Many education paradigms use 80% as the “ideal” mastery
goal. The problem with this is that when concepts build upon each other, a
foundation of 80% quickly snowballs into knowing less and less and less as
content becomes more complex. Glerb requires 100% mastery of the content
presented before the session ends.
Good Example:
A hospital uses Glerb to instruct
staff on proper hand-washing protocol and what can be done to encourage it,
where one mistake can lead to illness or even death of patients. 100% mastery
is essential.
Good Example:
It’s been shown that quick recall
of basic multiplication facts is highly indicative of later success in math.
This makes sense: when called upon to do a more difficult math problem which
includes multiplication, students who have not memorized multiplication facts
will take more time and make more mistakes.
A teacher uses a Glerb session to help students master quick recall of
basic multiplication, allowing students to move toward more difficult concepts
with a solid foundation.
Weak Example:
Perry uses a Glerb session to
enrich his highest-performing 9th grade students. He selects 10 random
vocabulary words for his students to memorize and creates a session based upon
the words.
Why this is weak: Glerb’s format is best suited for key concepts, because unlike flash
cards or other traditional extension activities, the learner must master every
single item. When used for extra or optional content, the session can quickly
become tedious.
How to fix this: If Perry wishes to enrich his students who are
already displaying automatic recall of key class concepts, he should use Glerb
as a springboard to tackle more in-depth levels of thinking. He instead gives
students a difficult fiction text to read: Poe's "The Masque of the Red
Death." He uses a Glerb session to pre-teach the critical vocabulary in
the passage. This will boost student comprehension of the passage while
reinforcing vocabulary in a meaningful way.
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