When a group stops at the first difficulty

Manal Raoui  |  manalraoui.com

The group begins, encounters a difficult step, and calls out, “What do we do?” Some members wait for the teacher instead of discussing where they are stuck. The call may recur at each obstacle, even though the instructions are still available and a member may have knowledge, an idea, or experience that could help.

A difficulty becomes a stopping point when the group waits for outside intervention without first drawing on its available resources. Members lose opportunities to use their knowledge and learn from one another. The group also loses opportunities to sustain its own progress.

An immediate answer or direction from the teacher may restart the work. Repeated at each difficulty, it makes the teacher the first resource the group turns to.

Groups need to learn to identify where they stopped, bring together what members know, return to instructions, tools, and previous work, and use relevant resources to continue. If the difficulty remains, the teacher is still available when needed.

Make available resources visible

“What do we have that can help us continue?” helps the group consider its resources when progress stops: members' knowledge, instructions and tools, and what it has already tried or produced.

The aid should help students make purposeful use of what is available. It should neither prolong unproductive struggle nor prevent them from approaching the teacher. The aim is for fewer difficulties to lead automatically to waiting for outside help.

Bring the group back to its resources

When the group calls immediately or waits for intervention, the teacher can ask:

• “What do you already have that could help here?”
• “What does each of you know about this difficulty?”
• “Which resource could you consult before we decide what you still need?”

The intervention should reactivate the group's use of resources rather than make the teacher its automatic response to every obstacle.

Signs of progress

The group may still need the teacher. Look for members who:

• identify where progress has stopped before all activity stops;
• draw on what members know that could help;
• consult instructions, tools, and earlier work;
• use more than one available resource when needed;
• resolve some difficulties through their own resources before seeking outside help.

The most meaningful sign is a growing ability to use available resources to continue, with less dependence on the teacher at every difficulty.

Introduce support to the class and add help where needed

Introduce this support to the whole class, then let groups refer to it when difficulties arise. Some will find the process sufficient for identifying and using resources. Others will need additional support.

Explore the strategy in depth: Using relevant resources to help the group move forward