Great question. I think it really depends on the students and their preferences/needs. I have a student who is selectively mute and participates in cogens by writing comments in Google Classroom. For students who struggle with processing, I will tell them in advance what the cogen will be about so they have time to prepare for questions like “What’s working well in our class, and what is not working well?” I also like to combine verbal conversation with shared written notes so that all students can keep track of the conversation as it’s happening. To me, cogens are especially important for students with disabilities because these students are often not well served by traditional classroom structures — and the goal of a cogen is to figure out what needs to change in our classroom spaces to ensure everyone can grow and thrive.

Does that help answer your question?