This chapter discusses mastery, which is when the students understand a concept to the point where they can explain it and apply it to other situations in the class. In order for a student to master a concept they must have repeated accounts of success in that area such as good grades on tests, being able to describe it to fellow students, and apply it to more complex concepts to better understand them. When a student is demonstrating mastery the student can make conclusions and build on how they reach a thought about that concept. In this chapter the part about fully seeing levels of mastery in writing more easily caught my eye. It is interesting to know that through writing you can read your students much better than you would think. We can’t just assume our students our understanding what we are teaching them we need to find ways to see if they are mastering the skills and concepts we are teaching them. We as teachers can’t always be clear of mastery but we can make assumptions based off of how well our students are performing on that concept. If we work with our colleagues we can use their wisdom and experience to help shape our teaching ability and they can influence us. We need to make time to meet and discuss ideas with our colleagues because their advice helps us plan ideas and they can be very helpful.
As a teacher I can’t just list the facts to my students or make them just repeat basic concepts because that doesn’t always mean they understand. When I teach I shouldn’t just assume that my students have mastered a concept because they are able to do well on a few tests and recite some information to me verbatim. I need to observe and assess my students to see how well they are mastering a certain concept.
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