*Utilizing progression to support conferring 
*Utilizing progression as a teaching tool for clarity of learning
*How to analyze student learning
*How to provide powerful feedback

wants: 
*the expected levels of skill progressions at various grade.

·      break down the process of learning

·      make every step visible

·      set clear expectations

·      give transparent, actionable feedback

·      understand where we are 

·      set measurable goals

·      build in ‘reflection’ as an integral part of learning

I see that progressions are not checklists or rubrics.

Wants:
 - To find out the right sources to use for understanding various skills in order to break them down into progressions

- To understand the best points in learning to bring in such reflection to be able to make the best use without this feeling like another task to perform – how frequently should this be done?

The levels/grades can be used as broad guidelines but text complexity should also be considered. 
Noticing and naming is one way to bring in progressions.

 

Wants:

I want to learn more about the “how” part of creating progressions and delve into various types like student facing and instructor facing.