Some distinctions can help clarify the concept. “adaptive learning,” while related to “adaptive testing” has a completely different goal. Both “adaptive learning” and “adaptive testing” adjust the content based on learner activity and performance.Cognitive learning theory in the classroom however, the aim of “adaptive testing” is to figure out each learner’s proficiency or skill-level in as few questions as possible (hence the GRE or GMAT) while the goal of “adaptive learning” is to help each learner learn as efficiently and effectively as possible.Cognitive learning theory in the classroom when I say “learn,” I mean, gain demonstrable proficiency in some learning objective: experience an ah-ha moment.

Since the industrial revolution, learning has generally fit the lecture-based, one-size-fits-all model.Cognitive learning theory in the classroom in this model, a few learners in any cohort excel but many simply pass without having mastered important concepts. Many learners get cs and perhaps a few get A’s while a few fail.Cognitive learning theory in the classroom this reality has simply been accepted for most of history (hence the typical grade distribution curve we are all familiar with). There are other characteristics of traditional learning which have also gone largely unexamined: the idea of grouping learners together based on their age rather than skill level; the lack of integration between formal education and informal (as well as experiential learning); an emphasis on summative rather than formative assessment (high-stakes, nerve-wracking final exams as opposed to quick-checks for understanding and opportunities for reflection).Cognitive learning theory in the classroom the list goes on and on.

By contrast, mastery-based instruction places the emphasis on mastery rather than seat-time, which generally leads to higher proficiency and engagement levels for all learners.Cognitive learning theory in the classroom for those who are unfamiliar with the concept, “mastery-based” learning has a few basic tenets: progression through a course of study should be based on proficiency rather than hours spent; learners cannot give up; learners must achieve proficiency in order to progress and complete the course; learners can spend however long they need to master concepts.Cognitive learning theory in the classroom the thinking is fundamental to a more learner-centric model of education.

Of course 1-on-1 mentorship with an instructor who understands each learner’s strengths, weaknesses, unique background, and learning preference—is what typically leads to the highest levels of mastery.Cognitive learning theory in the classroom many consider this to be the ideal, but private tutors are expensive and generally reserved for only a few subject areas like high-stakes testing.Cognitive learning theory in the classroom most learners never receive this kind of attention and thus, never achieve the mastery levels they might have otherwise.

None of this thinking is new.Cognitive learning theory in the classroom in 1984 educational psychologist benjamin bloom reported in his famous “2 sigma problem” paper published initially in educational researcher that the average learner in a one-to-one mastery-based learning situation performed two standard deviations better than the average learner in a conventional setting.Cognitive learning theory in the classroom what that means is that 98% of the learners in the one-to-one mastery-based situation performed as well as the average learner in the traditional setting.Cognitive learning theory in the classroom

What’s exciting about our times is that we now have technology to make these ideas real and scalable and in the process, deliver dramatically better learning outcomes.Cognitive learning theory in the classroom adaptive learning technology inexpensively scales the benefits of 1-on-1 mentorship, providing each learner with their own personalized course, which adjusts in real-time for his or her performance and engagement level.Cognitive learning theory in the classroom

Learning science platforms, the team that I work on @ mcgraw-hill unlocks performance by driving mastery and measurable results through a powerful data layer.Cognitive learning theory in the classroom when our clients content is delivered on our platform, it creates a data layer that powers not only adaptive learning but also tailored instruction and agile authoring.Cognitive learning theory in the classroom the benefits are summarized below:

The technology is based on educational theory and cognitive science that explores intuitive design, metacognition, memory, and the personalized delivery of concepts.Cognitive learning theory in the classroom over the past decade, mcgraw-hill has invested over $500 million (via organic growth and strategic acquisitions) to make this vision of scientifically-based learning a reality.Cognitive learning theory in the classroom