This Tip introduces the UCLA Mastery Teaching Model, intended to ensure that learners are set up for success.
The UCLA Mastery Teaching Model
The fourth model incorporates and systematizes all three previous models. This is the UCLA Mastery Teaching Model. Dr. Madeline Hunter developed it at the University of California- Los Angeles in 1967.
Eight Elements to Design an Effective Lesson
According to Dr. Hunter, consider eight elements in an effective lesson design. These elements constitute building blocks. Place them in the appropriate sequence to teach the content. This will ensure that the learners have the basic knowledge they need so that they can be successful.
Combining the elements is possible. For example, checking for comprehension and guided/monitored practice. Place them in a different order. For example, the learners identify what the objective is later in the lesson rather than the teacher telling them right away. Eliminating them is possisble if they are not relevant to the learning process.
- Objective: identify the learning objectives so that the learners know what to expect in the training module.
- Anticipatory Set: ask a question or use a brief activity that requires the learners to focus on the learning objective.
- Input: present the new content, or draw it from the learners, possibly through their response to the anticipatory set.
- Model: provide an example of the content, possibly through an analogy to explain the essence of what is to be taught.
- Check for Comprehension: ask or respond to questions.
- Guided/Monitored Practice: walk the learners through another example so that they can participate in applying the content.
- Independent Practice: the learners participate in an exercise that requires them to apply the content in another example without the instructor’s assistance.
- Closure: end the lesson to close down thinking.
Putting the Models Together
Objective, Anticipatory Set, and Limbic System
The purpose of Elements #1 (Objective) and #2 (Anticipatory Set) is to prime the learners for learning by drawing on their memory of related content and thereby engaging the Limbic System.
Input, Model and Bloom’s Taxonomy
Elements #3 (Input) and #4 (Model) relate to Bloom’s Remember level. Note that Input can be attained through active learner participation and Model builds on memory in the Limbic System.
Check for Comprehension and Bloom’s Taxonomy
Element #5 (Check for Comprehension) relates to Bloom’s Understand level and requires the learners to say something, increasing retention to 70%.
Guided/Monitored Practice, Independent Practice, and Bloom’s Taxonomy
Elements #6 (Guided/Monitored Practice) and #7 (Independent Practice) relate to Bloom’s Apply level, or beyond to the levels of Analyze, Evaluate, and/or Create. The learners have to do something with what they have learned, which increases the probability of retention to 90%.
All four models reinforce the importance of engaging as many senses as possible by actively involving learners in the learning process to create memory. This effectively increases the probability of learning, retention, and application.
