Instructors often face the challenge of providing proper scaffolding due to the different learning stages that students start the class with, making a balance between being too high-level or too patronizing hard to accomplish. The present project will propose ways to turn the students’ different learning stages into a pedagogical asset, creating a more horizontal classroom in which the students themselves can share their comprehension of preparatory material and provide each other with a common ground via an exercise of knowledge-sharing and collective structuring of the students’ insights.
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