Annotated Bibliography
Canvas. (2015). Retreived from: https://canvas.instructure.com/
Canvas is an online learning management system. It allows teachers to create assignments, quizzes, and discussion boards in an online environment as well as post links, videos, files, and other resources for student use. It also has the ability to sync with an online gradebook so graded assignments can be transferred to the online gradebook with ease. Canvas is also designed to work well with tablets and smartphones through their app, and also includes an app called speedgrader that allows instructors to quickly grade assignments that are submitted online, provide feedback, and transfer those grades to the online gradebook.
Canvas is going to be an enormous help with managing my mastery learning classroom. I can make it a go to resource for the students by uploading files such as learning menus, goal setting sheets, and paper and pencil labs and worksheets that can be printed or submitted electronically. I can also upload videos of myself lecturing, providing directions for labs, and provide links to external videos and helpful resources. The speedgrader app will also be helpful in organizing my thoughts in an environment where students will be at different places in the curriculum and submitting assignments in an irregular pattern.
Cho, M., Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and the use of learning strategies in students' learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99.
This study examined the role of motivation and emotion on student success in a self-paced online math course. The study surveyed 229 students in an online math course and found that student motivation and emotion was the primary factor in determining student success in the self paced course; even more than cognitive strategies. The study also suggests that students that demonstrated motivation and positive emotions with the course were less bored and saw the value of the assignments they completed.
This study validates the mastery learning classroom because the mastery learning classroom seeks to reduce boredom through self pacing. Since students are working at their own pace, they should never feel like they are working on something simply because it is busy work and has no value in their education. Students will be working on an assignment because they feel it is teaching them something. These positive associations with the course will help them be more successful, according to the study.
EduCanon. (2015). Retreived from: http://www.educanon.com/
EduCanon provides instructors with the opportunity to embed questions directly within a video. The video pauses for a moment, automatically, at a point where an instructor interjects a question, and asks for a student response.
I plan to use this resource as a supplement to the videos I will record of myself lecturing. By interjecting questions straight into the video I can help the students make sure they are finding the important information within the video, and give them an opportunity to check and see if they are understanding the material as the video progresses.
Ernest, J. M., Thompson, K. A., Heckaman, K. A., Hull, K., & Yates, J. (2011). Effects and Social Validity of Differentiated Instruction on Student Outcomes for Special Educators. The Journal of International Association of Special Education, 12(1), 33-41.
This study followed a group of 35 student teachers that implemented differentiated instruction techniques in special education classes over a 5 week period. The teachers were asked to implement a differentiation technique of their choosing, reflect on those interventions, make changes and repeat the process over the five week period. Teachers reported an increase in passing scores from 8% of students to 97% of students between the pretest and post-test results of the unit studied.
Every school year one or two sections of the physical science classes I teach are inclusion classes containing anywhere from 8 to 15 students that are on an IEP. An intervention teacher teaches with me these class periods and we are always searching for ways to help the students on an IEP do better in the course. This study validates my plan to use differentiation on a daily basis to reach these students.
Explorelearning. (2015). Retreived from: http://www.explorelearning.com/
Explorelearning is a great website that provides online simulators called Gizmos. These online simulators can be a substitute for traditional labs, and can even offer a deeper look into more abstract concepts that cannot be tested or visualized in a standard high school lab. The website offers worksheets to go with each Gizmo as well.
Gizmos are extremely helpful science simulators. They are very well designed and along with the well thought out worksheets they provide do an excellent job of focusing on a standard science curriculum as well as visualizing abstract concepts that are traditionally harder for students to understand because they cannot be seen. Gizmos also provide a completely different option for the mastery learning environment, which is focused on student choice of assignment as well as pacing. The online simulators provide an entire new category of learning opportunity for the students to choose from.
Gorhan, M. F., Oncu, S. (2014). Tablets in education: Outcome expectancy and anxiety of middle school students. Educational Sciences: Theory and Practice, 14(6), 2259-2271.
This study highlights research that was conducted on middle school students in Turkey, where they are planning to supply a tablet to all of their primary, middle, and high school students enrolled in public schools. The study measured the outcomes students expected of themselves and the anxiety they were feeling about using tablets in their education by surveying students in varying grade levels. The study concluded that on a 1-5 scale male and female students rated their expected outcomes at 4.24 and 4.33 respectively, indicating a positive association between the use of tablets and their education. Male and female students also rated their anxiety at 2.45 and 2.31 respectively, indicating that they were experiencing low levels of anxiety about using the tablets.
This research validates the focus on tablets that the mastery learning approach will require. Children today have never lived in a world without readily available technology and internet access, so I expected their comfort levels with using tablets to be high, just as the study confirmed. The fact that the students themselves also believe that a tablet can help them learn better will validate the mastery classroom in their eyes as well, which will generate a more authentic experience and better results for the students.
Hilliard City Schools One2One initiative. (2014). Retreived from: http://www.hilliardschools.org/one2one/about/
The Hilliard City Schools One2One initiative is our school districts plan to put an electronic device in the hands of every middle and high school student and provide class sets to the elementary schools. The current plan is to provide ipads as the electronic device of choice, but that remains open to change.
Providing an ipad for every student will allow me to enforce expectations about student access to technology to complete the course more efficiently. Currently, I have to secure class sets of laptops or ipads for student use in the classroom and share those class sets with other teachers in the building. I also cannot require students to submit all assignments online because not every student has internet access or even a computer at home. With the One2One initiative in place, students can be expected to have access to technology everyday in order to complete course requirements.
Kock, Z., Taconis, R., Bolhuis, S., Gravemeijer, K. (2013). Some key issues in creating inquiry-based instructional practices that aim at the understanding of simple electric circuits. Research in Science Education, 43(2), 579-597. doi: 10.1007/s11165-011-9278-6
This study discussed solutions to a common problem in science classes; the problem that many concepts are abstract and hard to visualize, which leads to decreased understanding of the concepts and has a negative impact on student attitudes toward science.
This study highlights the importance of the explore learning Gizmo's they create an interactive simulator that can help students to visualize more abstract concepts that cannot be seen in daily life.
Ku, K., Ho, I., Hau, K., Lai, E (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study. Instructional Science, 42(1), 251-269. doi: 10.1007/s11251-013-9279-0
This study highlights the effects of a direct instruction approach and an inquiry based approach on student’s critical thinking skills. The study defines direct instruction as a top down approach where information and skills are taught directly to the students, and the students demonstrate their critical thinking skills by demonstrating mastery of those skills; whereas, inquiry based instruction is a bottom up approach where students develop critical thinking skills by constructing their own understanding through interactive investigations.
This research supports my belief that providing enrichment activities to the gifted students, as well as the opportunity for students to construct their own understanding of the material as they progress through it at their own pace, will foster critical thinking and problem solving skills. Critical thinking and problem solving skills are important college and career skills, and the fostering of these skills is another goal of the project.
Mango, O. (2015). iPad use and student engagement in the classroom. The Turkish Online Journal of Educational Technology, 14(1), 53-57.
This study sought to discover the significance of ipad use on student engagement in the classroom. The study followed college students in foreign language classes and asked them to complete a survey about their own perceptions on learning and engagement when using the ipads. On a 1-5 scale, students on average rated the use of ipads a 4.18 out of 5, indicating that the students themselves felt the ipads had a positive impact on their ability to learn.
I plan to use ipads to implement the mastery classroom because they are the electronic device of choice for our school district. This research validates my choice to focus heavily on combining ipads with Canvas in order to facilitate the mastery of content and the completion of assignments because the student perception of their education is just as important as their education itself. Any education system is doomed to fail if the students do not believe in the system, embrace the system, and actively participate in the system as it was intended.
Moeller, A. J., Theiler, J. M., Wu, C. (2012). Goal setting and student achievement: a longitudinal study. The Modern Language Journal, 96(2), 153-169. doi: 10.1111/j.1540-4781.2011.01231.x 0026-7902/11
This study sought to find the relationship between student goal setting and their achievement in the classroom. The study followed a high school Spanish class for five years and determined that goal setting has a positive impact on student achievement in the classroom.
This research validates the use of the goal setting journal as a part of the mastery classroom. Having the students set goals for themselves will help them stay on task and focused during the instructional time that they are in the class, as well as help them feel like they are working at an adequate pace in a self paced learning environment.
Morgan, K. (2011). Mastery learning in the science classroom. Arlington, Virginia: National Science Teachers Association Press.
In this book, Morgan explores her own use of the mastery classroom teaching and learning style and highlights the results. Morgan explains that she saw a dramatic increase in the success of her students that had been struggling through previous material, and highlights her success with keeping her higher achieving students challenged and motivated. She also provides the instructor with what to expect with their own workload in switching to the mastery classroom style. The teachers up front planning increases dramatically but eases once the unit has begun, because the entire unit is planned. The teachers work load also increases during in-class time as many students are pulling you in different directions and asking questions from different points in the curriculum.
This book was a great resource and my starting point in developing this project. Morgan's positive results in differentiating for every student and her great summary of what to expect inspired me to try this system. Her system I slightly out of date compared to all of the technology resources I have now. My goal is to expand her system to an environment where everything is assigned and submitted online. This will be better for the students to have a place they can go to find information, even from home, and will provide me with invaluable help in managing student progress, assignment completion and grading, and organizing my own thoughts.
Ohio Department of Education new science standards. (2011). Retreived from: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx
The Ohio Department of Education sets the curriculum for science in grades k-12 in the state of Ohio.
These standards have been translated into "I can" statements and objectives for the students to achieve in the mastery classroom and are the basis for the learning objectives that students will attempt to master on their learning menus.
Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65.
In this article, Powers recommends three factors for a good education for gifted students. First is student voice and choice where students get to choose how they demonstrate their knowledge; students are more engaged if they are interested in what they are doing. She also highlights the use of independent study, which offers an appropriate challenge and autonomy to gifted students. Third, she highlights a connection to real world experiences which gives the students educational objectives meaning in the world outside the classroom.
This article offers a great solution of the problem of what to do with the advanced students that progress through the material quickly. This article supports the notion that allowing students to choose the assignments that they feel benefit their learning style will keep them engaged, and once those students have completed the curriculum material, some enrichment activities such as a challenging lab or independent research project can give the gifted students even more of a choice and a challenge to pursue while their classmates are still progressing through the curriculum material.
Screencast-O-Matic. (2015) Retreived from: http://www.screencast-o-matic.com/
Screencast-O-Matic allows for the filming through a webcam and also allows for the direct upload of those videos to youtube. The program also allows the user to record the computer screen, the user, or both.
Screencast-O-Matic will allow me to film lessons easily with my computer, work through problems, and post the videos to youtube where they can be quickly and easily linked to the Canvas page for students to use when completing learning opportunities.
Stamp, L. Banerjee, M. Brown, F.C. (2014). Self-advocacy and perceptions of college readiness among students with ADHD. Journal of Postsecondary Education and Disability, 27(2), 139-160
This study was conducted by interviewing several students with diagnosed ADHD that were unable to pass several of their courses in their first semester of college. The study tried to find the reasons why students were not able to advocate for themselves and why they had trouble adjusting to college and found shame and avoidance to be two important reasons why these students were not successful.
This study legitimizes my goal to teach self-advocacy skills to my students through a mastery learning approach. Students will have to advocate for themselves because the students that are advocating will be the ones who are monopolizing the majority of my attention. Self-advocacy is an important skill in college as the study suggests it is an important factor in why new college students are not successful. This study is especially important to me because I always teach at least two sections of inclusion science every year, and many of my students do have ADHD.
Toshalis, E., Nakkula, M. J. (2012). Motivation, engagement, and student voice. Education Digest, 78(1), 29-35.
This article studied the impact of student participation in planning of classroom activities on their success in the classroom. The study suggests that student participation better meets individual needs, and helps students to believe that they can increase their knowledge of a concept through hard work and helps students debunk the myth that intelligence and ability to learn are static qualities that they are born with.
This research validates the mastery classroom because the mastery classroom seeks to achieve the goal of convincing all students that they have the ability to learn, and the problem is that they have been forced through the material at a pace that was not appropriate for them. The self-paced nature of the mastery classroom will allow students to experience success because of their ability to work with the material until they fully understand it.
Youtube. (2015). Retreived from: https://www.youtube.com/
Youtube is a free website where users can create an account and post their own videos online as well as view videos posted by others.
Youtube will be a great resource in the mastery classroom because there are many great science videos posted that clearly and concisely distribute information that aligns with my curriculum. These videos can be an additional choice of resource for students to choose in order to master their selected learning objective.
Canvas is an online learning management system. It allows teachers to create assignments, quizzes, and discussion boards in an online environment as well as post links, videos, files, and other resources for student use. It also has the ability to sync with an online gradebook so graded assignments can be transferred to the online gradebook with ease. Canvas is also designed to work well with tablets and smartphones through their app, and also includes an app called speedgrader that allows instructors to quickly grade assignments that are submitted online, provide feedback, and transfer those grades to the online gradebook.
Canvas is going to be an enormous help with managing my mastery learning classroom. I can make it a go to resource for the students by uploading files such as learning menus, goal setting sheets, and paper and pencil labs and worksheets that can be printed or submitted electronically. I can also upload videos of myself lecturing, providing directions for labs, and provide links to external videos and helpful resources. The speedgrader app will also be helpful in organizing my thoughts in an environment where students will be at different places in the curriculum and submitting assignments in an irregular pattern.
Cho, M., Heron, M. L. (2015). Self-regulated learning: the role of motivation, emotion, and the use of learning strategies in students' learning experiences in a self-paced online mathematics course. Distance Education, 36(1), 80-99.
This study examined the role of motivation and emotion on student success in a self-paced online math course. The study surveyed 229 students in an online math course and found that student motivation and emotion was the primary factor in determining student success in the self paced course; even more than cognitive strategies. The study also suggests that students that demonstrated motivation and positive emotions with the course were less bored and saw the value of the assignments they completed.
This study validates the mastery learning classroom because the mastery learning classroom seeks to reduce boredom through self pacing. Since students are working at their own pace, they should never feel like they are working on something simply because it is busy work and has no value in their education. Students will be working on an assignment because they feel it is teaching them something. These positive associations with the course will help them be more successful, according to the study.
EduCanon. (2015). Retreived from: http://www.educanon.com/
EduCanon provides instructors with the opportunity to embed questions directly within a video. The video pauses for a moment, automatically, at a point where an instructor interjects a question, and asks for a student response.
I plan to use this resource as a supplement to the videos I will record of myself lecturing. By interjecting questions straight into the video I can help the students make sure they are finding the important information within the video, and give them an opportunity to check and see if they are understanding the material as the video progresses.
Ernest, J. M., Thompson, K. A., Heckaman, K. A., Hull, K., & Yates, J. (2011). Effects and Social Validity of Differentiated Instruction on Student Outcomes for Special Educators. The Journal of International Association of Special Education, 12(1), 33-41.
This study followed a group of 35 student teachers that implemented differentiated instruction techniques in special education classes over a 5 week period. The teachers were asked to implement a differentiation technique of their choosing, reflect on those interventions, make changes and repeat the process over the five week period. Teachers reported an increase in passing scores from 8% of students to 97% of students between the pretest and post-test results of the unit studied.
Every school year one or two sections of the physical science classes I teach are inclusion classes containing anywhere from 8 to 15 students that are on an IEP. An intervention teacher teaches with me these class periods and we are always searching for ways to help the students on an IEP do better in the course. This study validates my plan to use differentiation on a daily basis to reach these students.
Explorelearning. (2015). Retreived from: http://www.explorelearning.com/
Explorelearning is a great website that provides online simulators called Gizmos. These online simulators can be a substitute for traditional labs, and can even offer a deeper look into more abstract concepts that cannot be tested or visualized in a standard high school lab. The website offers worksheets to go with each Gizmo as well.
Gizmos are extremely helpful science simulators. They are very well designed and along with the well thought out worksheets they provide do an excellent job of focusing on a standard science curriculum as well as visualizing abstract concepts that are traditionally harder for students to understand because they cannot be seen. Gizmos also provide a completely different option for the mastery learning environment, which is focused on student choice of assignment as well as pacing. The online simulators provide an entire new category of learning opportunity for the students to choose from.
Gorhan, M. F., Oncu, S. (2014). Tablets in education: Outcome expectancy and anxiety of middle school students. Educational Sciences: Theory and Practice, 14(6), 2259-2271.
This study highlights research that was conducted on middle school students in Turkey, where they are planning to supply a tablet to all of their primary, middle, and high school students enrolled in public schools. The study measured the outcomes students expected of themselves and the anxiety they were feeling about using tablets in their education by surveying students in varying grade levels. The study concluded that on a 1-5 scale male and female students rated their expected outcomes at 4.24 and 4.33 respectively, indicating a positive association between the use of tablets and their education. Male and female students also rated their anxiety at 2.45 and 2.31 respectively, indicating that they were experiencing low levels of anxiety about using the tablets.
This research validates the focus on tablets that the mastery learning approach will require. Children today have never lived in a world without readily available technology and internet access, so I expected their comfort levels with using tablets to be high, just as the study confirmed. The fact that the students themselves also believe that a tablet can help them learn better will validate the mastery classroom in their eyes as well, which will generate a more authentic experience and better results for the students.
Hilliard City Schools One2One initiative. (2014). Retreived from: http://www.hilliardschools.org/one2one/about/
The Hilliard City Schools One2One initiative is our school districts plan to put an electronic device in the hands of every middle and high school student and provide class sets to the elementary schools. The current plan is to provide ipads as the electronic device of choice, but that remains open to change.
Providing an ipad for every student will allow me to enforce expectations about student access to technology to complete the course more efficiently. Currently, I have to secure class sets of laptops or ipads for student use in the classroom and share those class sets with other teachers in the building. I also cannot require students to submit all assignments online because not every student has internet access or even a computer at home. With the One2One initiative in place, students can be expected to have access to technology everyday in order to complete course requirements.
Kock, Z., Taconis, R., Bolhuis, S., Gravemeijer, K. (2013). Some key issues in creating inquiry-based instructional practices that aim at the understanding of simple electric circuits. Research in Science Education, 43(2), 579-597. doi: 10.1007/s11165-011-9278-6
This study discussed solutions to a common problem in science classes; the problem that many concepts are abstract and hard to visualize, which leads to decreased understanding of the concepts and has a negative impact on student attitudes toward science.
This study highlights the importance of the explore learning Gizmo's they create an interactive simulator that can help students to visualize more abstract concepts that cannot be seen in daily life.
Ku, K., Ho, I., Hau, K., Lai, E (2014). Integrating direct and inquiry-based instruction in the teaching of critical thinking: an intervention study. Instructional Science, 42(1), 251-269. doi: 10.1007/s11251-013-9279-0
This study highlights the effects of a direct instruction approach and an inquiry based approach on student’s critical thinking skills. The study defines direct instruction as a top down approach where information and skills are taught directly to the students, and the students demonstrate their critical thinking skills by demonstrating mastery of those skills; whereas, inquiry based instruction is a bottom up approach where students develop critical thinking skills by constructing their own understanding through interactive investigations.
This research supports my belief that providing enrichment activities to the gifted students, as well as the opportunity for students to construct their own understanding of the material as they progress through it at their own pace, will foster critical thinking and problem solving skills. Critical thinking and problem solving skills are important college and career skills, and the fostering of these skills is another goal of the project.
Mango, O. (2015). iPad use and student engagement in the classroom. The Turkish Online Journal of Educational Technology, 14(1), 53-57.
This study sought to discover the significance of ipad use on student engagement in the classroom. The study followed college students in foreign language classes and asked them to complete a survey about their own perceptions on learning and engagement when using the ipads. On a 1-5 scale, students on average rated the use of ipads a 4.18 out of 5, indicating that the students themselves felt the ipads had a positive impact on their ability to learn.
I plan to use ipads to implement the mastery classroom because they are the electronic device of choice for our school district. This research validates my choice to focus heavily on combining ipads with Canvas in order to facilitate the mastery of content and the completion of assignments because the student perception of their education is just as important as their education itself. Any education system is doomed to fail if the students do not believe in the system, embrace the system, and actively participate in the system as it was intended.
Moeller, A. J., Theiler, J. M., Wu, C. (2012). Goal setting and student achievement: a longitudinal study. The Modern Language Journal, 96(2), 153-169. doi: 10.1111/j.1540-4781.2011.01231.x 0026-7902/11
This study sought to find the relationship between student goal setting and their achievement in the classroom. The study followed a high school Spanish class for five years and determined that goal setting has a positive impact on student achievement in the classroom.
This research validates the use of the goal setting journal as a part of the mastery classroom. Having the students set goals for themselves will help them stay on task and focused during the instructional time that they are in the class, as well as help them feel like they are working at an adequate pace in a self paced learning environment.
Morgan, K. (2011). Mastery learning in the science classroom. Arlington, Virginia: National Science Teachers Association Press.
In this book, Morgan explores her own use of the mastery classroom teaching and learning style and highlights the results. Morgan explains that she saw a dramatic increase in the success of her students that had been struggling through previous material, and highlights her success with keeping her higher achieving students challenged and motivated. She also provides the instructor with what to expect with their own workload in switching to the mastery classroom style. The teachers up front planning increases dramatically but eases once the unit has begun, because the entire unit is planned. The teachers work load also increases during in-class time as many students are pulling you in different directions and asking questions from different points in the curriculum.
This book was a great resource and my starting point in developing this project. Morgan's positive results in differentiating for every student and her great summary of what to expect inspired me to try this system. Her system I slightly out of date compared to all of the technology resources I have now. My goal is to expand her system to an environment where everything is assigned and submitted online. This will be better for the students to have a place they can go to find information, even from home, and will provide me with invaluable help in managing student progress, assignment completion and grading, and organizing my own thoughts.
Ohio Department of Education new science standards. (2011). Retreived from: http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx
The Ohio Department of Education sets the curriculum for science in grades k-12 in the state of Ohio.
These standards have been translated into "I can" statements and objectives for the students to achieve in the mastery classroom and are the basis for the learning objectives that students will attempt to master on their learning menus.
Powers, E. A. (2008). The use of independent study as a viable differentiation technique for gifted learners in the regular classroom. Gifted Child Today, 31(3), 57-65.
In this article, Powers recommends three factors for a good education for gifted students. First is student voice and choice where students get to choose how they demonstrate their knowledge; students are more engaged if they are interested in what they are doing. She also highlights the use of independent study, which offers an appropriate challenge and autonomy to gifted students. Third, she highlights a connection to real world experiences which gives the students educational objectives meaning in the world outside the classroom.
This article offers a great solution of the problem of what to do with the advanced students that progress through the material quickly. This article supports the notion that allowing students to choose the assignments that they feel benefit their learning style will keep them engaged, and once those students have completed the curriculum material, some enrichment activities such as a challenging lab or independent research project can give the gifted students even more of a choice and a challenge to pursue while their classmates are still progressing through the curriculum material.
Screencast-O-Matic. (2015) Retreived from: http://www.screencast-o-matic.com/
Screencast-O-Matic allows for the filming through a webcam and also allows for the direct upload of those videos to youtube. The program also allows the user to record the computer screen, the user, or both.
Screencast-O-Matic will allow me to film lessons easily with my computer, work through problems, and post the videos to youtube where they can be quickly and easily linked to the Canvas page for students to use when completing learning opportunities.
Stamp, L. Banerjee, M. Brown, F.C. (2014). Self-advocacy and perceptions of college readiness among students with ADHD. Journal of Postsecondary Education and Disability, 27(2), 139-160
This study was conducted by interviewing several students with diagnosed ADHD that were unable to pass several of their courses in their first semester of college. The study tried to find the reasons why students were not able to advocate for themselves and why they had trouble adjusting to college and found shame and avoidance to be two important reasons why these students were not successful.
This study legitimizes my goal to teach self-advocacy skills to my students through a mastery learning approach. Students will have to advocate for themselves because the students that are advocating will be the ones who are monopolizing the majority of my attention. Self-advocacy is an important skill in college as the study suggests it is an important factor in why new college students are not successful. This study is especially important to me because I always teach at least two sections of inclusion science every year, and many of my students do have ADHD.
Toshalis, E., Nakkula, M. J. (2012). Motivation, engagement, and student voice. Education Digest, 78(1), 29-35.
This article studied the impact of student participation in planning of classroom activities on their success in the classroom. The study suggests that student participation better meets individual needs, and helps students to believe that they can increase their knowledge of a concept through hard work and helps students debunk the myth that intelligence and ability to learn are static qualities that they are born with.
This research validates the mastery classroom because the mastery classroom seeks to achieve the goal of convincing all students that they have the ability to learn, and the problem is that they have been forced through the material at a pace that was not appropriate for them. The self-paced nature of the mastery classroom will allow students to experience success because of their ability to work with the material until they fully understand it.
Youtube. (2015). Retreived from: https://www.youtube.com/
Youtube is a free website where users can create an account and post their own videos online as well as view videos posted by others.
Youtube will be a great resource in the mastery classroom because there are many great science videos posted that clearly and concisely distribute information that aligns with my curriculum. These videos can be an additional choice of resource for students to choose in order to master their selected learning objective.