Mastery Teaching:  FAQ’s:

These questions were asked by my friends on the College Board AP Chemistry List-Serve.  Though we believe that mastery teaching is much bigger than Chemistry classes, it is they who helped us to think through many of the questions and problems that we faced as we adopted this innovative and revolutionary new teaching strategy.

What is Mastery Teaching?

Where can I get trained?

Can I come and visit your school?

Will you come and train our staff?

I can’t come to Colorado—will you do a webinar?

Cheating on tests

Where can I watch a sample podcast?

Incentive to progress and not just slack off.

Where do I purchase Chemistry Podcasts (Screencasts)?

Somebody Else doing something similar

Do I get the “follow-along-Notes with the DVD?

Do Kids take responsibility for their own learning?

Who Makes the Podcasts?

Procrastinators and More on Grading

More on Grades…

And yet more on grading…

Who is being taught this way and how big are your classes?

Where are you websites:  How can I get more information?

Could this work with POGIL?

Will this work in a 4x4 Block?

Will this help my students on the state test?

What software do you use to make the podcasts?

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What is Mastery Teaching?

In reading a post of yours on the AP listserve, I was intrigued with your reference to podcast/mastery teaching.  This is not something I am familiar with but would love to know more about it.  We have a successful chemistry program, but are always looking for new ideas for our lowest students.  Do you have any literature on how you run your program?  I see that you sell some of your podcasts, but I am just curious about how the system works.  Do kids have access at school?  Do most of your students have computers at home?  How is your school day structured?  Who are your students?  Etc. 

Any info would be greatly appreciated

Thanks!

Betsy

 

 

1.       We don’t lecture in class anymore.  Students watch podcasts to receive the direct instruction.

2.      Students work at their own pace, though there are benchmarks that they must receive to get a certain grade.

3.      Students work through each unit (traditional units that all chem teachers teach)

4.      So a student (We have a check off sheet that they follow in each unit—see below an example from our states of matter unit)

a.       Watches certain podcasts

b.      Does certain demos with their teacher

c.       Does certain worksheets

d.      Does certain labs

e.       Takes a unit exam.

5.      They then take a test and must score an 85% or better to move on_.  If they don’t they go back and figure out what they didn’t understand_.  And that doesn’t just include the test: If a student shows me a certain worksheet and they are consistently writing NaCl₂ instead of NaCl I make them go back and fix it until they understand.

6.      This does create a certain level of chaos:  We have 4-5 labs set up at one time so that students are possibly doing 4-5 different labs at the same time, kids taking a test, kids watching a podcast on their i-Phone, working on worksheets, etc.   My role now changes:  I am the expert that they get help from—not the “sage on the stage.”  I know this sounds crazy to manage but actually it is easier than you imagine.  My principal was in the other day and he watched the class (my year to be observed) and he said:  “I am sold!.”  He wants our math classes to do this, particularly Algebra because our kids don’t understand Algebra even after being in an Algebra class all year (as measured on the state exam).  And how cool would it be for us Chem teachers if students really UNDERSTOOD Algebra.  It certainly would make our job easier…

7.      It works!! More kids are truly understanding Chemistry than ever before. 

Below is an example outline of a unit of study.  Students use this as a check-off and once they have “mastered the content” they move on. 

Chemistry:  Unit 6 Outline:  States of Matter

Assignment	WB Page Number	Score	Can be Done at Home?	Out of
Podcast 6.1 (CB 1-5)	Online		Yes	x
Worksheet A	Pg 15-16		Yes	x
Aluminum Can Crush	Pg 5		No	100
Podcast 6.2 (CB 7-11)	Online		Yes	x
Demo:  Boiling Water with Ice	In Class		No	x
Worksheet B	Pg 17		Yes	x
Podcast 6.3 (CB 13-17)	Online		Yes	x
Lab:  Heat Capacity of a Metal	Pg 6-7		No	100
Worksheet C	Pg 18-19		Yes	x
Podcast 6.4 (CB 19-21)	Online		No	x
Worksheet D	Pg 20-22		Yes	x
Lab:  Determining the Enthalpy of a Chemical Reaction	Pg 8-11		No	100
Podcast 6.5 (CB 23-25)	Online		Yes	x
Demo:  Burning Paper with Steam	In Class		No	x
Lab:  Heat of Fusion of Ice	Pg 12-14		No	100
Worksheet E	Pg 23-27		Yes	x
Lab Test:  Finding ?H	Teacher Handout		No	x
Unit 6 Exam	In Class		No	100

(You must score 85/100  on all assignments with a number to move to the next unit.  For those assignments with a check, you need to do it to the satisfaction of your teacher)

Where can I get trained?

21^st Century Learning that Works!Using Video Podcasting to Revolutionize the ClassroomJanuary 16-17

To RegisterBy phone: 719-686-2012Kelley Havin  719-686-2012Cost$250 per participant$225 Earlybird Special, Pay by December 20, 2009    DateJanuary 16-17, 2009   (Fri.- Sat.)8:00 a.m. to 4:00 p.m.LocationWoodland Park High School151 N Baldwin St.Woodland Park, CO 80863

(15 miles West of Colorado Springs at the base of Pikes Peak)

Credit1.0 Credit available from Adam’s State for $45/credit hour

Can I come and visit your school?

You bet: we are always open to folks coming and seeing this in action. 

Will you come and train our staff?

You bet..We are poor teachers who always are willing to share what we learn.  We don’t charge too much. 

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I can’t come to Colorado—will you do a webinar?

We are presently setting this up.

Cheating on tests

Could you tell me how you keep students from cheating on tests?Thanks, SusanSusan:  great question.

Since students can take the test multiple times we obviously had to work on this.  This requires different versions of the exam.  We have also set aside some corners of the room where students take the tests and there is little chance of them cheating.  We are right now working on doing many of our tests on a computer using moodle.  With moodle I can write questions such that each kid gets a different question.  For example a student might get a limiting reactant problem but student A starts with 3.4 grams and student B starts with 4.6 g.  that way each student gets a unique exam, and in fact each time a student takes the exam they get a unique exam.  We are right now working out the bugs of the system, but it is coming along nicely. 

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Where can I watch a sample podcast?

From: Warren, Ellen k [mailto:WarrenE@fulton.k12.ga.us] Do you have a smaple podcast that we can view? Thanks Go to google video and do a search for WPHS Chemistry.  We have probably 90 videos uploaded there.  One example might be: http://video.google.com/videoplay?docid=2213373481372000105&ei=6pYcSdHNCJXeqAPx7cTDBw&q=wphs+ap+chemistry This is a podcast from AP chemistry on buffers.

 

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Incentive to progress and not just slack off. Subject: mastery teachingwhat's the incentive to advance through multiple units.  Are there kids who "play" this system and purposely advance as slowly as possible?  If you don't advance until you're 85% proficient--seems like you could just resubmit 80 times and make it only to gas laws by the end of the year.Julie Mullane

Chemistry

Julie:  Great question:The students each week are given benchmarks:  So for this coming week they must have completed:A = Pass Unit 5 Exam (85% or better)B = Unit 5 Podcast 5.3C = Pass Unit 4 Exam (85% or better)F = anything than less than above.We thus change which assignment they need to "get to" each week.  So there is a moving line.  And ultimately there is an assignment that they need to "get to" by the end of the semester and the end of the year.  We also limit them taking tests once per day. So taking the exam multiple times costs them time that they could be progressing through new content.  They are uncomfortable getting behind.  We also celebrate every time a kid scores an 85% or better on an exam.  I am looking for a gong (on ebay) to celebrate each successful passing of each exam.

I hope this makes sense: 

Where do I purchase Chemistry Podcasts (Screencasts)?

Somebody Else doing something similar

I teach Physical Science in addition to AP Chem and our staff have spent the last 2+ years implementing a similar master process in Physical Science (both the Chem and Physics sections).  The process Jonathon describes is INCREDIBLY similar to our process and I agree that the results are exciting.  We handout folders on the first class with every assignment for the entire semester listed and then use a date stamp to stamp off assignments as they complete them.  We also place stars on each document at locations where students are required to touch base with the instructor during the process.  It is controlled chaos but students truly do understand more science through the process.  Listed below is the link to our physical science website where you can download docs and see what we call "video-based" instruction.http://www.kunaschools.org/schools/khs/departments/science/PhySci/PhysicalScience.phpI am beginning to work toward a similar process for AP Chem and look forward to similar results.Michael

Do I get the “follow-along-Notes with the DVD?

Dear Jonathan,
Thank you for sharing your Mastery Teaching method. I'm very excited about trying it and have just bought your DVD for 1st year chemistry today. I teach both public school and homeschool students - what a difference. I've been wondering this year how I could get my public school students to take more responsibility for their education like my homeschool students do. I think your program might be the way!
 
Does your DVD have files of your handouts to show me how you "run" a unit? In other words, do you include a master plan to show the order that the students should work on various activities and readings/videos for each unit?
 
Thank you!
Beth

Yes:  the dvd has our follow along notes for ap chem. And for our general program you get our entire unit handouts.  They are last year’s, but should work for you.  This is our first year of the Mastery Program so we are modifying things so that they fit the mastery program better.

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Do Kids take responsibility for their own learning?

Thanks a lot Jonathan. I took a good look at your site and to be honest when I first read your post I was very skeptical. The more I thought about it and talked with the other chem. teacher here the more and more it made sense. Thanks for making your information open source, that is very gracious of you. We’re going to take a good look at your program and give it try here. Thanks. Tom Tom:  Yea, it sounds kind of crazy, but we are seeing kids take responsibility for their own learning and they are actually learning the stuff.  If you need help in getting things set up we would be glad to help.  It has taken us quite a bit of time to make this work, but it really does…

Who Makes the Podcasts?

Mr. Bergmann,      Thanks for the information on mastery chemistry.  Maybe you have been asked this but my question is, Do you make the podcasts yourself?  Are they lectures that you have taped of yourself giving the information?  Are they long 40-50 minutes or shorter 10-20 minutes.  Thanks Dave Dave:  good question:  Yes we (myself and another Chem teacher, Aaron Sams) made all of the podcasts ourselves.  However a number of teachers across the country have been using our podcasts for implementing this model in their classrooms.  We actually sell them at http://chempodcasts for a minimal fee ($25 for Chem and $ 25 for AP Chem).  Length:  The Chem podcasts tend to be 15-20 min each and the AP Chem podcasts tend to be 30-40 min.  Have a great day

Jonathan Bergmann

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Procrastinators and More on Grading

Jonathan, I'm doing something similar starting this year and I'm in the hectic crazy phase right now.  I'm also the only chem teacher so I'm on my own in this endeavor.  One thing I'm struggling with is the procrastinators.  In my classroom, we work on units (4-5 weeks) and students are at their own pace except that everyone takes the exam at the same time.  There are several "gate-keeper" quizzes in each unit to make sure they're mastering topics as they go.  Right now we're nearing the end of the unit and now all the procrastinators are coming out of the woodwork and trying to catch up--which means it makes my life miserable as I have kids in my room before and after school furiously trying to meet the deadline.  Not optimal for their learning either. Any thoughts?   Even after less than a semester, I'm committed to this classroom model as it's exciting to see the students taking responsibility for their learning, but I need to tweak it some before I'm committed--to the looney house. Thanks,Cathy Cathy:  You are right in that this creates a hectic and crazy classroom—and yet I am loving it.  It works like a charm—controlled chaos.  The procrastinors are a problem:  but since I input a grade at the end of each week and that gets reported to their parents, if they are behind then the parents get a notice that they are failing.  They could still turn everything in at the end of the semester, but with the notice going home each week (via email and our grading software—infinite campus), the kids get busy when parents start hasseling them about having an F.  One thing we did was to do away with the D grade.  Students earn each week an A, B, C, or F.  So for this week:A = Pass the Unit 5 Exam with at least an 85%B = Complete the Unit 5 Worksheet CC = Pass the Unit 4 exam with at least an 85%F= less than aboveSo we have weekly benchmarks (as per above) and students have to “cross the line” each week.  This “line” moves each week with a new set of benchmarks.  It isn’t perfect, but it is working.If you have further ideas, we are always open to suggestions.  Collaboration with like minds really helps. You say that you are the only Chem teacher.  Feel free to bounce ideas off of aaron and I and we welcome your ideas as well.  More minds thinking about the same things makes for better learning for all of our kids.Have a great dayJonathan BergmannI have copied  aaron so that you could copy him to any subsequent emails. 

More on Grades…

I too have a question about the mastery concept

How are final grades assessed if one person finishes half the units that another student completes?