Abstract
Using the design of Learning by Design (LBD) for illustration and results of its enactments as evidence, I make an argument about the roles Schank and Abelson’s (1977) kind of scripts can play in promoting collaborative discourse and present a way of promoting the kind of script learning that results in productive collaborative discourse. LBD’s way of promoting script learning has three parts to it: (i) a set of scripted activity structures and sequences (classroom scripts) that promote productive and appropriate participation in classroom practices (including collaborative discourse), (ii) an approach to instruction that focuses on repeated, deliberative practice of each of these classroom scripts, and (iii) an approach to getting started through launcher units that introduce the scripted activity structures, their sequencing, and how to participate in each. I argue that scripts students learn for participating in classroom practices can play three roles in promoting collaboration and collaborative learning: (i) they help students participate in whole-class discussions and in discursive practices by proposing sequencing for their discourse, (ii) they help students participate in whole-class discussions and discursive practices by proposing content for their discourse, and (iii) they provide focus for small group discourse as students aim their discussion toward fulfilling a script’s expectations in order to be able to participate in the script later. Learning by Design is a design-based approach to science learning.
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Kolodner, J.L. (2007). The Roles of Scripts in Promoting Collaborative Discourse in Learning by Design. In: Fischer, F., Kollar, I., Mandl, H., Haake, J.M. (eds) Scripting Computer-Supported Collaborative Learning. Computer-Supported Collaborative Learning, vol 6. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-36949-5_14
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DOI: https://doi.org/10.1007/978-0-387-36949-5_14
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