This strategy will help you build a visual and a system to create a network of student tutors available to support other students with a particular standard/skill once they have reached mastery of this same standard/skill and if they applied to be one of these mastery tutors.
In a mastery-based learning system, students master skills or standards at different paces, and are not constrained to be in the same unit or lesson at the same time as each other. This creates many new opportunities, and this strategy will help to harness the power of having students in the same room at different levels of mastery of different standards, and create a student centered support system able to adapt to the needs of a diverse group of learners.
Determine how students can move their post it toward the mastery zone. Consider the following elements:
How can students elect to be assessed for mastery at their own pace in a given standard they have not mastered yet? (One strategy to check out for this is Battling the Boss.)
When can students update their status on the mastery map (specific time of the class, anytime, etc…)?
Students who gain mastery of a topic can take on a larger "teaching" role within a classroom, through a process that insures both that the "master" student isn't prevented from moving forward in their own learning and that their teaching is guided to be an effective learning tool.
Write a script and make copies so that each student tutor has one copy for each topic and each student they help. See an example of a Master Tutor script in the resources below.
Set up tutoring groups. As shown in the Master Tutor Partner Setup example in the resources below, highlighters are used to identify students who were not proficient in a particular topic. These students are paired with another student who could act as a tutor expert. See tips for success below.
If this is the first time implementing this strategy, it is critical to add the following steps:
Set the purpose as inclusive, and democratic; celebratory of all students because the tutoring role is accessible to all students. Reiterate the difference between a classroom of "ones" and a community.
Model the script. Try to expand, as you are modeling, to make it interactive. To do this have some students in mind who can begin to take on the voice of the mastery tutor.
Have resources ready. For example, printouts of the assessment results, the original assessment, relearning activities and new assessments. These can be provided as paper copies or by using an application like Blendspace. See an example of a Blendspace resource in the Controlled Experiments: Identifying Parts of an Experiment resource below:
Set up the room where students have dedicated space to spread out their resources. Maintaining a quiet work environment contributes directly to the efficacy of the Master Tutor Project, so help students to work quietly. A quiet environment can be helped by the way tutoring groups are set up in Step 3 above.
One important thing to decide will be if you want students in need of a tutor to be able to select a specific tutor or not. If the answer to this question is no, then student tutors in a specific standard will have to pay attention to the signal you have decided to use for students to ask for help in a specific standard.
If every student has access at all times to a device, you could consider using a tech tool for students to submit a request for help instead of post-its or colored cups. The questions to ask yourself then become:
Why would this be better for you?
Is it worth the trouble then?
If it is, would you be the one centralizing the messages asking for help and assigning student tutors to help or would you like your students to have direct access to this backchannel?
If you want your students to run this backchannel themselves, you will have to think about the potential issues arising there so that you could anticipate them.
Any topic works for student mastery tutors, but students acting as tutors have better success on skills and/or concepts that rely less on difficult conceptual understanding. With practice throughout the year, students gain confidence in their teaching skills and can be reliable tutors of concepts of increasing complexity.
When setting up groups account for personality type, friendships, learning style, level of perseverance, gender and level of teaching/learning aptitude. This sounds complicated, but it only took about 10 minutes per class to develop the tutoring groups.
Maintaining a quiet work environment contributes directly to the efficacy of the Master Tutor Project, so help students to work quietly.
Check out my "Mastery Learning in Science: Students as Teachers" lesson included in the resources below to see how I structures mastery tutoring.