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Mastery Learning
Mastery Learning is one of the hallmarks of a Hawken education. Teachers work with students to create personalized pathways, allowing them to work at individualized paces and to learn from their mistakes as they move toward mastery of a given topic or skill. Key elements of mastery learning include varied pace, choice and voice, social-emotional learning, and assessment and achievement strategies.
In Early Childhood and Lower School, making the learning goal the fixed constant with pace becoming the independent variable, often in the form of project- or problem-based work, supports an individualized approach that enables students time to dig deeper, make connections to prior experiences, accelerate or iterate, and demonstrate their best work. The Lower School schedule is intentionally designed to include large blocks of time to support not only varied pace but also interdisciplinary work, problem-solving, and deep exploration.
Because children are more invested in topics or ideas that they are inherently interested in and excited by, choice and voice are a focus even in the early years. The world is full of problem-solving opportunities that develop skills in reading, writing, and math. Lower School teachers introduce topics of study that support skill development and practice while simultaneously allowing students to select a sub-topic that is meaningful and interesting to them – because intrinsic interest and curiosity are nature’s best motivators for children.
Studies have shown that the development of basic social-emotional skills is a predictor for future academic success and personal fulfillment. Three tools used at Hawken’s Lyndhurst campus to build that foundation include: Hawken’s Developmental Continuum, which specifically highlights this type of learning; The Ruler program, which focuses on five skills of emotional intelligence; and Responsive Classroom, an approach to teaching and learning that focuses on cooperation, assertion, responsibility, empathy, and self-regulation.
In Early Childhood and Lower School, anecdotal teacher observations connected to Hawken’s Developmental Continuum note progress in all areas of development. Assessment strategies include pre-assessments, formative assessments, summative assessments, and self-reflection. These assessments support progress toward mastery.
Teachers in Hawken’s Middle School also focus on project- or problem-based work, where the learning goal the fixed constant with pace becoming the independent variable. This provides students time to dig deeper, make connections to prior experiences, accelerate or iterate, and demonstrate their best work.
When students are given a choice, they tend to be more invested in both the process and the outcome. At Hawken Middle School, students develop a unique schedule driven by their curiosity, interests, and passion. The Middle School schedule is intentionally designed to include large blocks of time to support not only varied pace but also interdisciplinary work, problem-solving, and deep exploration. Students engage in core courses, electives, interdisciplinary study, and week-long immersive experiences of a single topic.
To lay the foundation for future academic success and personal fulfillment, Hawken Middle School faculty developed a creative advisory program that incorporates year-long essential questions that support deep exploration and engagement about self and others. They also use Yale University’s RULER program to elevate awareness of emotions, self-regulations, empathy, and compassion.
Assessments in Hawken’s Middle School are “varied, nuanced, and dynamic” and incorporate ongoing feedback, summative and formative measures, and opportunities to monitor and measure student growth. Presentations, lab or research reports, practice and refinement of skills all help students in their progress toward mastery.
Because “more” and “faster” don’t necessarily equate to smarter or better, teachers at the Upper School and the Mastery School of Hawken provide a curriculum that offers more individualization. As in the earlier years, making the learning goal the fixed constant with pace becoming the independent supports an individualized approach that enables students time to dig deeper, make connections to prior experiences, accelerate or iterate, and demonstrate their best work.
Real-world learning is a hallmark of a Hawken education. Students are not limited to 50- or 80-minute classes throughout the year, so they are able to delve much deeper into any given topic, making learning more authentic and meaningful. Engaging students in project- or problem-based learning provides students with real-world experiences that build essential skills – self-management, collaboration, responsible decision-making, authentic partnership-building, perseverance, and more.
Goals for social-emotional development in high school are the focus of advisory experience at Hawken. The curriculum follows each student’s development and enables one-on-one coaching and advocacy with an advisor, who follows them through all four years of high school.
Education in the 21st century is less about what you know and more about what you can do with what you know. That’s why whenever possible, instead of relying solely on traditional forms of assessment, students at Hawken show what they know and demonstrate their individual strengths through creating a tangible work product.