gear us gt of ean Ing uci fer ll eiteon REFERENCES Benjamin R. (198), Alls ean are Masry learn ‘ng. Cheyer 2 in Making schools work (p. 37-8) New York Continue. Blok, 1.H. (EA). (1971. Maser earning: Theory end pracice. New York: Hol. Rinehart. & Wison, Blac, H. & Andean, UW. (97S). Mastery learning Inclasroom crac, Now Yor: Macmiln Block, J.H.& Burns RB. (1976. Masry Faring. TL Schtman (E4), Review of eearh in eduction (ol 4.39). tase Ts FE. Pesach. Bloom B.S. (1968). Lesming for masey. (UCLA. (CSE) Evaluon Consens, (2) (12 Blom B.S. (1974). An iroscton 0 maze eso (Geog. In. H. Blok (Ea), Schools etary and mas (ary lasing (pp. 318). New Vere Hol, Rinehart, & Winton, ‘Bloom, BS. (184). The serch fo methods of gro in sutton as fev as onetncce wurng Eateaton. alLeaderri ty 18 Bropy.J-£. 1979). Teacher bao and student er ing. Edicaionl Leadership 37 (1), 3038, Brophy, JE. (1982). Socenfltncingteteies for thelnnecciy cl! Phi DetsKappn, 6, 27°30 Fike EB. (1980. New teaching met producer im ese guns, The New Yor Ties (Sunday, Mazeh 30,1437, Fully M. (1982). The meonng of education! chore. "New York: Teachers College Bess. ‘Gases, TR (1980). What is sey lang? fr "or 30D, 8086 Gusey, TR, (985), mplemestng maser learning Belnat, CA" Wadsworth (uses TR Bashi D, & Eston, J.Q. (1982). The ‘malo effec Exploring new disins in com yelp esearch Comma and uni Callege earl 32) 22:25, Guskay, TR. & Gates, 8.1. (985). A syne of r= Seachen grup hazed masary warning programe Pet ‘Boseud abe anal meting of be Amarin Educa ‘Sona Revere Asocain, Chesge, fe Lesnar, G. Pally, A. (1982, Revbiciededsetoal etings: Exile a bavens Review af Eduction! fe- arch, 32, 527-58 Morison, €. (1926). The precce of aching nthe ondary school, Chicago University of Cn Pres. ‘Wastbare,C.W. (1922). Edveaona mesuremens a3 ey inividuazng nsauc and proms. Jue alo Easel Research 5.198206, Jounal of Classroom inaction Vo. 22. No29 The Contributions of Mastery Learning ‘Thomas R. Guskey “Thess sues seem 10 be it heir strpae to improve a 78beget grade cher ase maser karin, ‘Wn tes desde ere asked why hy liked ms ‘vated thei ober teacher 10 we misey 2 Effects on Teachers A seconde where mas leanghsiade ‘seffects upon tenwhatsup, qesdon about wha a: An emp is Uns ea Jota of aaa Pc = 2 Ea‘rps doer cneraon Thx Unive of Cg