3. Ideas for Using MasteryPaths

Putting MasteryPaths into Practice

You're doing a great job with this topic. By now you have explored some of the theoretical basis for using MasteryPaths and have had an opportunity to see how a MasteryPath is built.

Now we turn from the basics of theory and practice toward more creative thinking. This final stop has three parts. On this page, I will begin the conversation by highlighting some broad considerations for when to use MasteryPaths. Next, I share some ideas to get things started. Finally, all participants are invited to join in the "crowdsourcing" discussion as to how they envision using - or have used - MasteryPaths in creative ways to enhance learning opportunities for students. Even if you don't have ideas to add, please feel free to browse others' ideas!

 

Guiding Principles: Effective MasteryPaths

MasteryPaths may be effective when...

• Each module is structured to cover a single topic about which there may be significant variance in student knowledge, understanding or skill level.
• A unidimensional measure is used to determine paths to mastery (i.e., a measure that focuses on only one construct: knowledge of lab safety OR knowledge of chemical composition, but not both in the same measure). This could be multiple choice, short answer, a homework assignment, even essay questions, as MasteryPaths can be driven by automatic or manually graded items.
• Modules cover a topic for which differentiated content and assignment(s) could be meaningfully prepared according to student level of mastery. That is, a given standard/objective could be achieved through different paths or at different levels.
• Ideally (but not required) modules could be structured chronologically with prerequisites and requirements such that students could advance freely from module to module as they demonstrate mastery. 

 

 

Examples

Example 1: Understanding & Application of Skill, Three Paths

• Single Topic: Solving bivariate algebraic equations
• Unidimensional Measure: A set of 5 algebraic equations of varying difficulty, but all including two variables (e.g. "5x / 3 + 13 = 12y - 8 . Students are asked to "simplify the ratio of x to y (e.g. "3x = y"). Answers are presented as multiple choice with an additional option of "I don't know how to solve."
• Paths Content: Three paths will be used.
  • High path: those who scored 4 or 5 out of 5. These students will gain access to extension material in which they will learn new ways to solve these problems and examine application in real-world scenarios. The assessment for this path will be an evaluation of a genuine setting in which multivariate algebra is needed to make a decision. They will analyze the case, express it numerically, and solve, interpreting the result.
  • Middle path: Students who scored 2 or 3 out of 5 show that they have a basic grasp of the skills, but have not yet mastered the topic to the point that they can apply it to more difficult topics. These students will access material in which they will choose to either watch a Khan Academy video on effectively simplifying multivariate equations or read a textbook excerpt that explains the concept. The assessment for this path will be a fresh set of problems to simplify. They will need to show their work and demonstrate how they are applying the concepts from the lesson material.
  • Low path: Students who scored 0 or 1 out of 5 show that they do not have the knowledge or skill necessary to approach this topic. They will gain access to material that focuses first on simplifying univariate equations and then a Khan Academy video in which the principles of univariate simplification are extended to bivariate simplification. The assessment for this path will be the same as the middle path.
• Advancement (Requirements, Prerequisites) Based on satisfactory scores on the respective assessments, students would be enabled to move on into the next module and continue their learning.

Example 2: Application of Skill, Two Paths

• Single Topic: Advanced Lab Safety
• Unidimensional Measure: A series of 4 short essay prompts in which students are asked to consider a scenario and identify proper safety procedures and responses. (This will be manually graded, with the instructor or lab assistant determining holistically that students demonstrate advanced safety knowledge or not by simply assigning a 1 or 0 to each question).
• Paths Content: Two paths will be used at this point.
  • High path: those who scored 4/4. These students will progress immediately to accessing content designed to prepare them for the next module in which they will begin lab work. They will also have access to the discussion board and be encouraged to interact with their peers therein.
  • Low path: in this case, the instructor decided that anything less than full mastery meant the need for further support, for the sake of everyone's safety. She thus structured a series of lab videos to demonstrate safety procedures the importance of such procedures. These students will then have the opportunity to engage in a discussion board to ask questions and receive feedback. The instructor may wish to posttest students in this group to see if they have now achieved mastery.
    
• Advancement (Requirements, Prerequisites) Based on satisfactory scores on the safety test (either at the time of pretest or posttest) students gain access to further modules that involve the use of the lab.
  

 

 

Now YOU choose a path! Click one of these links...

• I want to share ideas about how to use MasteryPaths or review what others are saying.
• I would like to read the summary and conclusion for this lesson.