What it means
Co-Learning Stance means that the teacher enters the task alongside the students. The teacher works through the opening part of the problem, makes the thinking process visible, and then pauses at a key point so that students can carry the thinking forward.
The aim is to give students enough support to see how they can approach the task and enough space to complete an important part themselves. For near-peer teachers, recent experience as learners can also help them judge where students may need support and where they are ready to take over.
Put it into practice
- Choose a task with a clear handover point. Find a question or problem where students can reasonably complete part of the thinking themselves.
- Work through the beginning together. Show students how you approach the task. Explain your thinking clearly enough for them to follow the process.
- Pause at a meaningful step. Stop when students have enough information to continue. Give them time to think and invite them to complete the next part.
- Invite students to complete. Take up what students offer, help refine it when needed.
The key distinction
The defining feature of Co-Learning Stance is the handover of meaningful thinking. A complete sequence moves from shared work to a clear pause and then to student continuation. The teacher helps students find a way into the problem, and the students carry the solution forward from that point.