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Adaptive Mastery Framework (AMF)

The Adaptive Mastery Framework (AMF) is Bloom’s learning model: how the full curriculum is organized, how readiness is determined, and how mastery is confirmed—whether learning happens at home, in a classroom, or both.

For a shorter parent introduction, start with How learning works. This section goes deeper on the same ideas.

AI may assist with personalization and feedback inside this model. It does not replace it. See How we use AI.

Core ideas

Section titled “Core ideas”
  • One knowledge graph of Concepts—knowledge, skills, tools, and experiences across the full curriculum
  • One Knowledge Frontier per learner—what they are ready for and working on now
  • Three types of work on the frontier—practice, demonstration, and application—each focused on one main Concept:
Role What we call it What it does
Practice Learning Unit (LU) Build skill and understanding toward readiness
Demonstration Proficiency Demonstration (PD) Prove mastery with evidence—Bloom’s replacement for quizzes, tests, and traditional assessments as the gate to mastery
Application Project Use what they know in real work; may also confirm mastery when the curriculum says so

That triad is the heart of daily learning in Bloom: skill is built, then proven, then used.

  • Integrative work lives as Concepts that pull subjects together on purpose—not as loose multi-topic worksheets
  • Mastery Points recognize real effort—they never decide readiness or mastery
  • Only published curriculum is assigned to students; unfinished material stays out of the path

Who this model serves

Section titled “Who this model serves”
Role What AMF gives you
Students Clear targets, fair readiness before a formal demonstration, real progress when evidence is there
Parents The same readiness and mastery picture teachers rely on—not a reduced summary
Teachers One clear model for classes and cohorts; honest reports when subjects move at different paces

Roles and visibility adapt by setting. The definition of mastery does not. See Who it’s for and Roles & visibility.

What decides advancement vs what encourages

Section titled “What decides advancement vs what encourages”
Function
Evidence and readiness When a learner may attempt a demonstration; when Bloom calls something mastered
Mastery Points Recognition of real effort—never the key to the next step

After a demonstration that does not yet meet the standard, Bloom names the gaps and assigns more practice aimed at those gaps—so the learner can rebuild readiness and try again. There is no dead end.

Design stance (in plain language)

Section titled “Design stance (in plain language)”
  • One map of what can be mastered, not a patchwork of disconnected apps
  • Different paces by subject are normal: a student may be ahead in math and still building foundations in writing—and Bloom reports that honestly
  • Grade-band language still helps planning and communication; it is based on what has been mastered, not on hours in a seat or a calendar
  • Important decisions (what unlocks, what is mastered) rest on clear rules and evidence—not on a points total or an AI hunch

Further reading

Section titled “Further reading”