Are these good ideas?

• 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.

from Ted Curran