It matters every day, in every classroom, in every school.” Cultivating belonging sets the conditions for students to feel safe enough to make choices, to take risks, and to drive next steps. It matters in promoting deeper learning and equity. They need to feel a sense of belonging.” In “ Equity and Voice: How a Sense of Belonging Promotes Students’ Agency”, Allison Lee and Meg Riordan reinforce the impact of belonging on learning: “students’ sense of belonging matters. In order for our students to perform well academically, they need to feel safe, both physically and psychologically. Dena Simmons, Jennifer Gonzalez shares, “The relationships we build with our students have a profound influence on their success in school. The National Equity Project defines educational equity as each child receiving “what they need to develop to their full academic and social potential.” A starting point in designing for educational equity is establishing classrooms that promote equity. How we design for students to be known, supported, and heard impacts if students have what they need to lead their own learning. How do we empower students to co-design their own learning? It begins with three essential foundations: Prioritize Belonging Students know themselves as learners, know their interests, and know how to strategically pursue their own learning pathways. Co-designed learning means that students are equipped with the environment, skills, and structures for taking active, empowered roles in working towards relevant learning targets. When we talk about co-designing learning with students we are not abandoning the role of the teacher, of thoughtful planning, or of established curricula. More than ever, a shift from educator-designed experiences to co-designed learning matters. As students navigate experiences in new ways and from new places, often with greater independence, the need for students to take ownership for learning is heightened.
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