When nothing is concrete: planning for uncertainty

Maths teacher Jeremy Judge and I are currently 4 weeks into our new authentic learning project.  As mentioned in my previous post, our primary goal was to hit the ‘top’ of our authentic learning hierarchy and plan a project which is a real problem that students can meaningfully help to solve, making a difference to the world.

The problem? We have no problem!

Around June we set about looking for the perfect project opportunity but, acutely aware that we couldn’t force it, nothing quite right surfaced.  When Jeremy and I were about to  part ways for the summer holiday (him to South America and me pottering around the UK), we were both anxious about the looming reality that we might have set our sights too high. And then, on the Jubilee Line, somewhere between Stratford and Southwark, (with thanks to the Evening Standard) the ideal opportunity was right in front of me:

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Problem solved?

Right on our doorstep, in the Olympic Park, the LLDC are proposing to build 3 concrete factories and one asphalt factory. Right now! Some light digging by Jeremy led us to a group of local residents fighting the plans, the Olympic Park Coalition for Responsible Development (OPCRD) and we contacted three of their team to see if there was anything we could do for them.

The meeting that followed was a brilliant mix of exciting and terrifying.  Here was a group of motivated people at the start of a live and very challenging fight. Here was a campaign reliant on knowledge that they didn’t yet have. Here was a vast problem yet to be solved. Here was a team with the very real question of how to stop the LLDC going ahead with the building of the concrete factories.

Their enthusiasm for commissioning the student group to work on part of this problem for them got things off the ground and we talked through the areas that they currently needed evidence for but didn’t have. The trio talked passionately about the very topical issue of air pollution and how this could be a significant factor in whether the plans get the go-ahead or not. This became our problem, and the OPCRD tasked us to produce a report as part of their pack of evidence that illustrates the impact of the proposed factories on air pollution in the area. We left that meeting with a wealth of enthusiasm and the guiding inquiry can our Maths help Stratford decide if concrete factories are too dirty?

Planning for uncertainty

The question that remains now, 4 weeks in, is how we plan for a problem that we as yet have no clear idea how to solve.  What do you do when a project is so authentic that you don’t know what the content of the outcome will be before you begin? You start with the things you do know: we know we need to write a report, and we know that at some point the LLDC will call a planning meeting where the report will be used; we know we need to find out how much impact the proposed factories will have on Stratford’s air and we know that we can use algebra to do this; we also know that our students can’t yet use algebra to mathematically model (a pre-requisite of the report) and have never written, or read, an environmental impact report.

This truly authentic project management schedule, with inflexible deadlines but no clear solutions (yet!) flies against the teacher’s reliance on being carefully planned in the short, medium and long term. The shifting goalposts of the LLDC’s moving meetings, and the prospect of dead ends in the problems solving are uncontrollable variables that we just have to work around. Our solution? Be completely up front about these threats with the students.  We are very much in this together – after all, sixteen minds are way better than two – and it is very much our project.

img_3150Back to this week, and we shared our progress so far in a client meeting with the OPCRD’s James Durrant. He spoke for 50 minutes and our students listened, engaged and focused, to every word.  They asked probing, thoughtful questions, and built a strong mental map of what we know and need to know. They were professional, inquisitive and serious.

They are driven, not demotivated, by the uncertainty ahead.  They know the risks, the threat of failure and the very real impact on their community and their lives that the factories could have.  But they also know that they could be a cog in the dissenting wheel against the LLDC’s might; they could change the face of Stratford forever.  Now we just need to work out how.

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Published by

Jess Hughes

English teacher and coach at School21 in Stratford, East London. Interested in authentic learning, CPD, literacy and culture. @jess_k_hughes

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