Repeated reading is
a form of mastery learning.
Not exact matches
The reason children require a number
of years to develop
mastery of certain basic concepts, according to some child psychologists, is not that they are slow in
learning the words — they actually know the words quite early — but that they have to start experiencing the world in a new, more simplified way that corresponds with the classifications suggested by these words.4 For example, young children may know the words spoon, teaspoon, silver, knife, and metal but find it difficult for several years to apply them appropriately to objects in their environment, the reason being partly that these words
form multiple and overlapping classifications.
Some children are at risk because
of developmental delays or special
learning needs; some begin school at a disadvantage because
of their limited
mastery of English or their socioeconomically impoverished living circumstances; and some, including some Indigenous children, experience multiple
forms of disadvantage.
It certainly can not lead to
mastery and this is another reason why formal training must be supplemented by other
forms of learning approaches that are an integral part of a «Learning and Performance Ecosystem
learning approaches that are an integral part
of a «
Learning and Performance Ecosystem
Learning and Performance Ecosystem».
Activities during this part
of the lesson cycle can take many
forms but are always aligned with the
learning goal and continue to push students towards
mastery of the content.
At The Hechinger Report, our own reporting on various
forms of non-traditional
learning has found an array
of new names taking center stage, like deeper, flexible, innovative, student - centered, learner - centered, personalized, project - based, purposeful, real - world,
mastery - based, competency - based and individualized.