Implementing Mastery Learning with Educational Technology and the Modern Classrooms Project

Mastery learning is an instructional model that focuses on providing students with actionable feedback and ample opportunities for additional practice to demonstrate mastery or growth before moving on to the next lesson or unit. This instructional strategy is beneficial and supportive for students and teachers in the 21st-century classroom [1]. Grounded in a student-focused and constructivist teaching approach, mastery learning promotes the growth of technological skills, critical thinking, meaningful assessments, and improved collaboration and communication. The framework and core components included here can be implemented by educators at any grade level and across all content areas.   

The Mastery Learning Approach

The concept of mastery learning can be traced back to the early 20th century, but it gained attention and refinement in the 1960s and 1970s. Benjamin Bloom, an educational psychologist, is often credited with developing the foundational principles of mastery learning in the mid-1960s. Bloom's mastery learning model challenges the conventional ideas and structures of time-based instruction and focuses on corrective feedback to provide a path for remediation [2].

Instructional models traditionally follow a standard sequence of instruction. The unit design is based on objectives and standards; the objectives are then chunked into lessons and skills. The lesson and skills are taught to the whole group within a specific time frame or sequence. After receiving the same lessons and practices students are provided the same summative assessment. This summative assessment often signals to the students and teacher the end of the unit [2]. Grades are recorded, and the whole class moves on to the next unit regardless of learning outcomes or individual mastery.

Bloom envisioned a different approach that provides students with self-pacing, choice, and opportunities for growth to demonstrate mastery before moving on to the next unit or even lesson. Teachers plan lessons and skill-building around a unit of standards and objectives, but with mastery learning time and individual student pacing (and even lesson/practice choices) are flexible. There is a focus and emphasis on pre-assessing and feedback targeting areas for growth. In Bloom's model, students complete a lesson and formative check after instruction (which is often differentiated). They are then provided with constructive and actionable feedback for improvement. With mastery learning, students have time to identify what they have learned and need to do to grow (maybe a targeted practice, another demo, peer collaboration, etc.) before moving to the next unit or lesson [2]. 

Designing a mastery learning instructional model for students may take time and organization. However, with the support of educational technology (ed-tech) and the Modern Classrooms Project (MCP) to create systems and a framework, students can self-pace, learn the structure, become confident, and demonstrate growth and mastery learning of core standards and objectives for any class. 

A 21st Century Mastery Learning Framework

Teachers and instructors can sign up and access MCP resources online. The free, self-paced, modular program provides teachers with structure, coaching, and templates to set up and incorporate mastery learning components into their classes. At its heart, the MCP is designed to support teachers in integrating the core principles of mastery learning: differentiated instruction, self-pacing, technology, and actionable assessments for growth in their classroom instruction [3]. The Modern Classroom model helps teachers assess mastery efficiently, understand the role of revision, and reframe grading practices that align with mastery learning’s instructional goals. Customizing student instruction and assessments by implementing a mastery learning model allows teachers more flexibility for differentiation, targeted feedback, and one-on-one support. Students can self-pace through lessons; taking the time they need to gain a deep understanding of objectives, skills, and standards before moving on. Individualized attention helps to motivate students to meet learning goals and engage more fully with the class and content. With personalized tracking and daily check-ins, each student’s progress is the center of focus. Then, multiple authentic summative assessment opportunities to demonstrate learning are provided based on the students’ needs. The fundamental principles of the MCP include pre-assessment, developing individualized instruction, formative assessments, clear criteria, and corrective feedback [4]. This approach can work in traditional in-person, hybrid, and online classes. The MCP mastery model can be used successfully with middle school learners through post-secondary classes.  

With today's ed-tech tools, lessons are accessible and organized, and tracking individual student progress is manageable. Reframing units and lessons might be a challenge for teachers at first; however, the MCP provides the framework, components, and direction needed to set up mastery-based learning for all types of students, ages, and classroom settings.

Mastery Learning’s Core Components

To implement a mastery learning model, teachers will need to consider four core components:

1. accessible/differentiated lesson delivery
2. accurately tracking individual student progress
3. assessments (pre-, formative, and mastery levels),
4. incorporating clear rubrics and criteria for summative assessments.

The MCP covers these components in-depth and offers free learning modules, resources, and online support for interested educators. These four components are woven together to scaffold and chunk learning while providing support, remediation, and opportunities to demonstrate growth.

Component 1: Revamp and record

Recording lessons and lectures provide students with the ability to access learning and connect with the material (see Figure 1). Video recording software simultaneously records the screen, the teacher’s notes like highlighting and annotations, and the teacher's voice or lecture, allowing for personalized learning and the ability to connect to their class's specific needs, levels, and interests. Video recording software (e.g. Explain Everything Loom, Prezi, WeVideo, and Movavi Screen Recorder) allows teachers to use their existing Microsoft PowerPoints, Google Slides, lectures, examples, etc., to model, whiteboard, and provide demos.

Figure 1. Example of a video lesson screenshot using Explain Everything to record a lesson and whiteboard annotations for student engagement of content and note taking.

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Current ed-tech allows these instructional videos to be interactive by embedding formative checks for students. After recording the lesson, videos can be paired and embedded in instructional delivery software (e.g. Pear Deck, Nearpod, and Edpuzzle) to create interactive and engaging lessons. Personalized instructional video lessons allow students to self-pace, pause, turn on captions, review transcripts, answer questions, interact in a forum, quiz, reflect, etc. Teachers can view and monitor individual student progress through ed-tech platforms like Pear Deck and present lessons synchronously or asynchronously. After creating their core instructional videos, teachers can also curate existing educational videos to supplement and support lessons. These additional videos, sourced from sites like YouTube or Kahn Academy, can be used as remediation or extensions that focus on deeper learning or provide differentiated instruction. Teachers can use their instructional video lessons as lectures and whole-group instruction or assign instructional video lessons to individual students and small groups. Once the lesson, tutorial, or demo is recorded, a teacher can reuse it, and students can review it as often as needed. Using recorded lessons allows the teacher to free up classroom time for intensive one-on-one tutoring or small group focus sessions, supporting engagement in learners who are off pace or working on remedial skills. Accessible lessons also support students who may be chronically tardy or absent. If they miss a day or class, they can come in and pick up where they left off or even access the lesson and practices remotely.

Component 2: Students and Self-pacing

An essential component of mastery learning is allowing students time to revisit curriculum and lessons, and access targeted practice while focusing on feedback. Individual student pacing can be achieved with organizational help from learning management systems (LMS) and tracking individual progress using Microsoft Excel or Google Sheets. An LMS (such as Microsoft Teams, Google Classroom, Blackboard, and Sutori) organizes the unit, lessons, instructional videos, assignments/practices, and assessments. Students move ahead or slow down based on their needs. They can post their own videos, create discussion questions, and interact with classmates through the LMS. The MCP suggests using real-time progress trackers to help students stay engaged, on pace, and accountable. Students can access the LMS to review the trackers and their progress at any time remotely or in class. This is also very beneficial when planning for substitutes; students can access and continue working on content and individual learning goals with minimum disruption or extra planning from the teacher. The MCP provides examples and templates for Microsoft Excel or Google Sheets class trackers (see Figure 2).

Figure 2. Example of Google Sheets and a Modern Classrooms Project tracker.

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The unit is chunked, as it would generally be, into checkpoints and lessons; however, in a mastery learning classroom, students are made aware of the unit due dates and sequence/pacing. Through the LMS, students can access each unit; explore he instructional videos and tutorials; access practices, vocabulary, and assignments; and take assessments when ready without assistance or waiting for the teacher. The spreadsheet is displayed in the LMS or even projected daily in class. As students pass lessons and checkpoints, their progress is updated on the tracker. Students can watch their progress and proficiency in a unit in real-time.  This is beneficial for both the students and teachers; with the tracker, there are no end-of-unit grade surprises. While students are on their path and working on their lessons, the teacher now has time during class to complete assessments on the spot, conference or provide feedback, and motivate students who may be behind. Moving through lessons and assessments throughout the day can also reduce the amount of take-home work for the teacher.  

Component 3: Assessments and corrective feedback

Mastery learning requires continuous formative assessments and actionable feedback from teachers that targets students' misconceptions, identifies errors in learning, and then provides specific corrections to those learning errors after a summative assessment [5]. Students who performed well on the initial assessment can use the LMS to engage in enrichment activities to deepen their understanding or move on. The teacher can refocus students who did not perform well toward remediation to fill gaps. Then, the student can be reassessed using a parallel summative assessment [5]. Using the MCP model, formative assessments and checks are embedded and used to measure students' progress as they work through lessons and units (effectively using formative checks along the way allows teachers and students to understand where deficiencies are and address them before taking a summative assessment). Formative checks can be embedded with interactive ed-tech like Quizizz, Kahoot, and Bamboozle. Students can post completed practice assignments directly to the LMS for checks as they work through the unit. When students are ready and confident with their performance or can demonstrate the growth and progress they have worked to achieve; they can choose to take or turn in a summative assessment. In the MCP model, from the moment they walk into class, students can evaluate and reflect on their daily needs building autonomy, agency, and ownership of their learning. Using software like Microsoft or Google Forms, bell work is a daily check-in to self-assess and reflect on their accomplishments, progress, and goals for the day. They can target and communicate what additional support they may need from the teacher privately and quickly. In a mastery learning classroom, the lines of communication are always open. Through Microsoft Forms, student data is organized and updated daily; instruction can be effectively individualized and differentiated.

Component 4: Rubrics and clear criteria

One critical element of supporting mastery learning is clearly defined goals and performance objectives for students to strive for. This can be effectively facilitated using student-friendly rubrics for assessment and self-assessment (see Figure 3). Students’ ability to assess and compare their performance against the established criteria is an essential component of mastery learning.

Figure 3. An example of a student-friendly rubric criteria for student self-assessment.

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Under the guidance of the teacher and using criteria, students can generate their own feedback and identify areas needed for growth [6]. Rubrics support student's understanding and give them clearly defined performance outcomes. Initially, teachers may need to lead students through the first few rubrics to model expectations. However, once students grasp the requirements and understand what is being asked, they can effectively and independently complete the rubrics.

Mastery Learning in the Modern Classroom

Once established, using the MCP and ed-tech for structure and support, the mastery learning approach focuses on students' individual growth, 21^st century- skills, and effectively utilizes and develops feedback generated by students and the teacher. A challenge for teachers may be creating (and finding the time to develop) instructional videos, but once they are made, the payoff becomes immense. Using a framework like the MCP can help students achieve learning goals and foster independence in the classroom. This model can result in a teacher’s increased ability to assist individual students, optimizing instructional time for those who require extra support, and promoting collaboration among students. After implementation, students may feel more in control and find expectations and classroom materials readily available and well-defined. Getting students accustomed to these new routines will require an adjustment period, but after it’s been established, students will begin to feel comfortable working at their own pace and assessing themselves. According to Rebecca Wolf et al. when students were provided the opportunity to evaluate their experiences in a modern classroom project model, they reported their own increased ability to be self-directed; students even reported the feeling that the classroom environment was more peaceful [3]. Implementing ed-tech and incorporating the MCP model can set any class up for mastery learning success.

References

About the Author

Elena Lira is an innovative and dedicated educator with a background in visual arts, K–12, and online education. Her research focuses on best practices that foster collaborative, inclusive learning environments, enhancing student engagement and critical thinking. Presently, she is a faculty member at Grand Canyon University in the Department of Online Teaching and Learning. In this role, she is responsible for designing and delivering high-quality online courses while utilizing diverse instructional methodologies to create interactive and impactful learning experiences for her students. Ms. Lira holds a Bachelor of Fine Arts in Art Education from the University of Arizona and a Master of Arts in Curriculum and Instruction from Grand Canyon University. She is a National Board-Certified teacher in Art for Early Adolescence through Young Adulthood. She possesses several endorsements from the Arizona Department of Education, including secondary education, art (PreK-12), health, and structured English immersion (SEI) (PreK-12). Beyond her academic responsibilities, Ms. Lira serves as an education consultant for Legacy EV and a guest instructor at Sunshine Sunflower Studios. Through these roles, she continues developing and applying adult learning and instructional strategies while actively engaging with her community.