The norm for classes in contemporary schools is the Cram–Pass–Forget cycle. Students cram for tests, pass them, and then forget most of what they crammed in just a few weeks. Instead of cramming and forgetting, students should learn, master, and retain what they have learned. This workshop presents an overview of a tested and proven mastery-oriented approach to instruction. Examples will focus on science and math instruction, but the same principles can be applied in any subject.
John Mays
After receiving his BS in Electrical Engineering from Texas A&M University, John D. Mays spent 14 years in industry. Vocationally drawn toward the field of education, John acquired an MEd in Secondary Education from the University of Houston in 1989, and subsequently completed 36 hours of graduate study in Physics at Texas A&M. He also completed an MLA at St. Edward’s University in 2003. John joined Regents School of Austin in 1999 and served as the Math-Science Department Chair from 2001 until 2009. At that time he became Director of the Laser Optics Lab at Regents, where he continues to teach part-time. He founded Novare Science & Math in 2009, and is the author of numerous student science texts and teacher resources.
