Mastery Learning Model Lesson Plan C Burt

Mastery Learning Model
Lesson Title: Mastery Path
Targeted Grade Level: 9th
Academic Subject: Science/Biology
Lesson Goals:
The learner will demonstrate mastery and knowledge of the content by

completing a pre-assessment, specific sequence of tasks, and a post-assessment to
possibly increase their previous grade. The learner will identify areas of success and
areas that need more practice based on their pre-assessment over content
objectives. The learner will not be graded on the tasks so there is room for error
and growth, and taking control over their learning.
Lesson Objectives:
 Demonstrate mastery and knowledge of content

 Identify content objectives that the learner has not yet mastered
 Identify content objective the learner is already successfully mastered
Materials/Resources Needed:
 Mastery path assignments pre-made in canvas

 Mastery path pre-assessment
 Mastery path post- assessment
 Student devices
Lesson Components:
Phase 1: Objective
Students are able to work individually and at their own pace based on
their needs of the content objectives using the mastery path tool within their online
learning platform, canvas. This online platform has the unit objectives clearly stated
and is broken up into its own module with smaller learning sections. These paths
can be conducted in-class and given to all students to scaffold instructional tasks or
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EDUC 6330 | Lesson Plan Template
as an option to increase their grade. This specific model is used to increase their
grade. The tasks are not individually graded in the sense that the teacher will add
them to the gradebook, but more for feedback, and students can retake them as
many times as needed to be successful without being counted against them. The
post-assessment is the only formally graded task.
For this section of the unit, students will be demonstrating their content
knowledge of the functions of different biomolecules. Students who choose to
complete the assignment will be able to replace their unit section test grade by
taking a pre-assessment, completing tasks, and a post-assessment. The online
platform will automatically give them the next assignment task based on their score
on the pre-assessment (they will not be able to see the other paths or assignments
for other paths, only theirs). This gives students the opportunity to master the
content objectives while increasing their previous grade.
Phase 2: Sequence of Tasks

The students begin by taking a “biomolecules pre-assessment” and the paths
are designated based on the grade the students get with the pre-assessment. The
pre-assessment is not meant to be a “graded practice” but more as a diagnostic test
to identify the areas the student may need more practice and what assignment will
come next for them. Students will be directed on a path based on their score,
complete a sequence of tasks, then be given a post assessment. The post-
assessment is where their replacement grade can be obtained. There are three
paths that are designated from the pre-assessment. The pre-assessment helps
students identify content objectives that they have already mastered and content
objective they may need more help with. The feedback provided is able to help
students identify these prior to them beginning their first task.
The first path is for students who score 0-65%. Students who score 0-65% are
possibly struggling with content and application of the materials and knowledge.
These students need instruction based on the problems they are having and a basic
understanding of the content. To do this, students in the path will be given an
interactive re-teaching lesson video with questions as their next assignment. This
assignment involves more direct instruction and scaffolds information based on
their needs. Students have the ability to retry and must score at least an 80% to
move on to the next assignment. The next assignment is a “graphic organizer
practice assignment” and students must complete the organizer in their notebook
and submit a photo of it. The final task is the “biomolecules functions practice
assignment” for path #1. This assignment is like the others, but with the key words
highlighted and the extension questions removed. This assignment is not timed
and the students have the ability to retake it to get a higher grade. Students are
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provided feedback on the assignments as they move through the path to identify
success and areas that may need more instruction.
The second path is for students who score 66-85%. These students possibly
have a better understanding of the content, but may still struggle with the
application of knowledge. The students in this second path will be automatically
directed to the “graphic organizer practice assignment” and have to complete the
graphic organizer over biomolecules correctly. To move on, students must have
their graphic organizer checked (canvas will automatically grade the assignment)
and they must get a 100% to move on. Students are always welcome to use their
notes to help them fill out the graphic organizer. Once they complete the graphic
organizer, the students will go to the next assignment which is the “biomolecules
functions practice assignment” but for path #2. The difference is that this
assignment for path #2 has some extension questions that add in more critical
thinking and problem solving. Students in this path are also provided feedback on
the assignments as they move through the path to identify success and areas that
need work.
The third path is for students who score 86-100%. These students will be
automatically directed to the “graphic organizer practice assignment” which they
must get a 100% to move forward “biomolecules functions practice assignment” for
path #3 which has the same questions as path #2, but a critical thinking short
answer question at the end. Students are also provided feedback on the
assignments as they move through the path. From here, the students will have the
option to complete the “nutritional food label extension assignment” and have the
opportunity to explore and learn about biomolecules and the food we eat.
Phase 3: Summary Assessment

Once the assignments within the mastery path are completed, all paths are
directed to the post-assessment. The post-assessment is an opportunity for the
students to demonstrate content knowledge and mastery of the same objectives,
but with different questions. This post-assessment is a summary assessment of the
unit section and used to replace their previous unit section grade if completed by
the due-date.
Evaluation:
Students are evaluated based on the pre-assessment and post-assessment

summary that they take. Students are automatically assessed on their content
knowledge in the pre-assessment to place them into the correct path. Student
progress is observed, and students are able to take control of their learning. The
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teacher is able to track student progress and encourage students to complete the
tasks and be successful. The tasks are graded for feedback for the students and not
formal grades. This helps the teacher and student identify content objectives that
may need more practice, as well as areas of success.
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Mastery Learning Model Lesson Plan C Burt

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What is the purpose of the mastery learning model?

How are students placed into different paths?

Mastery Learning Model

Lesson Title: Mastery Path

Targeted Grade Level: 9th

Academic Subject: Science/Biology

The learner will demonstrate mastery and knowledge of the content by

 Demonstrate mastery and knowledge of content

 Mastery path assignments pre-made in canvas

Phase 2: Sequence of Tasks

Phase 3: Summary Assessment

Students are evaluated based on the pre-assessment and post-assessment

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