FIAE+B1+Chapter+2

Abstract - Megan
It seems that all educators have a different view on the definition of mastery. Howard Gardner, for example, said that mastery “involves the appropriate application of concepts and principle to questions or problems posed.” If you were to ask several other educators chances are you would get a different answer from each of them. However, one thing can be agreed upon by most educators. Mastery is not about memorizing information and spitting it back out to the teacher. Mastery means you are able to take the material you’ve learned and analyze it, evaluate it, apply it, etc. The [|six facets of true understanding] are a good way to assess your students make sure that they are mastering the given topic. The facets are a good form of assessment because it uses more then just one grade and instead analyzes student’s work and progression over time.

Reflection - Megan
As a class its seems we all agreed that the term “mastery” was misleading. When you talk to students about mastery they think they need to master the course or the subject area. This is an unrealistic view. We need to be specific in what the material is that we want our students to cover. The class agreed that to have truly mastered a topic means that a student should be able to explain it, interpret it, apply it, etc. Some members of the class also talked about putting less of an emphasis on quizzes and tests because they are not accurate forms of assessment. We agree that it is more important to have a thorough understanding of specific topics rather than a shallow knowledge of several topics.

Jen T.
This chapter about mastery was somewhat redundant to everything we’re learned about teaching students. Of course we want them to have a mastery of the subject! Why would we want them to only get a cursory view? The speed bump comes in when it’s actually time to teach them. To teach a student so well, and in such a way that you could confidently say they have mastered a subject is quite a boast in my opinion. I think it’s because, for me, there is always more to be learned about something. Do they know the plot, the theme, the symbols, could they connect it with real life situations and ideas? Sure. But there’s always more- they could know the history of the setting and how it impacts the story, the reasons for the author’s omission of details that could be pertainent, different ways each chapter could be view, each character could be viewed. Mastery for me is a false term because there is no such thing as mastery and the best we can do, as teachers, is set up our students with a solid foundation from which to build their knowledge.

Rachel B.
What I learned from this chapter was what mastery really is versus what I initially believed it to be. It can best be described by a quote within the text, “Students have mastered content when they demonstrate a thorough understanding as evidenced by doing something substantive with the content beyond merely echoing it. Anyone can repeat information; it’s the masterful student who can break content into component pieces, explain it and alternatives perspectives regarding it cogently to others, and use it purposefully in new situations.” This truly grasps multiple definitions on what mastery is and brings them together to create and great definition. I agree with Wormeli, the author of this book, anyone can repeat information and the key to mastering something is to be able to explain it in another form, in relevancy to a current situation or to another person. The information in this chapter will be used in my classroom in the way that I believe that homework, quizzes, exam, and even in class lessons will not be considered as important to proving a students’ understanding, mastery, of the subject to me, but instead their ability to show me and their classmates that it’s not only the specific facts they have memorized but the ability to bring purpose and use to their lives with their new knowledge.

Rachel F.
This chapter definitely hit home with me. In the beginning of the chapter, the six facets of understanding were discussed. In order to say that a student truly understands a topic “they can explain it, interpret it for others or other situations, apply it, acknowledge and explore alternative perspectives on the topic, experience empathy for the topic, and accurately identify and reflect on their own self-knowledge regarding the topic” (p. 12). When I think back on topics that I believed I understood, I realize that I actually did not master the topic. The problem in so many schools is coverage and grades therefore teachers don’t take the time to actually make sure students have mastered a lesson. It is important to not only have students answer questions but to answer how or why they came to that answer in writing. By doing so, you can see where their ideas came from and if they understand the question. Simplistic understanding will allow students to get a good grade but sophisticated understanding truly proves the student’s mastery of a subject. They will be able to take what they’ve learned and apply it throughout the rest of their lives. My classroom will be incredibly impacted by information in this chapter because I will strive to make sure that my students really understand what I am teaching them. Just because they are getting good grades does not mean they know what they are learning.

Geoff
I must admit that I had a real hard time following chapter two of FIAE; it just appears to me that the book talks a lot yet lacks substance. With the six facets of understanding at hand, he provides a “working definition” of mastery, which very obviously requires much more than mere recitation of facts, dates, people, and other simple information. He provides a considerable list of options and tools teachers can use to measure mastery, like tests, essays, videos, and other materials, but cautions that they are not the source of mastery, but the medium through which mastery is expressed, and that we must have clear objectives in order to establish successful instruction and assessment in a differentiated manner. Wormeli also provides a list of resources we can turn to for information about what is important to focus on in our curriculum. I think I will keep these lists in mind as a first-year teacher, because I will definitely need all of these resources at the start of my teaching career, and I understand the need for clearly-articulated curricular goals and definitions of mastery, but there is little else of substance I can use in this chapter.

Karin
What is mastery? This chapter began to answer this question for me; in a way, it was an introduction to the question altogether. The difference between mastery and recitation is a fine line – how do we assess this? How do we decide what is important to master? This chapter helped me to learn that colleagues, professional organizations, curriculum guides, and standards can all be great resources for deciding how to assess mastery. I learned that it is far more important to ensure that the students have a good understanding of a few topics in-depth, rather than a very shallow understanding of many topics. This will have a great impact on my classroom; assessment is one of the key to a good lesson plan and teaching strategy; learning how to assess for mastery is a crucial part of designing effective lessons that reach of all my students.

Jen P.
I learned a lot from the examples in this chapter. It cleared up a lot of questions I had about how and when to use certain tactics and how to phrase the directions and requirements for activities. I could even pull examples straight from the book to use as actual assignments in the classroom, like the one on latitude and longitude on pages 13 and 14. This chapter also helped me focus on what is really important for my students to learn from me and the subject I will be teaching.

Megan
The problem is that we try to cover everything in school and expect students to know specific details about every subject. This is a completely unrealistic view. High school students shouldn’t be focusing on mastering a subject. High school students should focus on mastering basic concepts, skills, etc. We need to lay down the foundation for them to learn and apply those concepts/skill sets. Hopefully that will prompt them to want to learn more about a subject or topic which could then put them on the road to mastery. We can’t teach students everything there is to know about everything. Students won’t learn but merely spit back information. I can make sure that students understand the basics and then help them build upon that but catering to their interests and needs.

Sara
Mastery is important in the classroom. Students need to demonstrate the 6 facets of “true understanding”. Mastery is not just understanding the material, it is being able to apply the material, as well as explain the material. It is important to match the assignment with the information if the teacher wants the student to successfully master the material. Having students demonstrate mastery is important as well. Two ways to do that is to have multiple assignments and to track progress and assess over a long period of time. I want my students to demonstrate sufficient mastery of skills presented in class. I will make sure to make assignments pertinent to the material I teach and observe their mastery over and extended period of time.

Jordan
This chapter began to explain mastery, how to identify when a student has "mastered" the subject, and how to assess it. I will be honest and say that Wormeli left me a little confused as to what the difference between mastery and understanding are. I think throughout the chapter he was a little contradictory and obscure. He gives the reader a definition of mastery, being that the student will be able to break the concept down into smaller components and ideas, explain the information to someone else, and then somehow apply it. He then contradicts himself by saying that mastery is more than knowing, manipulating, and successfully applying the information. I do understand that mastery is more than recitation, but how much more? I did like that Wormeli gave a few examples as to how you could assess mastery by the use of multiple assignments and possible project ideas.

Stephanie L.
Chapter 2 of "Fair Isn't Always Equal" focuses on the difference between a student mastering or not mastering material. For example, just being able to repeat something isn't enough to call yourself a master of a subject. One must be able to do a number of different things with the material, whether its interpret it, share it with others, apply it, and a number of other things. Of course, there can be a fuzzy area when it comes to deciding what is considered mastery and what isn't. There are so many different ways to assess students that there can't really be one right answer. It's a matter of experimenting with different forms of assessment to see which ones work best for your students. Chances are, how you assess students will change from year-to-year, even if it is just a small tweak.

John T.
The conflict between complete mastery and mere regurgitation is something that has been on my mind ever since I began to think seriously about my teaching style. I can recall innumerable instances where either I or my classmates have had to pass a lesson or an entire course simply by memorizing the basic facts needed to pass the exams. Within a week to a month all of that information would be long forgotten, as if it had never been learned. I tend to dwell on questions and assignments that I may one day teach my students, basing their usefulness on whether they will help the students actively use their minds and retain a knowledge that will flourish after the initial exposure, rather than atrophy in disinterest. DI is perfectly suited for instilling this kind of attitude in students, since, as it was mentioned in chapter one, a clear understanding of one's own learning style encourages one to apply oneself to any subject. Even when grading my first assignment I was able to see just how many students have become efficient at doing the bare minimum amount of effort for a grade, using as little of what they have learned as possible to finish the assignment. DI appears to be the key to giving this demographic of contented students the motivation they need to apply themselves.

Tracey Hollingsworth
Chapter 2 – Mastery

I agree that there is a large difference between a student knowing the fundamentals of a subject and truly having a deep understanding of the subject. I feel that the tricky part is deciding how a student is to demonstrate their understanding of the subject. According to Wormeli, the correct assessment piece is directly related to the objective of the assignment. Knowing exactly why you are teaching students the subject matter and what exactly you want them to achieve is key. Not all students are going to achieve mastery of the subject matter at the same time which makes operating in a traditional classroom or as a class difficult.

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