When lessons are published for CLAA students, there is a quality of study expected of them that demands a certain method of study. In this article, I’d like to outline this method.
1. First Reading
The lesson will include or assign readings that are to be studied for mastery. The first reading, however, is an easy reading of all of the assigned material, through which the students survey what is to be studied. The goal of this reading is to get an idea what needs to be studied.
Note: In 2021, I am publishing lesson videos (prelections) that are intended to help students through this first step. -Mr. Michael
2. Second Reading
The second reading is careful and complete, seeking to comprehend all content in the lesson. There is no easy way to complete this reading. It requires great concentration and patience, reading and re-reading until ideas are comprehended.
While making the second reading, the student should take notes to outline and summarize all content of the lesson, as if he was preparing to teach the lesson to others. As the student decides what to write, he is forced to seek the outline and concepts in the lesson and capture everything in his notes–as accurately and efficiently as possible. He will be able to feel where he lacks comprehension and “gets lost”. Any exercises included in the lesson should be considered part of the student’s lesson notes. Throughout this process, he will be seeking help. This effort to learn is the mark of a true student.
4. Memory Work
If the lesson assigns any content to be memorized, it will be done at this time to “knead” key definitions and principles into the mind for future use. All memory work should be recited until it can be given on request with no help or delay. Memory work includes key definitions, principles and rules, without which progress will not be able to be made in future studies. Course examinations will use time limits to assess this mastery of lessons–demanding not only a certain quality of knowledge, but also a readiness of it.
The nature of each subject and content of each lesson determines what the most effective means of assessment will be. Most lessons are assessed through written assignments in the form of comprehension questions or reading summaries, or online exams.
Comprehension questions begin a discussion between the teacher and student. The questions are provided to guide the student through all important points in the lesson, and sometimes challenge to think beyond what is found in the lesson. Comprehension questions should always be answered after careful reading and should be written with complete sentences. When completed the student should submit his answers for review. I will review the student’s answers, and provide feedback to help the student master the lesson. This back and forth discussion will continue until all questions have been answered thoroughly and correctly.
Reading Summaries require a student to demonstratre his careful study of a text by answering general questions about the assigned reading and providing an outline of lesson content. Reflection questions are often included in reading summaries, requiring students to think of the significance of the lessons on his studies and personal life.
Online exams provide immediate scoring for objective assessments of lessons that contact simple information (facts) that can be assessed in this manner
All assessments should be reviewed and re-submitted until perfect scores are earned. This final step is the most important step of studying for mastery. Settling for “good enough” or “passing” scores is a modern excuse for true study. Modern teachers lazily pretend that their work is finished once the papers have been graded, but this is only true for students who have earned perfect scores. For everyone else, the work continues, and the teacher must make himself available for continued reviews and help until mastery is attained. There is no excuse for any student to have less than perfect scores in any course in the Classical Liberal Arts Academy.
This is how a lesson is to be studied for mastery in the Classical Liberal Arts Academy. If at any time you need help, please contact us.
William C. Michael, Headmaster
Classical Liberal Arts Academy
Mr. William C. Michael is the founding headmaster of the Classical Liberal Arts Academy. He graduated from Rutgers University with an honors degree in Classics & Ancient History and is a member of Phi Beta Kappa and the National Association of Scholars. Mr. Michael has worked in private education as a Classics teacher and administrator for over 20 years. He is a Roman Catholic homeschooling father of ten children, and keeper of a quiet family farm in North Carolina. Mr. Michael enjoys studying ancient natural philosophy, gardening, and running.