 Hello, welcome you all once again to my panel Explore Education and I am Dr. Rashmi Singh, Assistant Professor, Department of Education, SS Khanna Girls Tricky College, University of Allahabad and the topic of today's discussion is Types of Mastery Learning. Earlier we have discussed about mastery learning and today we are going in detail about types of mastery learning and the lecture will be in bilingual mode that is explanation will be in Hindi and content will be in English and this video will be useful for various teaching examinations. So do subscribe my channel. Let's start. First of all, Mastery Learning. Mastery Learning is a philosophy and set of instructional strategies. Mastery Learning is a philosophy and set of instructional strategies designed to help teachers better individualize, sorry, better individualized teaching and learning in group based classrooms. Mastery Learning means that we become mastery on a certain concept. It is a kind of philosophy and set of instructional strategies. It means that we have a set of students who help teachers so that they can teach the students better individualized teaching. It means that we can teach them one-to-one teaching in group based classrooms. Then following initial instruction on the unit, teachers administer a brief formative assessment for specific corrective activities designed to guide students in correcting any identified learning difficulties. They are saying that what we have done is that first on a concept, we will know it in detail in the previous video, then in brief, in crisp, what we have to do, what our concept will be, what our syllabus will be, we will unitize it, we will decide its objectives first and then what the teacher will do, initial instruction will be given to you. Then we will take your formative assessment, that is, we want to know how much you achieved, how much you are facing, what is the problem. And after that, if you are not facing a problem, you have done everything well, then you will go to the next step and if you are facing a problem, then you will be given corrective results. So that we can master the concept well, we can understand it well, we can answer its questions, and it will keep going until the mastery is attained. So the concept of mastery learning says that at least 90% students who can achieve 90% marks, then we will say that yes, we have achieved the concept of mastery learning. Mastery learning is the transformational education innovation, that is, you can say one way or another, it is a new four in the field of education. What it is saying is that mastery learning enables students to move forward at their own pace. As we talk about technology, we talk about the pace of students, because the technology has given us the advantage that a child, a student, a child will move forward at their own pace. We cannot force them to move forward at the same pace, because it can't be possible, because the individual differences are there. So forward at their own pace, they will move forward at their own pace, as they master knowledge skills and dispositions. They can master the knowledge skills and dispositions. Then mastery learning is a set of group-based and individualized instructional strategies based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the concept of a carol, a carol model. Parol had told us that if we increase the time span, then each and every individual, each and every child can attain mastery, because the time slot for each child is not ideal. Some children feel that everything is going on very fast, so they can't move forward at the same pace. But if we increase their time, then we can actually attain that level of understanding in a given area. If they are given sufficient time, then they can attain mastery. Mastery learning is a set of group-based and individualized instructional strategies. So, the concept of mastery learning is based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the principle that learners will accomplish a high level of understanding in a given area, given sufficient time. So, the concept of mastery learning is based on the principle that the learners should accomplish a high level of understanding in a given area, given sufficient time. So, the practice of mastery learning is based on the principle that learners will accomplish Instruction for Improving Student Learning in a Group Based Classes. In 1960s, Benjamin S. Bloom was working on how to improve student's learning in a group or individualized instruction. Bloom played a Contributory Role to Change the Conceptual Model of School Learning developed by Carol into a working model for master's learning. In 1968, he changed the model to a practical system for classroom learning in 1968. In 1968, he changed the model to a practical system for classroom learning to attain the students' mastery. In Bloom's mastery learning approach, students learn with their class fellows cooperatively and the teacher controls the delivery and flow of instruction. Bloom's approach is that students learn from their fellow learners through cooperation and the teacher's role is to control the delivery and flow of instruction. Bloom proposed a specific teaching learning strategy known as learning for mastery. In the beginning, Bloom brought the concept of learning for mastery and later it was condensed to simply mastery learning. Bloom proposed a specific teaching learning strategy known as learning for mastery and later it was condensed to simply mastery learning. Then, according to Bloom's mastery learning approach, first the materials and concepts are divided into smaller units with predetermined objectives. Bloom proposed a specific teaching learning strategy known as learning for mastery and later it was condensed to simply mastery learning. Then, sufficient time for learning is provided for those needing remediation. Bloom proposed a specific teaching learning strategy known as learning for mastery and later it was condensed to simply mastery learning. So, program learning also says that we are on one frame and then we want to go on another frame and then when we make a mistake, we are reformed. Then we go on the next frame and then after reforming, we go on that frame and then more or less you will feel a bit different. So, remediation needs to be done. Those who are making a mistake will not go on the next frame, but we will give them remedy, corrective measures and then they will go on the next frame. So, this is also given by the next frame. Then, students continue the cycle of studying and teaching until mastery is achieved and then move to the next unit. The students who are a student continue to follow the same cycle of studying and then they will go on the next unit until mastery is achieved. This is what Bloom is saying in 1988. Now comes the next system, the plan of the killer. It was given the personalized system of instruction, the PSI name was Fred S. Keller. The name itself tells us that we have to give a personalized system of instruction, that is, personalized, student-wise, person-wise. So, if we go according to everything, then obviously it will go from our face, obviously it will achieve better. So, what does it say? The personalized system of instruction is another self-learning technique which emphasizes individualization of instruction and learner control instruction. It is obviously. It is also known as Keller's plan and is widely used all over the world. This technique is called PSI because instruction is designed according to the need and ability of the student. Since it is an individualized instruction, it is based on the student's need and ability. Then, like other individualized instructional materials, PSI also allows the student to move through course material at his or her own pace and requires mastery learning by him or her. Then, what are the features? The personalized system of instruction is being dispersed in the name. Keller identified five main features which distinguish PSI from conventional methods of instruction. That is, there are five main points in this which are different from the conventional methods of learning. How? PSI is a mastery-oriented learning technique. First of all, what is our focus in this? We have to get mastery attained from the student. Then, it is an individually based technique of teaching learning. Then, it uses few lectures to stimulate and motivate the students. It uses printed study guides to communicate information. It uses tutors to evaluate the attainment of the objective by the student. That is, no new thing is coming out of this. But, we are individualized, that is why the student's pace is controlled by the learner. We will give you some lectures to stimulate and motivate you. We will give you printed study material. Look, it is a very long time. You will have to see this in the year 1960. That is why this is all special. But, at least we can catch the philosophy that we have to get mastery attained. Then, it uses tutors. If we have tutors, we will have an interaction with the student one by one. That will give us a better outcome. Then, what is the special thing about this? Go at your own pace feature. Walk with your own pace. What is it for? For the student. Which permits the student to move through the course at a speed, commensurate with his ability and other demands of his time. That is, the student will walk with his own pace to complete the course. The unit perfection requirement for advance. We have to perfectly finish the unit. The requirement is that we have to attain perfection on the unit. Which lets the student go ahead to new material only after demonstrating mastery of that which preceded. That is, the first one to be taught, you will attain mastery, then you will go to the next one. Actually, I did not turn on the fan. The sound of the sound is very loud. So, the voice is not clear. That is why, the use of lectures and demonstrations is vehicles of motivation rather than sources of critical information. It is said that the use of lectures and demonstrations. That is, we will give lectures, we will demonstrate you, we will motivate you, rather than sources of critical information. Then, the related stress upon the written word in teacher-student communications. And finally, the use of proctors. Which permits repeated testing, immediate scoring, almost unavoidable tutoring, and a marked enhancement of the personal social aspect of the educational process. This is what Fred Keller himself said. That is to say, we will have to do so much, then your personal life system of instruction will be the goal. That you go on your own path, you first attain perfection on the unit, you will be given lecture demonstration, you will try to remove your stress, you will have proctors for your repeatedly testing. You will have to test repeatedly, right? Then, okay, what we feel is that the plan of Bloom and the plan of Keller, both are talking about mastery learning, then there will be some difference between them. Bloom's approach was developed to exploit mastery learning in the school room, school-based teaching, where is Keller developed as a system for higher education. You should know that the University of Brazillia introduced Keller in the 1960s. So, the plan of Keller is for higher education, and the plan of Bloom is for school level. But there is no such hard and fast that Bloom cannot go there, it can be overlapped. But basically, Bloom's plan is for school level and Keller's plan is for higher education system. Then, what is the work of Bloom based on? Whereas Bloom had developed the work of Carroll and Gannett. Gannett, Gannett, we also write Gannett somewhere, Gannett sir, we read the hierarchy in learning. So, there also comes the hierarchy, when we read mastery learning in detail in Bloom. So, Bloom's plan is basically based on Carroll and Gannett, whereas Keller's plan is based on operant conditioning. That's why she is matching with program learning. Because program learning, what is it? You will get the corrective measures, you will do it again and again until you go to the next step. So, Keller's group was overtly over-operant in its orientation, and as Keller put it, tad with the brush of reinforcement theory. They were excited by Skinner's natural science codes at Harvard University, and all were convinced that traditional teaching methods were hopelessly out of date and were impressed by the teaching machine and program instruction movement. The movement of the program instruction was very similar to that of Keller, and then they said that the way of teaching is outdated, and we need to take the concept of mastery learning. So, here they differ between Bloom and Keller, and in many ways, the work of Bloom and Keller in their mastery learning systems represents the summit of achievement for the neo-behavior system's approach to instruction. So, we can say, who was Skinner? Who were they? Behaviorists. So, Bloom and Keller, we can say that they have a new behaviorist approach. That both were built on form through differing psychological principles, and of all the applications of the behavioral science approach to the technology of education. In this way, we can sum up our talk. That Bloom and Keller tried to put the application of behavioral science to technology for education, and by taking a little differing psychological principle, both of them want to attain the concept of mastery learning. So, LFM, means Learning for Mastery, and PSI, means Personalized System of Instruction, represent the only methods which consistently produce significant educational results. Okay. So, thank you all, and don't forget to like and subscribe my channel, and to find this channel in Jail Ram's, Type Explore Education, okay? So, I think now you have covered the topic of mastery learning in a better way. So, I think it will be useful for you, okay? Done from my side.