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Mastery Model
The Mastery model aligns with the Understanding by Design framework, as it focuses on making certain students obtain a deep understanding of the material (Ironsmith & Eppler, 2007). This is usually accomplished through repeated practice and feedback until mastery is achieved. This approach also aligns with the idea of setting clear learning goals (the end in mind) and designing instruction to meet those goals (Wiggins & McTighe, 2005). The more students are able to put in the repetitions with a coach (the teacher), for example, the more likely they are to grow in aptitude. That should be the goal when applying this type of model. But the design should keep in mind the type of students for whom it is applied.
An idea for a learning experience that utilizes either the new American lecture strategy or the graduated difficulty strategy would be a lesson in a history class where the goal is for students to understand the causes and effects of World War II.
There are two things to consider here: If using the New American Lecture Strategy, the teacher might begin by connecting the new material to what students already know about global conflicts. They might then organize the information in a timeline or cause-and-effect chart, helping students develop a mental image of the sequence of events. The teacher could then elaborate on each event, perhaps telling stories or providing additional details to make the information more meaningful and memorable.
If using the Graduated Difficulty Strategy, the teacher might start by having students identify the countries involved in World War II (a relatively simple task). The next level of difficulty might involve understanding the alliances and major battles. A more complex task could involve analyzing the causes of the war, and the most difficult task might be evaluating the effects of the war on different countries.
References
Ironsmith, M., & Eppler, M. A. (2007). Faculty forum: Mastery learning benefits low-aptitude
students. Teaching of Psychology, 34(1), 2831.
Wiggins, G. & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA:
Association for Supervision and Curriculum Design.
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