A Student Scribe

 Having a student scribe is a strategy used in the classroom where one student takes the role of collecting all their peer's notes, organizing, and rewriting the main points/ideas in one document for the whole class to view. 

A potential benefit of using this strategy would be that it would help students who are struggling because they are able to view their peers' thoughts and key ideas they may not have noticed themselves. More benefits include more engagement from the student scribe, better tutorial designs that we learned about in the last chapter, student scribes will take more organized and purposeful notes for their peers, and students who do not completely understand the concept can go back to the notes and build their understanding. A potential downside would be if a student was unmotivated or struggling with taking notes and has the role of a student scribe, it wouldn't be as beneficial to the other students, especially if the student scribe does not complete their task at all. More downsides include, older students wouldn't want the role as a student scribe and see it as a chore, A student scribe may work hard taking the notes and their peers don't utilize the information they've provided, and student scribes who do not understand their role or the material will not provide purposeful notes. When students are able to share new information with a global audience they are going to make their work more purposeful because they understand that people will be able to see their work permanently, and that kind of stress is beneficial because it encourages the student to provide better work. More benefits include global discussion of the student's work (people may be able to comment on their work), students take more time to work and understand the material, and they are more exposed to new information globally. 

I do think students who know their work will be exposed to a larger audience, more than their teacher, will provide more purposeful work, and will understand the material better because they're taking more time to research and study material. When students know they will only show their work to the teacher, they're less likely to care about making it purposeful because they're more worried about getting it turned in and making a grade. 

I would model the appropriate way to share knowledge globally by showing the students examples, good and bad, of work that other students from different schools have shown. I would ask students questions such as "does the work serve a purpose?" "can more than one person benefit from the work provided?" "would this confuse you and not better your understanding?" "What more could the students have provided to create better work?" Then, I would practice as a whole class and show/tell students my expectations for this role.