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| Autor/in | Aviles, Christopher B. |
|---|---|
| Titel | Implementing Mastery Learning in the Social Work Classroom. |
| Quelle | (2001), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | College Faculty; College Students; Curriculum; Curriculum Design; Higher Education; Learning Strategies; Mastery Learning; Social Work; Teacher Expectations of Students; Teaching Methods |
| Abstract | Research studies rarely describe teaching methods in enough detail for instructors to discern how these methods may be implemented in their classrooms. The essential elements of the mastery learning teaching method are considered in terms of how they can be adapted in the social work classroom. They can be implemented in whole or part and structured in either simple or complex ways. The elements of the teaching method considered include: (1) choosing instructional content; (2) writing instructional objectives; (3) performing vertical and horizontal curriculum alignment; (4) composing evaluations; (5) feedback; and (6) criterion reference grading. Mastery learning is a flexible teaching method, and social work educators have the option of implementing only a few mastery elements into their usual teaching methods at a time. Since measuring student outcomes is a current concern in social work education, instructors can begin by clarifying what they teach and matching the testing and instructional time spent to what is expected of students. Social work educators who try mastery learning may find increased awareness and control over the essential content taught in their classrooms. (Contains 3 tables and 56 references.) (JDM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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