“Look spaghetti arms. This is my dance space. This is your dance space. I don’t go into yours, you don’t go into mine. You gotta hold the frame.” As we embark on our new Maths/English project (to design a gate for Newham council to transform a currently neglected alleyway), collaboration with new partners and redefining project roles has forced me to think again about the reasons why roles are so important in taking on real world, authentic project and what makes a good role for students within a project. This got me thinking about Dirty Dancing‘s Johnny’s wise words to Baby as he taught her to dance; clarity of and respect for ‘dance space’ are vital for successful partnership. “You gotta hold the frame!”
I touched on this briefly in the concrete project, but don’t think I really deeply considered why clearly defined roles are so important within such projects. I think there are 3 main reasons:
1. Roles empower – Probably the most important for driving purpose, having a defined role, which no-one else will be doing, is hugely empowering. This empowerment seems to stem from trust and belief in your competence to carry out the role. In turn, this empowerment leads to self efficacy and increased creativity; with most roles, you will make of it much more than its basic ‘job description’. In this current project for example, if the site hasn’t been accurately measured by students, and their scaled designs aren’t accurate, the built gate will literally not fit the site and it be a huge waste of money and time. This trust is giving students huge empowerment; they’re now talking really creatively about how their gate can lead to regeneration of the wider space for residents.
2. Roles define, and definition leads to rigour – Having a role set out provides a really clear outcome or success criteria. Within a learning experience, this means we can control the ‘minimum’ or ‘central’ learning, or include some more defined content through definition of role. At a recent conference, the question posed at me by several people was ‘in an open ended, previously-unsolved-problem based project, how can you ensure that students learn what is intended- how do you maintain some curriculum content?’ And the answer to this I think lies with role. In our concrete project for example, our role as report writers meant we could stick to our learning of formal, informative non-fiction writing. For anything outside of our role (filming, online campaigns, designing an algebraic model etc) we used other people with their own clearly define roles. We stuck to our ‘dance spaces’ gaining the time and space for deep, rigorous learning.
3. Roles increase accountability – This is linked closely to the first of the reasons and probably best described annecdotally…returning to the example from above, in this current project, if the site hasn’t been accurately measured by students, and their scaled designs aren’t accurate, the built gate will literally not fit the site. But importantly, no-one else is going to be doing this job for them. If it’s wrong, it is quite simply wrong. There is no buffer, no backstop, no safety net. We won’t just hide this work if it doesn’t work out, and the teacher won’t complete it for them if it’s unfinished. It only takes one high stakes failure for students who don’t see it to realise the genuine accountability of learning in this way. We set our school up to offer these opportunities, with good after-care, through many different elements of school life; exhibition nights where student work is displayed, student led parent-teacher conferences instead of parents evenings led by a teacher and public speaking events for every student every year.
So in designing a project for students, I think it’s relevant to work backwards from these three things and ask ‘does this role empower, define and increase accountability? It’s only in getting this slightly wrong on this current project, that I’ve realised how accidentally effective our role was on the previous one! We’ve been a bit ‘spaghetti arms’ in the design of this project role and therefore are now trying to backwards define our exact position within the wider gate making team.
Going forward, the difficulty once this is achieved, lies in sticking to role and ensuring others you are working with have the same high expectations of students to carry out their role to a high quality. This is something that potentially stems out of reputation and relationships and many will be built over time between a group or school and partners/the wider community.