FIAE+B1+Chapter+2

Kyle Rines Synthesis/Abstract
This chapter gave us understanding of what //mastery// is within the classroom. What does it mean to master a subject? When do we know that our students have mastery over a certain subject? Wormeli states that mastery is reached when students can "explain it, interpret it for others or other situations, apply it, acknowledge and explain alternative perspectives on the topic, experience empathy for the topic, and accurately identify and reflect on their own self-knowledge regarding the topic." Understanding and application of the Six Facets of Understanding (Jay McTighe, Grant Wiggins) are essential tools in becoming a master on a subject. Although each individual teacher has a different opinion and definition of the word mastery, it is a widespread theory and idea that needs to be integrated into [|lesson planning] and student application for higher learning. If every teacher went the extra mile for mastery or at least the understanding of mastery, educator and student growth would increase.
 * Abstract**

One re-occurring theme throughout these responses were that everyone seemed to have a different idea of what mastery was. Some thought that it was pointless for students to obtain mastery when the teacher had not, and others felt it necessary to integrate the mastery understanding of a subject so that students could achieve higher learning. Here is a template that I found that is designed for mastery and how to understand it. The template could be used for all teachers and is very useful when discovering how much you really DO know about a certain subject. Although we all have our different views on what mastery is and how it should be used, I think we can all agree that it is extremely beneficial to student knowledge and success.
 * Synthesis**

Shila Cook
This chapter was about the difference between knowing information and knowing information completely past the expected knowledge. Chapter two explains that mastery is reached when they can "explain it, interpret it for others or other situations, apply it, acknowledge and explain alternative perspectives on the topic, experience empathy for the topic, and accurately identify and reflect on their own self-knowledge regarding the topic." I was slightly surprised that mastery was added in this book because I have never experienced a teacher who expected ANY of their students to master a specific topic. I very much like the idea of trying to help my kids reach the mastery level. I would like to use the state and regional objectives that are set in place to help the kids learn and master the needed knowledge.

Olivia Wandelear
Students must exemplify mastery of an idea or topic in order to truly understand it. A teacher must “obtain sufficient evidence of mastery” (Wormeli 13) from students to ensure understanding, so that students can find meaning in the topic. As a fully functioning teacher, I will have to devise specific objectives in regards to the lesson in order to measure mastery and make sure my students and I are on the right track. The part of the chapter I found most valuable was the “Determining What’s Important to Master” section, because as a new teacher, I will not necessarily have very clear views of the most important content areas to cover in the classroom. The list of resources and people available to new teachers in order to clarify and smooth over these concerns were helpful to see. As I start my teaching career, I’ll know that there are several places I can seek out for help in determining what has been deemed important to teach in depth.

Dylan Stefani
How does someone know when they have mastered a subject? Chapter two reveals that for someone to actually master the knowledge, they have to be able to use it in the “ real-world”. Because teachers can only grade a student based on an assessment that they created it is only an inference of what that student knows. This chapter reverts back to //Understanding by Design//’s six facets by Jay Mctighe and Grant Wiggins. When someone can use their understanding of a material and use it in a “spontaneous applications” they have mastered the knowledge. This chapter also talks about how first year and new teachers need to tap into outside resources to figure out what is important in a unit plan. Yet, it also says that veteran teachers need top use these resources as well. Opening up our mind to others opinions will make the learning open to other perspectives.

Courtney Burns
Mastery of the subject matter is a goal that teachers strive for all students to achieve. This is a difficult task for most because the definition of the term varies from person to person. This chapter attempts to give a clear definition of the term; mastery is literacy in the subject area. A person has achieved mastery when they can analyze critique and create aspects of the content. A key piece of evidence of mastery is the ability for a person to demonstrate “mental dexterity”; meaning they can think on many different levels and connecting concepts, new and old, as they learn. As a teacher, it will be important to have clear objectives, from there, assessments and differentiated instruction for the students can be developed. A huge problem for many teachers is deciding what information is relevant especially considering time constraints. To sort through the information it will be helpful to communicate with my colleagues and conduct annual reviews of the goals and standards for each unit as well as my personal interpretation of word mastery.

Dan Horne
In this chapter it talks about the difference between knowing the information taught in class and mastering the information. The difference between the two in the book is that mastering it would result in being able to go beyond the class materials, teaching it to others, and having and empathy for the material. When I am teaching I plan on going past the state standards given to me so that my students go away with knowing more then the minimum needed. With that said i believe it to be impossible to reach all students at the level because a lot of them won't have the desire to nor the ability to. A goal of mine is to get those students who do have the ability and drive up to that level so they can better their knowledge for later experiences.

Kay Sue Collins
This chapter discusses the concept of mastery. What it is and what it isn’t and how everyone’s concept of it is different. Everyone’s definition is different and it is important for everyone to be on the same page. The definition given here uses the six facets of true understanding found in //Understanding by Design// (McTighe and Wiggins, 2006). To demonstrate mastery, a student needs to be able to use the information in all of the six ways. All forms of assessment show parts of that mastery but usually more than one are needed to show complete mastery. Written assessments are especially useful in determining mastery. Because it is impossible to develop mastery in all facets of a subject in the time allowed in public school, one of the most important skills for a new teacher to learn is to determine what the most important concepts for their students to master are. There are many resources available to help in this important process.

Erika Tingley
The focus of this chapter was on how to determine if a student has really grasped the material that has been presented. As a result of reading the material that was presented, I learned that determining if a student has mastered a subject is not an easy task. Even if a student knows the answer to a problem or to multiple problems, it does not mean that the student has really learned the material. In order to more accurately determine if the subject matter has been grasped, it is important that multiple modes of assessment be used and that their be monitoring of progress over time. As a teacher I am going to have to utilize this information when developing units for my class. The students will most benefit when they can understand and use the information that is given them in multiple ways and at different complexities.

Andy Shorey
This chapter is about how students need to be able to master the information. It gives a definition of what mastering information is. Mastering information is being able to apply the information in other situations or even real life situations. It talks about how true mastery of something is more than just knowing it on test day. As teachers we should make the students apply the information that they have learned in more ways than just spitting back memorized facts. It also explains how as teachers we need to decide what is important for students to master in each of the units that we teach. The book gives many examples of how students can show that they have mastered material. In a math class setting I think it is important to incorporate more than one skill in a single problem so that students can show they mastered material.

Timothy Grivois
This chapter addresses the concept of mastery and how teachers can define the success and prosperity of students. Because it is important that students retain as much information, and are able to function and use that information, teachers must have a fair and accurate grasp on the ways in which students learn. Mandated assessments may not necessarily express the level of mastery that should be expected. Instead, teachers must have insight into the idiosyncrasies of students. Also to be considered are the types of information teachers present to students to be mastered; is mastery necessary or relevant regarding one-dimensional information? If a contextual matter is understood by students to be key to their success, they are likely to elevate it in their priorities. If teachers introduce material as insignificant, so too will students regard it as such. Differentiated instructed must also be taken into account regarding the concept of mastery; students will always be at different levels of readiness and malleability with context, and exceptions must be made in assessment.

Josh
This chapter debates what it means for a student to master subject matter. It is not enough for a student just to answer some questions or do well on a standardized test. In order to master a subject a student should be able to demonstrate the six facets of understanding. It is not limited to the students either; teachers need to continue to ask themselves what it means to have mastered their subject. This is important to me as a future teacher so I do not accept a correct math answer as an indicator that the student fully understands the concepts. I want to develop different types of assignments that allow students multiple ways to show me that they understand what they are doing in class.

Caitlin Alexander
This chapter covers the importance of student mastery of materials. It is very important for students to understand the material they are learning: not simply taking in information and reproducing it like a machine, but actually grasping concepts and reasoning answers on their own. The author presents the six facets of understanding from the book //Understanding by Design// and recognizes the usefulness of these six facets in recognizing understanding. Another question posed is by the author is “what is important to master?” As a teacher I need to recognize what I am asking my students to learn and comprehend, and recognize exactly what I am trying to help them master. I need to be able to check for understanding and mastery, and by using the six facets as a foundation for those assessments I can successfully gauge the understanding of my students.

Kyle Rines
===This chapter really hits home on one of my biggest concerns about becoming a teacher: subject mastery. I was really nervous when I entered the high school because I wasn't sure that I really knew enough about my subject to help out my mentor teacher. Of course, I did know enough and really exceeded within the classroom. But the chapter gives a definition of mastery: 'mastery is understanding the six ways of learning'. If a student and educator can master these, then according to this chapter they are masters in that field. Personally, I believe that the only way to master a subject is by endurance and experience. I know and have experience that educators and students alike learn something new everyday. Even a 70 year old professor will learn something new teaching in his 70's then he did when he was 40.

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Tyler Brookings
Mastery is the subject matter covered in this chapter or Fair Isn't Always Equal. When the author is talking about mastery he is referring to the ability of the student to be able to comprehend and explain the subject to another person, not just do well on a test about it. Typically if a student or anyone really is able to master the six facets of learning they then become masters in the subject. During my career I hope to be able to give my students the ability to master the subject, I know that in reality a student will not likely master the subject in my classroom but I feel if I prepare them to learn all their lives then I have done my job correctly, because everyone can always learn something new.

Kasey Darnell
This chapter discussed what it means for a student to master the concepts and go beyond simply repeating information. Being able to analyze, evaluate, and apply knowledge is important. By using multiple assessments and tracking work over time, educators can determine a students’ mastery of the material. Looking at one assessment alone may not determine whether a student has mastered the concept or not. Teachers must refer back to their original objectives and goals in their curricula, and see if the student has understood these overarching ideas. I would like to think that I will do this in the classroom, but I fear it may be overwhelming to try to have every student master the content. With time constraints, how do we make sure each student reaches the appropriate level of mastery?

Ben Villeneuve
Chapter two of //Fair Isn’t Always Equal// talks about the concept of mastery. I particularly like the quote from Piaget: “Real comprehension of a notion or theory … implies the reinvention of this theory by the student. … True understanding manifests itself by spontaneous applications” (12). I agree with this. I feel like, when a student truly understands a concept, the best way they can show me that they have achieved this is by telling me not just that the concept is true, but why it is true. When I am a teacher, I will have my students demonstrate their knowledge in such a way that I can be sure they know why what they say is true is true. This can’t be the only criteria for understanding, though; I will feel more comfortable if my students can demonstrate to me that they understand how everything I have taught them fits together, as well. I feel that synthesis is important.

Heath
Does a student understand and to what extent? The chapter addresses how we answer this question. Mastery is not a good grade on a test; it is the ability to work with the concept. Students should be able to demonstrate the six facets of understanding as detailed by //Understanding by design// (McTighe and Wiggins.) I believe the most important facets for demonstrating mastery are the application and interpretation of a concept. We need to watch and listen to our students, it will be clear to us what they have mastered and what is lacking.