Mastery Learning Article | The Howling Wolf

Mastery Learning

What can your child expect when they first enter our QSI International School of Astana’s Mastery Learning classroom?

What does this look like or what will I (as a parent) notice? Help me to visualize it.

In the pursuit of educational excellence, understanding whether students are truly learning or experiencing deep learning is paramount. This Mastery Learning article explores various aspects of our approach to effective teaching, traits of Quality Schools International (QSI) teaching, classroom dynamics, and strategies that we utilize to integrate data to continuously guide instruction. As a parent, this is what you can expect:

Assessing, modeling, and supporting student learning:

We encourage students to extend learning beyond the classroom and inquire both at school and at home.
We promote the importance of explaining their thinking (higher order thinking) and demonstrating concepts through sharing and/or modeling.
We vary our assessments including formal and informal assessments, asking students to apply knowledge in various contexts (i.e. we do not “teach to the test”).
We support students in meeting their objectives by guiding them in expressing interest in challenging tasks and providing the platform for them to engage in meaningful topics or activities.

As a parent, what would be observable data that would inform me that my son or daughter was/is on track? Great question! Here are some data points to look for:

Traits of excellent QSI teaching and learning:

Students report to you about our flexibility and child-centered approaches (i.e. that they were allowed to work towards changing a B level grade to an A).
Students report home excited to talk about their collaboration through practical, hands-on activities.
Students convey their understanding and progress with our Success Orientations (SO’s) and elaborate on how we reinforce and demonstrate what our expectations are through their experiences in/with our assemblies, classroom discussions, EMPOWER Curriculum, and 1v1 interactions.
Students convey either through discussion or enhanced confidence with subject material-- that our approach to learning through differentiated instruction is meaningful and durable.
Students demonstrate observable enhanced problem-solving and cultural awareness.

Clear learning expectations:

Students know what to plan for and what the expectations are—whether that be via collaborative discussions, activities, and/or the development of student/teacher relationships. For example, students must review and ask clarifying questions about daily objectives for succinct understanding.

Students demonstrate understanding via hands-on tasks and learning from their mistakes, empowering them with knowledge/courage that they should not be afraid to fail- as failing is a building block to success.
Students create their own opportunities to share their knowledge and experiences through performance-based learning.
Students review with the teacher/class the intricate differences between A level work and B level work. They are provided with the timing of each unit and when the transition will take place.

Facilitating deep learning:

Teachers promote deep learning through guiding reflection and demonstrating flexibility in teaching methods.
Teachers promote deep learning through incorporating cross-curricular activities and maintaining a balance in educational approaches.
Teachers promote deep learning through differentiation of instruction and leveraging campus resources (LOE, IE, LS, Advisory time).
Teachers promote deep learning through the thoughtful collection and review of data.

Evidence based instruction and data to guide Instruction:

Teachers employ constant assessment and observe student process through multiple formal, informal methods (MAP, Fountas & Pinnell, Really Great Reading, LS, summative and formative assessment), and anecdotal records.
Teachers set goals based on these information sources to improve instruction and learning through a data-based approach.
Teachers create small intervention groups to meet specific student needs or collaborative workgroups to scaffold learning.
Teachers provide timely and constructive feedback.
Teachers continuously adjust the pace, complexity, and format of lessons.
Teachers tailor and give specific feedback to various aspects of learning and material, including educational, behavioral, emotional regulation, self-advocacy, and independence.

Continuous Quality Improvement (CQI) and collaborative discussions:

Administration and faculty ensure articulatable and actionable outcomes from professional development sessions and faculty meetings.
Administration and faculty reinforce and consider grade/subject level meetings discussions and development offerings for more targeted collaboration and adult learning.
Administration and faculty collaborate and share projects, exploring additional ways to provide growth opportunities, knowledge, and tools for success.

This is the QSI Astana International School pathway to success. As you can see, the journey toward Mastery Learning has been careful considered and constructed for your child’s success. Each area of focus I have discussed in the paper helps our professional educators create an environment that promotes deep learning. Deep learning leverages innovative approaches to improve educational outcomes.