Mastery Learning in a Hybrid Environment
  • Teachers from Woodland Park, CO - __http://fc.wpsdk12.org/~kboyer/__
  • Students just copy everything down but do not understand the content. Therefore, they cheat, get frustrated, call a friend, miss essential content.
  • Presenters have not “lectured “in years as they use podcasts. These are for sale :)
  • Two science teachers collaborate to create the podcasts
  • Using Camtasia, microphone and webcam/camera
  • placed on screencast.com, itunes, teacher tunes, flash drives, burned to DVD for kids without internet
  • Set up lab stations so each person can do the lab at their own pace. Kids work through the curriculum at their own pace. Worked really well with Earth/Space science.
  • Students can take tests as many times as they want. Tests are on Moodle. Always a different version of the test. Required to retake tests until they get a 75% or higher. Okay to keep taking the test to get a higher score.
  • Big idea: important to teach students how to learn on their own
  • Being accused of not teaching - I still provide instruction and resources. Students are just doing the majority of the work rather than the teacher.
  • Has a nonessential unit at the end of the semester, the “slush” unit, that not all students get to. Allows time for kids who are far behind.
  • Immediate feedback
    • verbal grading on the fly
    • higher level kids must fix mistakes
    • lower level kids may not need to fix mistakes = differentiation
    • Can say - “go teach yourself the concept and come back when you are ready”
    • Conversation prompt - Students must ask the teacher an interesting question
  • Benefits
    • can get all work done at school when teacher is there to answer questions
    • podcasts allow you to go back and write things down as needed
    • can go at own pace do not have to wait for slower students
    • can slow down if needed
    • can rewatch if not paying attention
    • if students teach themselves they always get it
    • better test scores because students know the material
  • Beginning of every unit students get a checklist of what they need to do for the unit. In Campus, students get a 1 when they “get it” and a “0” if they do not. Teacher walks around with the checklist and enters it into campus as they go along
  • Sub plans - podcast on the computer, sub clicks on the icon
  • Sped likes this model, admin likes this model, IT was supportive
  • Seems to be less homework because more work/thinking is being done in class
  • Some teachers require students to watch a video at home if computers are not available
  • videos are about 10-15 min, AP Chem is about 30 min, AP Chem is stays more on pace with each other
  • chem podcasts forsale at __chemposcasts.com__
  • Moodle assessments
    • Every student gets a different test
    • Upload 10 questions that test a benchmark
    • Students get random questions from each benchmark
    • Essay and short answer questions need to be hand graded
    • Students stand next to teacher while test is being graded for explanations. Remediate on the fly.
    • Students MUST master the content before moving on. They get an A if they make it to a certain point by a certain time.
    • Must take test at school. Teacher types in the password. If cheating, teacher closes the test and says you can take it tomorrow.
  • Contacts and websites