# data[].attributes.body
Beginning~ Start with their prior knowledge about the game and make them to play match with their position. and Adjust tasks based on each student's physical ability or experience.

Developing~

Dividing them in to their ability

Make them to play 1 vs 1

Making them to play small sided games and with Different position and role.

Offer choices in activities, roles, or challenges.

Motivation and engagement increase, leading to deeper learning.

Proficient~ Students starts developing to adjust to the designed activities with multiple difficulty levels.

Extending~ the focus is on pushing capable or advanced learners beyond the basics, encouraging deeper thinking, leadership, and personal challenge.

Setting personalized and stretching goals

Offering enrichment activities.

Promoting to next level

# data[].attributes.body
Multiple takeaways.

Loved the different strategies and tools shared in the interactive sessions on what is already in use and new ideas that can be implemented.

# data[].attributes.body
Implementing the butterfly strategy in our lesson plans. A great tool to track our students place from time to time

# data[].attributes.body
learning progression help me differentiated not by making work "easier" or " harder" , but by making it more purposeful, inclusive, and responsive to where each learner truly is- academically, linguistically and emotionally.

# data[].attributes.body
Learning progressions aids Differentiation

Learning progressions enable student agency as they actively engage and communicate where they are at and determine the pace and direction of learning

# data[].attributes.body
Using learning progressions in my classroom will help me differentiate more intentionally and inclusively by giving a clear, proactive roadmap for instruction and student growth. Instead of re‑acting to student struggles, I can now design lessons and supports that meet students exactly where they are and guide them forward.

# data[].attributes.body
Identify individual starting points

Design tiered challenges

Foster self-awareness and reflection

# data[].attributes.body
Using learning progressions helps me understand where each student is in their learning journey and what support they need to move forward. In my ICT PYP classroom, progressions guide me to plan tasks that are just right—not too easy or too hard—for different learners.

# data[].attributes.body
Grade: Nursery

# data[].attributes.body
Dance

Topic:- Counts

Beginning: students identify the counts on the rhythm played in class - thinking sills

Developing: Students start understanding the different pattern of rhythm and learns to connect through moves.

Proficient: Students start getting the flow of rhythm and helps to create moves.

Extending: students understands the different kind of rhythms and the flow , they will understand the emotion of the rhythm or melody and they connect the flow of movement through there own creativity.

# data[].attributes.attachment_link.title
Learning progression - beginning, developing, proficient, extending

# data[].attributes.body
Beginning: Students enjoy listening to simple songs, recognize beat patterns and rhythms

Developing: Students start reciprocating rhythms- on and off beats, learn to coordinate with the music by singing while listening for cues

Proficient: Students start presenting songs - singing or instrumental.

Extending: Students understand the emotion, and use music to convey message or share how they feel and use the elements of music to effectively portray the intent.

# data[].attributes.body
Basic Elements of Musical Composition

Beginning (COMMUNICATION) - I can construct a basic 4 bar melody using the first four notes of the scale.

Developing (COMMUNICATION) - I can add accidentals to atleast one musical note and create a short 4 bar melody using atleast the first five notes of the scale.

Proficient (REFLECTION) - I can construct a basic melody with accidentals by writing notation and reading what they have written using the notes of a musical scale.

Extending (REFLECTION) - I can construct any melody along with a basic harmony. I can read and write music and create my own tune or mimic a familiar melody. I can perform my own composition in front of my peers.

# data[].attributes.body
Visual Art Unit: Artist Study – Vincent van Gogh

Beginning Stage

Learning Focus: Identify Vincent van Gogh and recognize his key artworks.

Skills Developed: Research, Observation, and Thinking.

Developing Stage

Learning Focus: Explore Van Gogh’s brushstroke techniques and express emotions through similar styles in their own artwork.

Skills Developed: Research (with emphasis on ethical use of information), Creative and Transfer Thinking.

Proficient Stage

Learning Focus: Apply Van Gogh’s techniques to develop original compositions that reflect personal ideas and emotions.

Skills Developed: Ethical Research Practices, Creative and Transfer Thinking.

Extending Stage

Learning Focus: Curate and present personal artwork in a gallery-style display; engage in peer sharing and reflection.

Skills Developed: Communication, Social Interaction, and Reflective Thinking.

# data[].attributes.body
Beginning -Identifying emotions

Identify emotions through pictures. Children use their Social skills and Thinking skills to identify.

Developing and Proficient- Expressing

Through short role plays they learn how to express these discussed emotions. They use communication skills and social skills to complete this task.

Extended- Applying

Using thinking skills and communication skills they explore how we express differently in different scenarios.

# data[].attributes.headline
Ms. Deepika, Ms. Divya, Ms. Krishnapriya

# data[].attributes.subject
Ms. Deepika, Ms. Divya, Ms. Krishnapriya

# data[].attributes.body
ICT - Scratch

•Beginning –    create a story               thinking skill -

•Developing -  Understand how to build a game with assistance - thinking ,research skills

proficient: Can create a game- which he has observed - thinking skill

Extended : can add his own extension to games - thinking, research

# data[].attributes.body
Learning progression - beginning, developing, proficient, extending

# data[].attributes.body
Topic: Fruits

Beginning: Students identify the pictures – thinking skills

Developing: Students associate the pictures with the vocabulary – thinking skills

Proficient: Students participated in a fruit salad making activity and learnt the different fruit names in Kannada language. – research skills / self management skills.

Extending: Students spoke about different fruits (color, taste and also origin of the fruit) – communication and research skill.

# data[].attributes.body
Subject, Topic: Music, presenting a song relevant to the TDI

Progression used: Observe, Explore and play with ideas, Role & Turn taking

Choice: Which song they would like to present?

How to best present - actions, dynamics and expressions, etc

Who would present when - the part of the song they would like to present

Reflection on learning/ next step plan: They shared how they felt and how they were able to convey ideas through music. How the listeners understood and felt after the presentation.

# data[].attributes.body
1. Introduction to Vincent van Gogh:
Students explore Van Gogh’s life and unique painting style, focusing on his expressive brushwork and emotional use of color.

2. Brushstroke Rubric:
A rubric guides students in developing expressive brushstrokes—ranging from needing support to effectively connecting strokes with emotion.

3. Color, Composition, and Inspiration:
Students make thoughtful choices in color and composition, drawing inspiration from Van Gogh and other artists to express meaning.

4. Reflection on Skills and Understanding:
Students reflect on their artistic growth and understanding of Post-Impressionism through their creative process and final artwork.

# data[].attributes.headline
Ms Deepika, Ms Krishnapriya and Ms Divya

# data[].attributes.subject
Ms Deepika, Ms Krishnapriya and Ms Divya

# data[].attributes.body
What subject/topic: Ecosystem

How did we use progression : Observation,,Questioning to Explore and Play with Ideas,Decision-Making

what choices did students make: Digital poster, infographics, handmade charts, artwork using waste materials,

How did they reflect: creating apps, model making , thinking routines. recreating eco-system using reusable material and digital apps.

# data[].attributes.body
What subject or topic- Characters and characterization (How we express ourselves)

Progression- Observation- Children were given time to observe people outside the school through the window of the drama class. And were asked to imitate one person who they found interesting.

Choice- They choose whom to enact and how to improvise that character.

Reflection- They enacted the character in front of their class and shared why that person was found interesting for them.

# data[].attributes.body
Music - Musical Handbells and Boomwhackers

Students had a hand in hand experience with sound, vibration where they got to feel what they hear by causing an aesthetic impact.

Students explored how different surfaces or objects creates different sounds.

Students chose to play a tune of a familiar melody together as a class to see how it would sound together.

Students reflected on what they felt and heard while playing these instruments.

# data[].attributes.body
Topic is festivals:

Rubric: Vocabulary related to festivals and sentence construction.

choice: Students chose 1 of their favorite festival of Karnataka.

Reflection: They created the poster of the festival and wrote two sentences about it. They also shared it in the class.

# data[].attributes.body
Clothes in French. Vocabulary on clothes. They then move on to dividing clothes according to seasons, events, uniforms etc. And to take it further they could design their

own clothes.

# data[].attributes.body
Scenario 1 suport personalised student centric instructions:

Example:

Students are grouped based on their confidence with shading techniques—some explore simple hatching, while others experiment with cross-hatching and blending to create depth.

• Scenario 2 Ensure consistency across grade levels:

Example:

During collaborative planning, Grade 1 and Grade 2 art teachers review drawing skill progression to ensure students move from basic shapes to more structured compositions, avoiding repetition.

• Scenario 3 :Help monitor and assess developmentally appropriate learning.

Example:

A teacher observes a student still struggling with drawing proportions, so she provides tracing templates and offers one-on-one guidance to build confidence and gradually develop freehand skills.

# data[].attributes.body
Scenario 1:

Support personalised, student-cantered instr

Students in the same class are grouped for a math task based on their confidence with multiplication: some use arrays, others solve multi-step word problems.

Scenario 2:

Ensure consistency across grade levels

During collaborative planning, Grade 1 and Grade 2 teachers review the writing progression to ensure they are building on skills rather than repeating them.

Scenario 3:

Help monitor and assess developmentally appropriate learning.

A teacher notices a student still uses blocks to solve simple addition problems while peers use mental strategies. She adjusts instruction to give more visual aids and one-on-one time.

# data[].attributes.body
Scenario one- (Support) personalised student centric instructions-help monitor and assess developmentally appropriate learning.

Scenario two- ensure consistency across Grade levels.

Scenario three- help monitor and assess developmentally appropriate learning.

# data[].attributes.headline
We did a question matrix for grade 1, where they came up with different levels of questioning.

# data[].attributes.subject
We did a question matrix for grade 1, where they came up with different levels of questioning.

# data[].attributes.body
Mirror - Students can adjust their thinking and direction based on what they have discovered.

Window - Students can move through phases of inquiry such as asking questions, investigating by exploration, and making meaning of what they learn.

Door - Students can reflect and apply their understandings on a musical instrument or singing a song to express themselves. This progression can give them a chance to keep exploring new ideas allowing them to keep inquiring.

# data[].attributes.body
Pinki Bagchi

# data[].attributes.body
( Reflect on how one of these progressions aligns with your teaching style or philosophy.)

The learning progression observation aligns with our teaching style a lot of time. One of the example is during our unit how the world works, we learn about simple machines during which we do a provocation activity with our kids, we take them around the school on simple machines hunt around the school, where they observe their surrounding and try to identify the simple machines.

Window

(Think of moments in your classroom when students have shown decision-making or observation or questioning, or role-taking.)

While doing group activities they can take turns in their groups for sharing ideas. Making sure everyone gets turn to share their opinion and ideas.

Door

(What is one strategy I can try next week to support one of the progressions more intentionally?)

As it is the start of the session next week I will try decision making strategy with them. I will let them decide their roles as class helper, set their essential agreements in groups.

# data[].attributes.headline
Ms. Deepika, Ms. Krishnapriya and Ms. Divya

# data[].attributes.subject
Ms. Deepika, Ms. Krishnapriya and Ms. Divya

# data[].attributes.body
•Mirror
This progression closely aligns with our teaching philosophy of nurturing student curiosity and ownership. We believe learning starts with wonder and grows through exploration.

Also, we believe it is important for students to make their own choices in learning. It helps them feel confident and responsible.
Window
We often use observation-based learning to help students connect with the world around them.

We want to help students become better observers by using all their senses.

Door
To support this progression more intentionally, I plan to implement structured collaborative roles in small group activities.

My students learn to work together by sharing and taking turns.

# data[].attributes.body
Mirror – Observation: Students are encouraged to closely observe their surroundings, reflecting on their environment and experiences to make meaningful connections with the elements of art.

Window – Decision Making: Students are empowered to make thoughtful decisions and choices in selecting the mediums and techniques that resonate with them, fostering personal expression and creative independence.

Door – Role Taking and Reflection: Through their artistic journey, students take ownership of their roles as artists, reflecting on their creative actions, learning processes, and the impact of their artistic choices.

# data[].attributes.headline
Reflection on Inquiry learning progressions 

# data[].attributes.subject
Reflection on Inquiry learning progressions 

# data[].attributes.body
In PSPE classes we observe students making choices during activities, using their senses to observe and record finding, asking curious question to try new ideas, and collaborating respectfully by taking turns and sharing roles.

# data[].attributes.attachment_link.title
Mirror ( Reflect on how one of these progressions aligns with your teaching style or philosophy.)

# data[].attributes.body
Mirror
( Reflect on how one of these progressions aligns with your teaching style or philosophy.)

Decision making- children choose their group and topic. Once the discussion on the topic is over, children choose their teams and out of the sub topics they choose one to present their ideas.

Window
(Think of moments in your classroom when students have shown decision-making or  observation or questioning, or role-taking.)

While doing the group activities, they take turns in their group for sharing ideas, they also make sure that everyone in the group gets a turn to be the group leader.

Door
(What is one strategy I can try next week to support one of the progressions more intentionally?)

Reflection and feedback helps to understand their progressions. Giving them checkpoints before feedbacks makes it much clearer.

# data[].attributes.body
Mirror- Students explore and play with ideas and musical concepts throughout the academic year

Window- Students take turns to play and explore different instruments

Door- Would like to give students the opportunity to make more decisions that would enhance their learning

# data[].attributes.body
Window- Grade 5 exhibition is a great opportunity for students to question, observe, decide and take on multiple roles during the inquiry which can be independent or in groups.

Over the years we have seen great thinking strategies and responsible outcome of the exhibition which is centered aroud global issues.

# data[].attributes.headline
Task 1 reflection- Ms. Archana and Ms. Sonia

# data[].attributes.subject
Task 1 reflection- Ms. Archana and Ms. Sonia

# data[].attributes.body
Mirror: students decide on reflecting the story through a role play.

Window: Students collaberate and create a story board or poster based on the given provocations or lesson or the story they have read.

Door: Will encourage students to create observation journals to record new vocabulary they hear around them.

# data[].attributes.body
With our young learners, an assortment of activities are displayed. Students can choose their method of expressing their understanding and this understanding can be recorded through anecdote's, picture progression the activity, interviews, role play and videos.

# data[].attributes.body
Mirror - As language teachers the progression that aligns best with teaching is the "Role and Turn Taking". The more they participate the more they think in the language and learn

Door - The progression of Decision making. Since it's the beginning of the year. It's better if we let them be involved in how we progress with language learning through the year

# data[].attributes.body
Mirror – Decision-Making in Robotics

The Decision-Making progression resonates deeply with my teaching philosophy in robotics. I believe students thrive when they’re given structured autonomy—especially in a subject like robotics, where creativity meets logic. I encourage students to make choices about their design approach, coding strategies, and presentation formats. Whether they choose to build a sensor-based robot or a simple motorized model, the act of decision-making fosters ownership and agency. This mirrors my belief that students should be co-creators in their learning journey, not just participants.

Window – Observation and Role-Taking in Action

During a Grade 4 robotics challenge on designing a “Smart Bot,” I observed students engaging in rich observation and role-taking. One group noticed that their robot wasn’t turning accurately and began troubleshooting by observing wheel alignment and sensor feedback. They naturally assumed roles—one student tested the bot, another adjusted the code, and a third documented the changes. Their questioning (“Why is it veering left?”), observations, and collaborative problem-solving offered a clear window into how inquiry-based learning unfolds in robotics.

Door – Strategy to Support Decision-Making

Next week, I’ll introduce a robot design choice board to intentionally support Decision-Making. It will offer students options like:

Build a robot that solves a classroom problem (e.g., pencil collector)

Design a robot for a community helper role (e.g., delivery bot)

Create a robot that responds to environmental changes (e.g., light or sound)

Each option will include different materials, coding challenges, and presentation formats. I’ll pair this with a reflection journal prompt:
“What design path did I choose today, and how did it help my robot meet its goal?”
This strategy will help students connect their choices to outcomes, reinforcing both agency and metacognitive thinking.

# data[].attributes.headline
Depending on the reflection of the previous session, one can change strategies to enhance children's learning of the topic.

# data[].attributes.subject
Depending on the reflection of the previous session, one can change strategies to enhance children's learning of the topic.

# data[].attributes.body
word wall- window-Taking turns to identify new words with the meanings, and letting others to use in sentences or make their own stories with those words. - decision making

# data[].attributes.headline
Through usage of window tool, learners can help each other by correcting the pronunciation, vocabularies in french. They can learn through  role plays which aids to speak with intonation, express their views clearly.

# data[].attributes.subject
Through usage of window tool, learners can help each other by correcting the pronunciation, vocabularies in french. They can learn through  role plays which aids to speak with intonation, express their views clearly.

# data[].attributes.body
Mirror

Our everday class routine starts with planning the days work and learning in collaboration with the students. We as teachers then modify or plan accordingly.

# data[].attributes.headline
Task 1. Reflection after the Gallery Walk 

# data[].attributes.subject
Task 1. Reflection after the Gallery Walk 

# data[].attributes.attachment_link.title
Understanding Learning Progressions and Enhancements in the PYP

# data[].attributes.body
In an MFL class the mirror strategy will be an excellent tool to apply the vocabulary during oral practice

# data[].attributes.headline
Hello!! Here is the virtual Gallery walk for your reference. 

# data[].attributes.subject
Hello!! Here is the virtual Gallery walk for your reference. 

# data[].attributes.body
Hello there,

I know my students are developing as inquirers when I see their eyes light up with curiosity and hear their questions shift from “What is it?” to “Why does it matter, and what can we do with it?” I watch them take charge of their learning—exploring, connecting ideas, and often surprising me with insights I hadn’t thought of myself. I notice them persisting through challenges, reflecting on their process, and finding joy in the journey of discovery. In our conversations, they listen deeply, build on each other’s thinking, and celebrate different perspectives. Most beautifully, I see them taking meaningful action—trying out new ideas, solving problems, and sharing their learning—showing me that inquiry is becoming a part of who they are, not just what they do.

# data[].attributes.body
Greetings,

I'm Sneha, a grade 5 Homeroom teacher. I like to explore/understand the application of learning progressions in the real-world scenario. How does one rope in the idea of raising emotional sound individuals through these progressions.

# data[].attributes.body
Hi ,

I am Arshi Ahmed , homeroom teacher for Early Years 2. I would like to know how can we provide a structured pathway for children's growth in all domains , be it cognitive, emotional and social during early childhood education.

# data[].attributes.body
I am writing this to know, "How to use learning progressions to design lessons that build on prior knowledge and guide students step-by-step toward deeper understanding and mastery."

# data[].attributes.headline
I am Smitha Special Educator from Learning Support, i want to know “How can I track and honor the small powerful moments of personal growth that Show a child is developing as a learner and as a person?”

# data[].attributes.subject
I am Smitha Special Educator from Learning Support, i want to know “How can I track and honor the small powerful moments of personal growth that Show a child is developing as a learner and as a person?”

# data[].attributes.body
I am interested in learning about how learning progresses in a differentiated classroom setting.

# data[].attributes.body
My name is Aarti, and I am a Nursery homeroom teacher. I am passionate about supporting young children's natural curiosity and eagerness to learn. I’m eager to explore developmentally appropriate ways to help this age group understand what inquiry is and to nurture their inquiry skills and sense of self-efficacy through schematic play.

# data[].attributes.body
Hi I am Kavya, Early years 1 homeroom teacher, I wanted to know how to align learning progressions with PYP's emphasis on conceptual understanding and agency while still ensuring students are meeting age appropriate milestones?

# data[].attributes.body
I am Anusha Anil Assistant teacher for nursery. Since am new to IB so waiting to explore and gain more knowledge

# data[].attributes.body
As learning progression includes academic, behavioural, and non-curricular development, I would like to learn about the strategies that can help determine whether a child has understood a concept, identify their learning style, and support their overall growth.

# data[].attributes.body
I am Divya special Educator from learning support. I want to better understand how to recognize and document growth in a way that celebrates each child’s journey — not just by academic outcomes, but by confidence, curiosity, independence, and communication.

# data[].attributes.body
Hello, I am Ruchita Tapadiya. I teach mathematics to grade 5 children.

As a teacher, I would like to deepen my understanding of how children develop skills and concepts over time across different subjects. I want to learn how to identify where each child is in their learning journey, recognize signs of readiness for the next step, and tailor my instruction accordingly. Understanding learning progression will help me provide more targeted support, set realistic yet challenging goals, and ensure that all students are moving forward in a meaningful way.

# data[].attributes.headline
I am Meemansa Rathore , as a grade 3 homeroom educator, I would love to explore how learning progressions are structured around transdisciplinary themes and how we can align them with our assessments and other  class activities.

# data[].attributes.subject
I am Meemansa Rathore , as a grade 3 homeroom educator, I would love to explore how learning progressions are structured around transdisciplinary themes and how we can align them with our assessments and other  class activities.

# data[].attributes.body
I am Meenakshi, Early years 2 homeroom teacher. One thing I hope to explore is how to enhance and deepen the students' inquiry skills to build self-efficacy and their ability to learn and inquire.

# data[].attributes.body
Hi, I am Marina Abraham, teaching music for students from Nursery to Grade 1. It would be exciting to explore how to best incorporate learning progressions in activity-filled learning sessions

# data[].attributes.body
I'm Ann Tressa Joseph, PYP Drama Teacher. Through this workshop I would like to know how we can apply these specifically to drama classes.

# data[].attributes.body
I’m Jeremy Arthur, and I teach PYP Music to Grades 2 to Grade 5. I would like to understand if a student can move through phases of inquiry, either by asking questions. Or investigating musical styles/genres, making meaning of it, and Or reflecting in a musical form of presentation. To adjust their thinking and direction based on what they discover.

# data[].attributes.body
I’m Monika, a PYP Visual Arts teacher, deeply interested in understanding how students wish to develop their artistic interests and skills. I aim to support them in exploring various mediums, concepts and textures, which in turn helps me assess their learning progressions more effectively.

# data[].attributes.body
Hello I am Bhavani Grade 2 HRT,

I would like to understand how learning progression is aligned with the broader curriculum or real-world application. I would also like to understand how Social-Emotional Learning can be cultivated through which children develop various skills.

# data[].attributes.body
I would like to know about the learning progression Involving students in tracking and reflecting on their own learning progression helps build metacognition, ownership, and motivation. it would be great to know how to make them think practical and experience with this outcome.

# data[].attributes.body
Hello! I am Darshini.

I know students are developing as inquries when they begin to ask deep, open ended questions, make connections across subjects, seek answer independently using variety of sources.

How to support students in developing a growth mindset and how to encourage them to embrace challenges as opportunities.

# data[].attributes.headline
Hi, I am Shubha Prahalad Rao from Grade 3 

# data[].attributes.subject
Hi, I am Shubha Prahalad Rao from Grade 3 

# data[].attributes.body
I am eagerly waiting to explore grade 3. want to know the learning progressions structure in detail.

# data[].attributes.body
I am Sonia Lobo, PYP Kannada teacher. As a PYP Kannada teacher, I know students are developing as inquirers when they ask questions, show curiosity, connect prior knowledge, seek answers, and actively participate in meaningful Kannada discussions. I want to learn how to design tasks that cater to varied language proficiency levels, learning styles, and interests.

# data[].attributes.body
I’m Krishnapriya, and I teach Swimming to IB PYP students. I’d like to explore how to track progress in both skills and inquiry during swim lessons. I know my students are developing as inquirers when they ask questions, try new techniques, and reflect on how they can improve in the water.

# data[].attributes.body
I am Sananda, a Grade 3 homeroom teacher. Through the workshop, I am hoping to explore how Learning Progressions are structured across different subjects and how I can assess where my students are along a learning progression. Another thing I would like to understand is how to align formative and summative assessments more closely with learning progressions.

# data[].attributes.body
I'm Niveditha, a grade 4 co-teacher. I'd like to learn about practical strategies to identify and support students inquiry skills in the classroom, making learning more engaging and meaningful

# data[].attributes.body
Hi,

I am Archana, an EAL teacher supporting students across multiple grade levels. I know my students are developing as inquirers when they begin asking their own questions, using academic language more confidently. One thing I hope to learn is how to see the growth of inquiry skills in students who are learning English, especially when they understand more than they can say.

# data[].attributes.body
I am Divya, a ICT teacher. I know my students are developing as inquirers when I see them: Making connections across subjects or to real-world issues, taking ownership of their learning by choosing what and how they want to explore.

# data[].attributes.body
I'm Mamatha, and I teach Visual Arts.
I want to explore how learning progressions make students’ artistic thinking and inquiry more visible.
This will help me support and reflect on their growth as inquirers more effectively.

# data[].attributes.body
Hello,

My name is Pinki Bagchi. I am Grade 4A homeroom teacher. I always encourage my students to identify what they would like to know from the units they are exploring and they furnish their inquiries related to the unit on the word-wall. As the unit progresses, they start finding their answers through researches and discussions happen in class. Their reflections on their understanding and the actions they take at the end of the unit, show that they are developing as inquirers.

# data[].attributes.body
I’m Ria J. Mehta, a Grade 2 homeroom teacher. I’m interested in exploring how learning progressions can make learning visible, support differentiation and foster student agency and conceptual understanding in young learners.

# data[].attributes.body
I’m Aparna , a grade 5 Homeroom teacher. One thing I would like to understand better is how to effectively identify and support each students growth & conceptual understanding in a trans disciplinary context.

# data[].attributes.body
I am Sangita Vittal, I teach French at the PYP and MS levels. I would like to understand if a student herself can assess her own learning in terms of how well she is progressing and if its possible to quantify the confidence or the lack of it concerning her progress.