Static roles are roles that are fixed and carried throughout the whole project.

The benefits are clarity of roles, and the expectations of their roles are known and can be developed. For example, when completing lab experiments in an XIL, students will have the same role over various projects such as explainer, a recorder, the timekeeper, and the materials manager.

A negative of this approach is that some roles do not cover an entire project eg when the timekeeper's job is done, what is their role? It also limits student deep of understanding across various roles.

Dynamic roles evolve as the project progresses. Groups decide at various points of the project, what roles are required, who will complete it, and check off that this is done.

The benefits are students have different roles and practise various skills. Also students and teachers can monitor shared workload over the XIL.

A negative can be the division of workload, and a more chaotic classroom structure. This also requires high self motivation, and coaching to refine this practice.

A hybrid approach is when some students will be given static roles that do not change, while others will be given dynamic roles where their job or responsibilities change throughout the course of the project.

The benefits are that it helps support learners who excel or need an additional challenge while scaffolding for learners who need the more consistent checks that are provided by dynamic grouping.