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I imagine students having a great understanding of a topic, before moving forward. 

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I imagine students having a great understanding of a topic, before moving forward. 

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Students master standards before moving on through assignments tailored to the individual. Students do not have to take the time to re-learn standards previously mastered and do not have to complete the same assignments in the same fashion as every other student.

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A classroom that has defined the expectations for mastery a standard with the understanding that there are different ways to master everything

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Students progressing toward mastery through a series of lessons building on one another to progress the skill. Advanced students would be creating projects at a higher level to demonstrate their knowledge base.

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Students progressing toward mastery through a series of lessons building on one another to progress the skill. Advanced students would be creating projects at a higher level to demonstrate their knowledge base.

# data[].attributes.body
I imagine that a mastery based learning classroom would have a student friendly objective on the board and students would be working to master the standard at 80% or better.

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I imagine active learning taking place in a classroom that has mastery-based learning taking place.

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I imagine active learning taking place in a classroom that has mastery-based learning taking place.

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working on a project to master a skill.

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I imagine that students understand concepts before building on those concepts and learning new concepts

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I imagine that students understand concepts before building on those concepts and learning new concepts

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Student's taking ownership of their own learning style and learning speed.

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Students are learning with a focus on a particular standard.

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I imagine the energy would be high. There is engagement between students, teacher and each other. Group discussions, and discovery. 

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I imagine the energy would be high. There is engagement between students, teacher and each other. Group discussions, and discovery. 

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Students having the ability to self assess their mastery level of each Power Standard, through their own personal learning styles.

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Students demonstrating knowledge of concepts in a variety of ways - i.e. specific learning styles

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Students work with teachers to set goals based on the standards, evaluate where they are, and create plans to reach their goals based on that. 

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Students work with teachers to set goals based on the standards, evaluate where they are, and create plans to reach their goals based on that. 

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Students working at their pace with teacher support. Students may not be on the same lesson or even the same subject.

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Students are engaged, some of the lessons would be project based Students would be independent learners and teachers.

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Students are engaged, some of the lessons would be project based Students would be independent learners and teachers.

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Students engaged in their interest in a way that connects to the curriculum.

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student

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I imagine students collaborating with other, taking responsibility for their learning, problem solving, and retaining knowledge for future endeavors. 

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I imagine students collaborating with other, taking responsibility for their learning, problem solving, and retaining knowledge for future endeavors. 

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Students taking charge of their learning, very student centered.

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Students taking charge of their learning, very student centered.

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I imagine students working together to grasp and "own" concepts.

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I imagine students working together to grasp and "own" concepts.

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I think it will be exciting to build on prior knowledge. Students will be making connections,.

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Every Student can be successful

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I love that the students know what is expected of them. They need to take ownership of their learning.

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Students becoming aware of their interests, strengths, abilities, and areas they need to continue to build.

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Students becoming aware of their interests, strengths, abilities, and areas they need to continue to build.

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Students being put in a position where they are challenged yet able to succeed. Encouraging them to take ownership of their education. 

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Students being put in a position where they are challenged yet able to succeed. Encouraging them to take ownership of their education. 

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Students will be involved in their learning and excited about the work they are doing.

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It is exciting to imagine students taking ownership of their own education and exploring different ways to approach a problem.

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Each student is given the opportunity to learn in a way that is effective, engaging and meaningful to them.

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Students are excited and interested in what they are learning

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Students are excited and interested in what they are learning

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Watching kids "get it" and become excited about learning.

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Watching kids

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Engagement, excitement from the students, deep knowledge

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Engagement, excitement from the students, deep knowledge

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I am excited to see the students gain a new level of enthusiasm for learning.

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I love group discovery,! That gives me energy.

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I love group discovery,! That gives me energy.

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It would be good to see that students want to learn.

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Students being able to succeed in their education when before they might have not been able to, or told that they are not capable. A true learning environment for each and every student

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The exciting part for me is when a stude

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The exciting part for me is when a stude

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If a class is going to be high energy - the flip side is that it is exhausting.  

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If a class is going to be high energy - the flip side is that it is exhausting.  

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The light bulb moment, especially for the students who struggle. 

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The light bulb moment, especially for the students who struggle. 

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It can seem extremely scary to give up a majority of the control to students, though it is necessary in order to promote ownership.

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finding what works for each individual person. Also making it fit for them

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many students at different levels with a concept and tracking that data

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many students at different levels with a concept and tracking that data

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Planning too far ahead. The lessons not going as planned and having to change/update my lesson plans daily.

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It can be scary implementing new strategies and hoping that        it will work, that I am using it correctly, and be effective. 

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It can be scary implementing new strategies and hoping that        it will work, that I am using it correctly, and be effective. 

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Students will not be engaged and not grasp the concepts that are needed. 

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Students will not be engaged and not grasp the concepts that are needed. 

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Managing/tracking the progress of each individual student on their own track. 

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Managing/tracking the progress of each individual student on their own track. 

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Changing the way you look at teaching because the teaching programs train you to do "traditional" learning, and not mastery based. Increased workload, and overwhelming sense that there is never enough time to plan

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Trusting students to demonstrate expected behaviors and stay on task.

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It is overwhelming to think about helping 20+ students learn in a way that is unique and individual to them.

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This is a large project to undertake and it will be time and energy consuming.

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The overwhelming part is for the students with a disability.  Sometimes it takes years for these students to master skills.  

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The overwhelming part is for the students with a disability.  Sometimes it takes years for these students to master skills.  

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Knowing what works best for each student and making those connections.

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-students lack of communication skills

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For starters, our report cards are MBL's. Also the individual and specialized instruction is conducive to MBL.

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For starters, our report cards are MB

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Students learning at their own pace and in their own way moving toward standards mastery.

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Students learning at their own pace and in their own way moving toward standards mastery.

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Students write weekly SMART goals as part of a program to teach student to create goals, reflect, and adjust. 

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Students write weekly SMART goals as part of a program to teach student to create goals, reflect, and adjust. 

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Students selecting how they want to show mastery.

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In special education, we break down the material to meet students ability level to help get them to grade level.

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We work straight from the power standards and track student progress based on the power standards. Students are given a choice on how they would like to meet and demonstrate mastery of the power standards.

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We often work straight

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Students having a choice about their education. They get to make decisions about their learning and what works best for them

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Students having a choice about their education. They get to make decisions about their learning and what works best for them

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I have students complete a self-assessment for each power standard/concept at the beginning of the learning period and then a post-assessment at the end.

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We utilize student-led conferences which often leads to the student taking ownership of their learning and trying harder.

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We utilize student-led conferences which often leads to the student taking ownership of their learning and trying harder.

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IS - grades 1-10
Being more critical of WHAT we are teaching, what we chose to learn about, because we cannot become a master in ALL subjects, having depth to a few subjects.

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I will work with small groups to provide instruction for standards and then allow students to demonstrate their ability individually.

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-starting simple with students to build skills

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utilizing more assessment and demonstrations of mastery. allowing students to come up with the ideas for demonstration rather than just letting them pick from options

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Classroom Based K
Having students think, ask questions, and say the objectives or learning goals of the lesson, in terms that are understandable and clear to the student.

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I think the biggest thing is define what I consider master for each standard. Having a rubric, instead of recreating the wheel each time.

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IS - RtI - Have the students set more goals and review these goals frequently.

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IS - RtI - Have the students set more goals and review these goals frequently.

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Need to develop ways to help students transition to this type of learning. They will be somewhat overwhelmed and unsure of how to go about this. I will need to develop clear procedures.

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Ensure student IEP goals are aligned with grade level standards to support mastery based learning.

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I'd like to encourage my students to have more agency and think outside the textbook as far as learning and assessing goes.

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Being very clear to students about what is expected of them. Objectives written on the board in student friendly language.

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Providing students with more options on how they can show mastery of a power standard or learning objective. Encouraging them to take more ownership of their learning and grades by allowing them to make the decisions

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more student choice

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Conferencing with students to reflect on progress towards goals.

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I/S: focusing on starting points, where no one kiddo is at the same comfort level in a subject, and figuring out how to adapt each lesson to that fact

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I/S: focusing on starting points, where no one kiddo is at the same comfort level in a subject, and figuring out how to adapt each lesson to that fact

# data[].attributes.body
Not being in a classroom and spread over 8 grade levels this is difficult to answer.

# data[].attributes.body
Making sure that student goals are purposeful, where they can reach them with the appropriate support.

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Student-led conferences are utilized in the classrooms which leads to ownership and greater effort.

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Student-led conferences are utilized in the classrooms which leads to ownership and greater effort.