Scripting in Classrooms. Collaborative Discussion task • Your colleague Xx. Xxxxxxx reports on a new approach, which he has been trying out with his pupils in discussions. Instead of an open discussion, each pupil receives individual instructions as to which "role" he should play in the discussion, e.g. one pupil should be particularly critical in order to discover weak points in the argumentation, while another should structure the learning outcomes. The pupils, however, are getting more and more bored with this, which surprises Xx. Xxxxxxx, because the pupils liked the method at the beginning very much, and have only developed an aversion over time, although he would always change the roles. • Xx. Xxxxx, on the other hand, does not consider the method to be new at all, and finds it far too restrictive for the pupils. She thinks that no natural roles can be formed, which of course will bore the learners over time. In addition, the pupils will never learn how to have successful discussions without a script. • Now you think that you can contribute information to this problem that you recently read in a scientific article... What are the advantages and disadvantages of Xx. Xxxxxxx'x approach? Could Xx. Xxxxx be right? This task is an undefined-divergent collaborative task, which is focused on critical reflection. The task can be approached in several ways. Learners can choose which aspects to focus on and which to give lower priority to. There is no single correct answer, but rather a range of possible answers that can be theoretically supported by the materials the learners have seen in the lecture series. Finally, while each learner could answer the question entirely on their own, it is not a task that can be easily divided among multiple learners. Learners must reach a shared understanding based on the experiences and knowledge of both partners.
