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| Autor/in | Aviles, Christopher B. |
|---|---|
| Titel | Creatively Adapting Mastery Learning and Outcome-Based Education to the Social Work Classroom. |
| Quelle | (2001), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Faculty; Curriculum Development; Higher Education; Instructional Improvement; Learning Strategies; Teacher Workshops; Teaching Methods; Theory Practice Relationship |
| Abstract | This workshop was presented on outcome-based education and described how the instructional method called mastery learning compliments it and can be adapted for social work education. Although outcome-based education involves creating clearly outlined expected student outcomes, by itself it is not an instructional method. Mastery learning is a behavioral instructional method that involves using time flexibly to increase student learning. Some of the essential elements of mastery learning include: (1) choosing instructional content; (2) writing instructional objectives; (3) performing vertical and horizontal curriculum alignment; (4) communicating learning objectives to students; and (5) criterion referenced instead of norm referenced grading. Mastery learning has been successfully used in higher education and social work education. The essential elements of mastery learning can be implemented in whole or in part, and in ways ranging from simple to complex. Several ways are discussed on how social work educators can implement mastery learning to better fit classroom use, including classroom structure, testing, and grading. A cautionary note on how to anticipate time involvement for faculty is discussed. Overall, social work educators may find that mastery learning provides them with increased awareness and control over the essential content taught in their classrooms. (Contains 3 figures and 55 references.) (JDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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