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I believe students can learn from each other when they are engaged in spontaneous (e.g., play) and structured learning interactions (e.g., think-pair-share). Yet, I lean more toward structured peer learning opportunities. Mostly to ensure equity in participation and contribution, and to create space for quieter, less dominant voices.  Also, because I don’t always trust that all learners will be respectful, patient, and inviting all the time without reminders, tools, and rules.

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While I generally offer learners multiple options for sharing their thinking, there is often some sort of written requirement, such as in a think-write-pair-share or writing a script for a video or audio submission. While I value writing as a process for clarifying thinking for self and others, the additional demand could provide unnecessary challenges for some students and even prevent me from accessing learners’ best representations of their thinking.

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Sometimes there are choices, but I think my assumption has been that I need to provide some scaffolding and some standardization to be able to see students' thinking.

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I believe every student has something of value to share with students. Each individual approaches every situation with a unique set of learned experience. Taking the time to listen to, acknowledge, consider and value other perspectives teaches students to be critical thinkers, to act with humility, and to be open to considering new ways of tackling an issue. Everyone's contribution can be valuable - no exceptions or conditions.