| Mastery LEVEL 1 |
Mastery LEVEL 2 |
Mastery LEVEL 3 |
Mastery LEVEL 4 |
Mastery LEVEL 5 |
| BASIC KNOWLEDGE Entry Level Skills |
BASIC UNDERSTANDING Supplemental |
APPLIED UNDERSTANDING
Integration |
REAL WORLD DISCOVERY Competent |
GLOBAL INTEGRATION
Innovation |
| Can state a rule or concept from
memory |
Can Use Knowledge in guided practice |
Knowledge is Useful in Assisting
Learner in Experiential Tasks |
Categories of Knowledge assist the
learner in discovering new concepts through experiences. Capable of self-help and continuous learning. |
Understanding systems (classifications
of knowledge), the learner can synthesize and/or evaluate intersystem concepts and/or
create new products or processes. |
| EXPLANATION: |
EXPLANATION: |
EXPLANATION: |
EXPLANATION: |
EXPLANATION: |
| Learner is able to recite rule,
"jingle", poem, or site word. |
Learner knows to apply rule to a set
of math problems given by the teacher for this particular unit. |
Learner can choose from a variety of
rules and understands which rule is appropriate to solve specific problems. |
The learner discovers that previously
understood concepts can be applied to new situations. |
The learner is able to formulate
and/or rediscover concepts from observation or experiences, even if the memorized rule has
been forgotten. The learner can apply global concepts between systems and create new
products or processes. |
| EXAMPLE: |
EXAMPLE: |
EXAMPLE: |
EXAMPLE: |
EXAMPLE |
| While reading a story orally in class
the learner is able to correctly recognize and pronounce a new vocabulary word in the
text. |
The teaching unit has been on
"area of a rectangle". The learner is able to correctly utilize the area of a
rectangle formula on a math quiz. |
A student building a fence discovers
by creating two right angles, and two adjacent fence sections the same length, the fenced
area is square. |
After learning about dynamic weather
patterns during an El Niņo year, the student formulates theories for weather cycles
during La Niņa years. |
Upon examination of the binary number
system and the decimal number system, the learner can formulate and explain the basic
concepts shared by all number systems. The learner can create an imaginary
number system and develop rules for that system. |
| Technology Application Example: |
Technology Application Example: |
Technology Application Example: |
Technology Application Example: |
Technology Application Example: |
| While learning the alphabet, a learner
can correctly identify letters on a keyboard (Tech Applications K-2.2B). |
The learner is able to correctly
utilize the "cut and paste" feature of a computer application (Tech Applications
K-2.4B). |
After a student has researched a topic
and created a report as a word processing document, he/she merges the
information into a desktop publishing (TEK MS-6E) package to create a flyer about the
subject to distribute to the PTA. |
After successfully locating
information on LANs and the Internet, intranet, and collaborative software; the student
creates specifications for tasks and rubrics for the evaluation of each against
established criteria. (TEK WM-4C & 11B & 12A) |
An advanced student initiates and
moderates a BBS (Bulletin Board Service) or
electronic forum for the district as a part of a service project. An advanced student creates a tutorial for math in a programming language (TEK
CSII-2A & 6A) that includes multimedia simulations while tracking student
progress. |
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