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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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

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

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.

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.

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.

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.

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.

Scenario two- ensure consistency across Grade levels.

Scenario three- help monitor and assess developmentally appropriate learning.

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.

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.

own clothes.

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.

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.

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.

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.

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.

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.

•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

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.

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.

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.

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.

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.

Design tiered challenges

Foster self-awareness and reflection

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

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

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