Mastery learning, which is also known as learning for mastery, is a form of instructional practice pioneered by Benjamin S. Bloom in the 1960s and 1970s. At its core, mastery learning is based on the belief that individual differences exist in learning needs and styles. Students’ predisposition to learn is also perceived to be malleable, and it is believed that all students can learn well and attain task mastery under favorable instructional conditions.
With the use of flexible time frames, teachers accommodate their instructional practices and adopt diverse methods to give students as much time as they need to fully comprehend the classroom material. This stands in contrast to the more rigid traditional teaching practices in which all students are taught in the same way and ...
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