There’s an element of risk involved when an educator shares classroom ownership with students, writes special education teacher Rachel Jorgensen for Edutopia.
“Teachers must let go of the expert role and understand that students do best when they have the opportunity to take part in meaning-making,” she writes. “Strategies such as co-created notes offer a structured approach to collaborative learning in the classroom, inviting students to work with their teacher to construct meaning from content knowledge.”
Read Jorgensen’s guidelines for co-creating notes here.
