Mastery learning: what is it? Well, the concept is quite simple: students learn to master a variety of skills before moving on to other areas of learning. Mastery learning tests are administered to each student to ensure they have achieved a certain level of mastery. If the test is not passed, a new test is taken until the student in question passes. Introduced by educational psychologist Benjamin Bloom around 1968 as a theory that would reduce achievement gaps among students, mastery learning has become a very popular school of thought. In a mastery learning classroom, teachers track a sequence of concepts and skills in certain individuals. Once initial instruction is given and the instructor feels that his or her students have reached a point where they are ready to take the test, an assessment is given which generally gives the students an idea of ​​what will be presented to them at the time. 'future. Students are also able to provide feedback, which helps teachers identify their students' struggles and identify ineffective strategies. Mastery learning is a well-documented tool widely used in education systems around the world, including in the area of ​​specialized learning. However, maintaining full cooperation while implementing mastery learning in a program working with children with special needs can be difficult without the use of appropriate methods. To understand this, one must first address the reasons why a student may resist learning, ranging from parental divorce, anger, self-esteem issues, attention deficit, pressure peers or depression. With a recent Huffington Post study showing that 45% of students feel like they don't learn much by going to school, it's clear that some revitalization...... middle of paper .. .... student learning activities take place. And the return to cognition depends largely on how these social factors are perceived. The interests, values, goals, and motivations that students bring to the learning environment are at least as important as the abilities and strategies they bring to the learning task. Theorists and practitioners of mastery learning clearly (and forcefully) argue that a mastery approach is useful for any subject and for higher-order thinking skills. Any project that uses mastery learning only in the service of a few subjects or in simple areas of refresher is not doing it any favors. What Benjamin Bloom said is that many teachers and programs in this country tend to focus only on the first and second levels of cognitive thinking. Thus, in certain cases, learning mastery in specialized activities could be subject to this same criticism..