Spotlight on Mastery Choices: the Anatomy of Mastery Learning Cycles

In this spotlight, we'll explore the mastery assignments of the mastery phase. In each learning cycle, students will have the opportunity to extend their thinking on specific standards beyond the application level in Bloom's taxonomy. They'll also be able to choose the nature of the assignment and even within the options, there is room for differentiating the level of difficulty. Depending on the learning cycle, these mastery assignments may be organized into choice boards, 2:5:8 boards, tic tac toe boards, think dots or cubing boards. I'll explain some of the options below.

Choice Boards
In some learning cycles, I use choice boards. Choice boards typically have nine project choices, of which students select one. Each choice will encompass all of the relevant learning standards; therefore, only one project is needed. The Analysis, Evaluation and Creation levels of Bloom's taxonomy are equally represented. In addition, different learning preferences are represented - students have the option in the type of modality: video, article, essay, cartoon, poem, etc.

2:5:8 Board
The 2:5:8 board gives students options between levels of difficulty. The rule is the students have to complete assignments that add to ten; for example, a student may select one "2" level and one "8" level or two "5" level assignments. I also added a "10" level assignment, where students could opt for just one assignment at a higher level of difficulty. I used Bloom's taxonomy again to determine which activities are level 2, 5, 8 and 10.

Think Dots
I use Think Dots similarly to choice boards. In both case, students only select one option. The major difference is theoretically, students don't actually choose the assignment. Students roll die to determine which project to complete. Think Dots can work well if there aren't significant differences between rolling a "one" or a "three." In either case, students are basically completing the same assignment but the details are different. Other teachers use Think Dots differently but I like using it this way to encourage students to be okay with rolling the die and doing whatever assignment is randomly selected. There's a neat online die that one can use if physical dice are unavailable.

Tic Tac Toe
The Tic Tac Toe board is an effective variant of the choice board. Again, the assignments are aligned to specific standards as well as levels of Bloom's taxonomy. The way I use tic tac toe boards is when I have a variety of standards that are too difficult to encapsulate into one project. In this case, I still have nine project options, of which students have to select three. I can set up specific rules to force students to select specific types of projects. For example, in the board below, students have to go from top to bottom, either in the same column or at a diagonal. In that case, students are forced to select one project from each of the three rows. Each row has three options aligned to the same standards. The result is students cover all of the standards but have some choice in the combination of assignments.

My hope by using these strategies is students will complete higher order assignments to demonstrate mastery of specific standards. I'll be sure to reflect on the effectiveness of these tools at a later date.

Related articles

• Introducing Mastery Learning Cycles to the World: a post FlipCon14 presentation reflection
• Mastery Learning Cycles: a Mash Up of Mastery Learning & Explore-Flip-Apply

Spotlight on the Mastery Phase - the Anatomy of Mastery Learning Cycles

Flickr // Powazny

 Based on recent questions via twitter after FlipCon14 regarding specifics of Mastery Learning Cycles (MLC), I've decided to write periodic blog posts about the inner workings of this model. This series, the Anatomy of MLC, will spotlight aspects of the model. In this first post, we'll explore the mastery phase.

Recall MLC consists of Explore, Flip, Apply and Mastery phases. More information about the other phases can be found in the initial blog post about MLC or future posts in this series. The Mastery phase is the culminating component of a learning cycle and consists of the following:

1. Mandatory "hot seat" Discussion - a one-on-one or small group discussion where students are orally "quizzed" to determine whether they are ready to take the unit quizzes.
2. Mandatory Standards-based Quizzes - randomized Moodle quizzes aligned to specific standards and application level of Bloom's taxonomy. Students can choose to, or be required to, retake the quizzes until they demonstrate proficiency of each standard. Students who fail will be required to complete a metacognition form for each quiz outlining their errors, as well as making corrections. Students can return to earlier phases and/or complete remediation activities before retaking a quiz.
3. Optional Standards-based Mastery Assignments - higher order thinking assignments which are aligned to Bloom's taxonomy levels of Analysis, Evaluation and Creation. These projects will push the thinking of students and are based on specific standards. Completing the projects will move a student from application (3/4) to mastery (4/4) level.

The implications of this set-up is students can pick and choose which standards they want to demonstrate application or mastery understanding. The thinking here is students are required to be able to apply their learning of all standards but should be able to decide which standards they want to extend their thinking. Some students will be more interested in some standards; some students will find some standards more difficult. An added benefit of this approach in an asynchronous course is having optional assignments gives students an opportunity to catch up to the pace of other students, without loosing core content.

Related articles

• Introducing Mastery Learning Cycles to the World: a post FlipCon14 presentation reflection
• Mastery Learning Cycles: a Mash Up of Mastery Learning & Explore-Flip-Apply
• 100 Flipping Ways - Comparing Models of Flipped Learning

My Plunge into Standards Based Grading

Cody Hough // Wikipedia

After short-lived flirtations, I'm plunging into the Standards Based Grading (SBG) pool. Of all the recent changes to my course, SBG requires the biggest paradigm shift. Like many other updates to my biology course, my entry point was the flipped class - another testament to the benefits of flipped instruction.

What is SBG?

For those who are unfamiliar with standards based grading, this video should offer a good summary contrasting it with the traditional model of Assessment-Based Grading.

How am I approaching SBG in year one?

First, I've identified the standards. For each unit, I listed each learning objective and rephrased them as "I can" statements. (Thanks to @mrsebiology for the inspiration.) I've redesigned each unit as mastery learning cycles centered around these standards. I plan to acknowledge four levels of progress for each standard - does not meet (no evidence), approaching (explaining), meeting (applying) and exceeding (mastery.) 

First draft sample of a few genetics objectives

Second, I've tailored the learning materials (videos, readings, labs, etc) to the standards. This was an eye opening process because several materials that I've used in the past did not meet a specific standard; I was forced to delete these materials. The other important revelation was that some activities required too much effort in return for how they aligned with the standards. For example, if I identified a lab that took several days to complete but barely addressed one standard, I either modified it or chose an alternative. I forced myself to prioritize the "need to know" content and skills over the "nice to know" material. 

Third, I strategically designed assessments to align to the standards. Every quiz, lab or test question will be intentionally designed or modified to address the standards. Again, very eye opening process. I'm especially excited about this change because I will be able to generate informative data about each student. No longer will a student or parent see a vague "88%" on a report. The 88% could hide that this student struggled mightily on one topic, while excelling at the other topics. Instead of quoting numbers, I will be able to state the exact nature of the areas of strengths and weaknesses.  

I have a lot to learn and so glad that I have a wonderful group of teachers in my PLN.

So far I've found been using the following SBG resources:

• ThinkThankThunk
• Always Informative
• Standard Based Grading Videos
• A post from The Blended English/Ethics Classroom

I would love it if you can reply with your own list of Standards Based Grading resources.

Related articles

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• Keep It Simple Standards-Based Grading
• Transitioning to SBG
• [SBG] My First Attempt at SBG
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Changing the Rules of Playing School

Eddie-grrl // Deviant Art

The game of school...how does one play school and more importantly, win? 

Let's start with some of the obvious. 

• Turn in all assignments by their deadlines. 
• Be able to regurgitate what your teacher said in class during exams. 
• You get one attempt to show what you know on exams, so pay close attention to the calendar.
• When you're absent, reach out to classmates and your teacher about missed assignments and notes. 
• By the way, don't be late to class and try not to be absent because the work doubles when you miss class. 
• Don't misbehave or talk to others when the teacher is talking at the front of the room. 
• Some highly observant students would add to smile in class and pretend to be engaged in class no matter how boring the lesson or discussion. 

What happens when teachers attempt to change some of these rules? What if students no longer had to regurgitate on exams? What if students could take notes from a video on any day, even if they were absent? What if students designed their own artifacts with their own directions to demonstrate learning or could choose from a menu of assessments and projects? What if students had some say about when to submit assignments? 

Many flipped teachers are asking these very questions while changing some of the unwritten rules of school. Some teachers are met with resistance from students, parents, colleagues or administrators. It's understandable where this resistance originates. Imagine you, or your child, has been successful in school for 10 years operating under the same set of rules, now one of the teachers threatens this success by flipping the rules and responsibilities. It's hard to ask people to change habits, so it's no surprise some students resist taking more responsibility for their learning in exchange for more freedom. It's scary, just as the change is for the teachers. 

Flipped teachers can mediate some, not all, of this resistance. We can articulate the benefits of and our rationale for changing these rules. We happen to teach at the time of Common Core and Next Generation Standards, which require students to engage in higher order thinking and take on more responsibility. We have to explicitly teach the new skills we want from our students. We need to be organized and plan for anticipated obstacles. We have to share our success stories and recruit other teachers to join us. We have to be honest about the limitations of flipped learning, as well as our mistakes in implementation. Of upmost importance, we have to be patient with our students, and ourselves. Real change is a process requiring time and growth. What an exciting time to be a student and a teacher! 

Student Voice and Choice

CC Courtesy of Crossroads by Carsten Tolkmit on Flickr

I've been sitting on this post for a year and now that I'm ready to implement differentiated instruction, I thought it prudent to share this post.

Last year throughout FlipCon 13, I heard the expression student "voice & choice" on many occasions. The expression is a hip way to tout differentiation.

One of the most informative workshops was Ellen Dill's "Offering Student Choice." (See her playlist below.) She's a flipped french teacher who gives her students a variety of project alternatives to demonstrate learning for each unit. Students have created songs, fashion shows, puppet shows, just to name a few. It became clear that these projects are far more rigorous than standard exams. 

Create your own Playlist on MentorMob!

Partly inspired by Dill, I made the plunge into differentiation as well. I've known of the benefits of voice and choice but didn't have the means to do so, until now. The flipped classroom gives students and teachers this wonderful treat of differentiation. I designed a choice board of projects aligned to unit objectives. To ensure comparable rigor, those projects are aligned to the Analysis, Evaluation and Creation levels of Bloom's Taxonomy. I've also made projects that cover the same Blooms levels and unit objectives but varied them according to Gardner's multiple intelligences. I hoping this strategic alignment to Gardner's work will provide enough variety to meet all of the needs of my students. 

Draft of the complex inheritance choice board

Also consistent with this flexible model, I also let my students choose which objectives to demonstrate "mastery" level. Mastery, in my course, is demonstrated at the analysis, evaluation and creation levels. All students must meet application level on all objectives but can choose which objectives to master. I envision students meeting application level on some objectives and going on to master the objectives they wish to further investigate. So students will only complete projects on the objectives that "speak to them." 

Other Resources:  Dare to Differentiate Wiki

Related articles

• Mastery Learning Cycles: a Mash Up of Mastery Learning & Explore-Flip-Apply
• Onto my Second Iteration of Flipped Learning: A Post FlipCon14 reflection

Introducing Mastery Learning Cycles to the World: a post FlipCon14 presentation reflection

I had the privilege to present at FlipCon14 about Mastery Learning Cycles (MLC.) I originally discussed MLC in a blog post last year, where I described it as a "mashup" of Mastery learning and Explore-Flip-Apply (EFA) models. In my mind, this hybrid solves the problem of allowing students to learn at their own pace and still promoting thoughtful inquiry through structured learning cycles, rather than a checklist of activities to plow through. The packed classroom and dozens of virtual attendees who watched the live presentation online probably affirm other teachers have interest in mastery and/or EFA (session notes.)

The Flipped Learning Network "flipped" the conference, which meant I had to assign pre-work. Since most veteran flipped teachers are familiar with mastery learning, I assigned a blog post about EFA written by Ramsey Musallam (@ramusallam) and asked teachers to create a learning cycle. The plan was to spend some time during the presentation to front-load this model and the rest of the session having teachers share their cycles. Even though lack of homework completion prevented execution of this plan, I was able to offer a resource for those who wanted to extend their learning after the session. 

The feedback in person and on twitter were positive - perhaps even more so than I expected. I think I did a nice job engaging the audience at the beginning with a karate belt tying activity that demonstrated the power of flipped learning and mastery learning. 

Tweeted by +TheAlgebros 

I also had some opportunities for teachers to talk to each other with discussion prompts. My slides were clear, text-light but image-heavy and did a good job outlining the strengths and limitations of the mastery and EFA models. It may have taken too much time to get through EFA and mastery but the front loading helped outline the strengths of MLC. Perhaps the strongest part of the presentation was sharing my particular learning cycles with student work. I spoke in detail about the simple inheritance MLC by demonstrating how each activity offered a rich learning experience for students. I also talked briefly about the evolution learning cycle just to demonstrate some variation, like labs at the beginning during the Explore phase and differentiation during the Apply phase. 

If I do the presentation again, I'll hope to have some examples of MLC in different disciplines and utilize more opportunities for interaction like polls and more frequent turn & talk prompts. I'll make sure to repeat comments and questions from the live audience for the virtual attendees. I also need to remember to share the link to the feedback form. 

Now that the presentation is over, I have the summer to revise some of my MLCs and look forward to other teachers adopting and sharing their MLCs. 

Related articles

• Mastery Learning Cycles: a Mash Up of Mastery Learning & Explore-Flip-Apply

Onto my Second Iteration of Flipped Learning: A Post FlipCon14 reflection

If my personal lessons learned from FlipCon13 were about the logistics of video making and setting up a flipped class, then this year's lessons were all about the "second iteration" (as Troy Crockum frequently mentions) or tweaks to my flipped class and connecting with the community of flipped educators.

Last year during FlipCon 13, so many flipped veterans said over and over again that flipped learning is not about the videos but it was a message that a baby flipper, like myself, could not internalize. But now that I have a YouTube library of good but not great videos and I'm primed to tackle more important questions of inquiry, project based learning, standards based grading, student blogging and 20 percent time, I really have internalized that mantra.

This year during FlipCon 14, I strategically selected sessions that would help me improve my second iteration of flipping. This meant that most sessions were part of the "Beyond Flip class" strand. Some of my thoughts and take-home lessons regarding a few sessions are below.

Keynote: "Living in Beta" with Molly Schroeder
This was a wonderful keynote that challenged me to further promote working in beta, or experimentation and revision in my class. Since I use a mastery model, I feel pretty confident that my students are usually working in beta. They're encouraged and even mandated to revise their work until proficiency. The real lesson I took away from Molly's session is that I need to be comfortable with allowing myself to work in beta. If companies like Google can fail with tons of unpolished products and still be seen as a successful company, then surely I can dare to fail as well.

Flipping DI with Lee Dewitt
This was a timely session for me since one of next year's goals is to differentiate instruction. The pre work and the session gave me some neat ideas about how to differentiate instruction. Although I'm happy with the Mastery Choice boards as my main vehicle to offer student choices, I can see the benefit of mixing things up. Perhaps some learning cycles will work best with choice boards, a 2-5-8 menu, a RAFT assignment, tiering or cubing. I'll play around with these options during the summer.
The most exciting thing I learned from Lee's session is how she scaffolds mastery in her course. My 8th graders struggled with staying on track and I'm hoping a better transition to self paced learning will minimize these issues.

Making the Grade with Jennifer Haze
This session was advertised primarily about standards based grading, although I learned some neat tricks about formative assessment as well. I really like her peer to peer techniques in formative assessment like "quiz, quiz, trade" and "find the matching answer." Adding these techniques to peer instruction will enhance the synchronous offerings in my asynchronous course.

Engaging videos with Jonathan Thomas-Palmer
My videos are serviceable and usually get good ratings in terms of learning. However, my videos are not particularly engaging. I do use the engaging design techniques Jonathan mentioned in his session, like changing the screen every few seconds, use transitions sparingly, purchase an external microphone or limit background light for the picture in picture feature. After the first few videos, I even included questions throughout the video to encourage students to pause and think. The most important thing Jonathan said that I needed to hear was that I need to enjoy myself in the videos, like I usually did during live direct instruction in the past. I'm too formal in my videos and need to make sure I'm having fun when I record the videos. I don't see videos as the most important aspect of my class and will most likely avoid redoing most on my videos; however, I will use that important piece of advice to make new videos.

Innovative Pedagogies with Julie Schell
I've been looking forward to Julie's presentation since I missed her during FlipCon 13. I already incorporate peer instruction into my class at least once per learning cycle. It has been successful and most students rated this strategy favorable, even more so than flipping. In this presentation, Julie explained and demonstrated how Just in Time Teaching and Peer Instruction work together. The Just in Time Teaching (JITT) technique requires students to answer two conceptual questions and submit one feedback question (e.g. what they found most difficult or what they still wonder about) regarding a concept they learned in a coverage assignment outside of class (e.g. flipped video or a reading.) The teacher reviews these responses prior to class and uses the responses to generate ConcepTests to be used for peer instruction. The hardest part about Peer Instruction is generating the higher order engaging questions. JITT can help me generate more of these questions.

In addition to these wonderful sessions, I met great people whom I already follow on twitter. What a wonderful community of welcoming educators. I look forward to further connecting and learning with my PLN and incorporating lessons learned from FlipCon14 into my class.

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