Individual Reflection: Individualizing the Curriculum

The mastery learning model is the ideal approach to combine with the blended learning model in place at my school, ACCESS Online. Anderson (2009) noted some of the common features he observed when analyzing various mastery learning models: clearly specified learning objectives; short, valid assessments; mastery standards; a sequence of learning units; feedback on student progress; and additional time and help correcting specified student errors to assist students in meeting mastery standards. Furthermore, he states, “Learning-for-mastery students have outperformed students in conventional classrooms on measures of achievement, retention, learning rate, attitudes, and self-esteem (Anderson, 2009).

Math students enrolled in the ACCESS Online for credit recovery complete their lessons through Pearson Education’s NovaNet learning management system. Students logging into the site for the first time, are presented with a norm referenced achievement test, Basic Achievement Skills Inventory (BASI), to complete. The results help provide an evaluation of a student’s mathematics and reading skills for initial placement. Afterwards students are presented with a pretest. The results help to determine a prescribed course of action or a specific series of lessons to complete. Students are tested on learning objectives using formative and summative assessments. Assessment scores of 80% or higher allow the student to move through to the next lesson or unit. Assessment scores less than 80% allow the students to receive targeted, direct instruction in areas of weaknesses. Afterwards, students are allowed to repeat the assessment until a grade of 80% is earned.

Implementation of the NovaNet program began in January. Both face-to-face and online teachers have received ongoing professional development to better support the teaching and learning. Initial support for the program was high, due to the prescriptive nature of the program. However, pressure to push graduating seniors to complete the course by the end of April has brought up concerns regarding maintaining the integrity of the NovaNet program and whether or not students would able to complete all of the prescribed lessons in time. Additionally, teachers are often forced to go outside of NovaNet to locate or create activities that target weak areas in student learning. 

As a school leader, I would first use the research evidence suggested by Anderson (1985) to raise mastery standards from 80% to 85% to improve performance standards. Second, I would give math teachers time to collaborate and discuss corrective instruction that was targeted to the specific needs of the students in the credit recovery program. I would share with teachers that they could assemble already created presentations and web links in a program such as LiveBinder. This would create a single repository of digital corrective tools teachers could use for remediation. A second resource I would recommend would be the county supported Study Island, a web-based program that provides instruction, practice, assessment, and reporting built on state standards. This would also be a readily available tool for teachers to access for student remediation. 

Overall, I believe the mastery learning model is the best approach to improving performance standards for students in a blended learning course. Its prescriptive nature helps to ensure credit recovery students are receiving targeted instruction, while meeting state standards. Regular assessment of learning objectives helps to give the student, teachers, and administrators’ confidence that students are mastering the material. Ensuring teachers have access to a wide variety of remediation tools will allow critical corrective instruction that best meets the needs for all learners.

References

Anderson, L.W. (1985). A retrospective and prospective view of Bloom's "Learning for Mastery". In M.C. Wang & H.J. Walberg (Eds). Adapting instruction to individual differences (pp.254-268). Berkeley, CA: McCutchan.