Bloom observed traditional classroom practice was to organise content into units evaluating progress at the end of each unit. Bloom reasoned such evaluations of learning would be more efficient if they were utilised as a sub-task in the teaching and learning process providing immediate feedback targeting individual learning difficulties prescribing specific remediation interventions to enhance learning.
The facilitator breaks down the curriculum into a series of smaller sub-lessons that are taught throughout the duration of the course. At the end of each learning intervention, a diagnostic assessment (usually a short quiz) is administered serving as a evaluation of learning.
The assessment then acts as a guide where the facilitator builds a prescriptive feedback lesson targeting the areas of weakness. I am a supporter of Bloom's research and processes, mastery learning greatly improves trainee outcomes.
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