Mastery of content is an instructional method which focusses on feedback in the process of learning. In this instructional method, all students should achieve a certain level of performance before proceeding to the next instructional level. This learning method has a specified level of knowledge that a student is required to attain before proceeding to the next level. As such, a students perform one or more trials until the instructor feels that they have gathered sufficient knowledge in the specified level of learning (Keengwe & Onchwari, 2016) . Mastery of content is based on the premise that most students can learn everything if they are given ample time. The proponents of mastery learning are of the view that intelligence and aptitude are not the best indicators of intelligence. Instead, there are specific characteristics that determine future success. These include motivation, self-confidence and attitude. These improve with time. As such, the most important component of mastery learning is time (Walsh, 2013) .
There are various tenets that define mastery of content. Firstly, this instructional method is anchored on objectives. This implies that the instructions given to the students aim at specific outcomes. In so doing, this method allows the instructor to diagnose the reason why a student is unable to achieve the set goals. After identifying the obstacles, the instructor is able to help the student in the subsequent trials. This is done using various methods such as re-teaching the material and tutorials. Other corrective measures include additional practice or having small groups to help in the mastery process. This is what defines the next tenet of mastery of content, time. It is the duty of the instructor to spend as much time as possible to ensure that the student attains the level of knowledge specified in the objectives. This is what informs progression to the next level of study (Keengwe & Onchwari, 2016) .
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The traditional educational model cannot help achieve mastery of content. This is because the model is more transactional than transformative. It emphasizes on performance and not the process used to get the performance. As such, performance is exchanged for either reward or punishment. The traditional model of education ignores the fact that students are diverse. This diversity is in many forms. Students have different intelligence and aptitude levels. They also come from different cultural background. This makes their thought process very different from each other. Further, owing to the differences in language and culture, students will come to class with different levels of needs and understanding capacities. They will also have varying levels of motivation. As such, standardized curriculum fails to realize that one cannot use a static teaching method to teach all the students. An example given in class is interpreted differently by the students therein. This is because of their different genetic makeup and socialization (Koonce, 2015) . The Bible captures this in Psalms 139: 13-18. These scriptures underscore the fact that each individual is unique in their capabilities. Therefore, a teacher should be intentional in identifying the uniqueness in each of their students.
Traditional educational model does not invoke creativity and innovation. This is because it relies on traditional tools such as textbooks and teaching. These are believed to create some order in the classroom. However, they are not interesting to both the teacher and the students. They also have little benefit to the students in terms of the ability to recall and apply such information. This is because the motive is performance and not mastery. In contrast, mastery learning provides an interesting pathway to acquisition of knowledge. Instructional tools such as tutorials and group learning provide a framework for creativity. They also help the student to recall and apply the information learnt (Koonce, 2015) .
As teachers, it is therefore important to appreciate the diversity of the students. In so doing, one can customize learning based on students’ capabilities and needs. This requires a lot of patience owing to the amount of time needed. Mastery of content also necessitates the need for additional learning tools such as tutorials and group learning. These promote innovation and creativity among students. It also helps them to recall such information in the future.
References
Holy Bible
Keengwe, J., & Onchwari, G. (2016). Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. New york: GI Global.
Koonce, G. L. (2015). Issues and Trends in Educational Leadership. New york: McGrow Hill.
Walsh, K. (2013). Oxford Textbook of Medical Education. Oxford: OUP Oxford.
