“Only the curious will grow and only the resolute overcome the obstacles to learning.” — Eugene Wilson
How one goes beyond mastery to instruct others. For it is well known that:
- Just because you read, doesn’t mean you remember
- Just because you know, it doesn’t mean you can do, and
- Just because you can do, doesn’t mean you can teach.
Mastery Levels Overview
Level I: Expertise
This is the level of understanding and knowledge. It means further developing your ability to memorize and recall. In this case, it is the skill sets one would want to develop a better set of tools to know and understand. One would think that in the information age, we would be good at memorizing and recalling information, but we are not.
Level 2: Skills
These are incorporated into the methods of masters program. You don’t be JUST a theory wonk — do something with the knowledge you have — use these mastery practices to accelerate the building of skills you can use in the real world. This level of mastery is typically neglected since it requires practice and different development approaches.
Tragically, the skill development models used in corporations and government are deeply flawed. It’s no wonder executives don’t want to spend money on training. And it’s why you would want to use an Academy Model.
Level 3: The Teacher
Just because you are good at something, doesn’t mean you can teach it. Once you know something really well, help others to develop what you know and can do.
Mastery Levels: The Details
Level 1: Developing Expertise
This is the level of expertise — the deep understanding of ideas and concepts that go beyond the superficial. At this level, the focus is on the first two levels of Blooms Taxonomy:
- Knowledge (Remembering), and
You might say, I have been learning all my life. Of course, you have. But it most likely is terribly inefficient. As our Founder once told us this story:
When I was in high school, it seemed as though I never really had to study. Or at least, I did not have to study to get grades good enough to get into college. However, in college I suddenly found out that I was sadly lacking in the basics needed to get good grades. The first semester was miserable. Spending endless hours of time in the library wasn’t paying off in decent grades.The Christmas break was miserable. Going through lots of soul, bouts of anxiety, self-doubt and thoughts about, “Being a failure at 18.” Finally, I decided that I didn’t want to be the wimp in the family and maybe I better figure out how to get better grades.So I spent time learning how to learn, revamping:
• Test taking,
• Reading comprehension,
• Memorization and recall,
• Studying, and
• Time management.
I got through it and my GPA went up. — Murray Johannsen, Personal story
Level 1 Learning Application: Improve Your Reading Comprehension
Because reading comprehension is not commonly taught, readers recall little of what they read. So you can read volumes and remember nothing. This is not a good thing.
In the digital age, most of us have not learned how to memorize information for later recall. In most fields, we are doubling the amount of available knowledge every seven years. And society is also transferring from an industrial base to a service and information base.
Given such an environment, it becomes increasingly important for an informed person to be able to quickly memorize and recall knowledge as needed. An individual that can recall a good percentage of concepts from a text after one reading possesses a tremendous competitive advantage over others who may have to review the material two or more times.
Mastery Level 2: Skill Development
This is the level of the adept, one skilled on the way to becoming a master. It is the realm of determined practice, so grades lose their importance. It contains two different competencies:
Skill-Based Learning. One really needs to t this level, the important elements of skillful means two fundamentally important model: knowing how to vet skill-based theory and effect practice.
Learning the Mastery Practices. With skill mastery, we are proficient and accomplished. Speed increases while errors decrease. The Mastery Practices include:
- Present information
- Provide appropriate feedback
- Design a practice program that works
- Evaluate the learning to make sure that it is working.
One really hasn’t mastered any competencies until one can teach it, until you can coach it. This requires an additional level of learning, one that has one as to understand. For not only does one be able to model the competencies, but you must all discover the way to transmit it to another.