Course Design

Defining intended outcomes based on content standards or other explicit professional proficiencies
Identifying what mastery looks like; what can students make or do that will show they have mastered the desired content outcome?
Breaking the task of mastery into discrete, daily skills that can be taught over the course of one lesson.
Scaffold the discrete skills to keep students in the zone of proximal development and progressing towards greater and greater mastery of the content.
Communicating the expected outcomes to students so they can take ownership of their progress towards mastery.
Assessing students often on the mastery of discrete skills.
Not allowing progress beyond one skill if it has not been mastered.
Promoting synthesis and transference of discrete skills into general proficiencies.
Assessing students based solely on their mastery of explicitly stated skills.