When Does Productive Struggle Stop Being Productive?

Not all struggle is productive struggle.

This became clear to me a few years ago. I was nearing the end of a Game Theory Unit. My students had already played a variety of games and studied the main tenets of game design. Now it was time for them to create their own games. The goal was for them to show what they had learned as they created something novel. Their presentations would include an explanation of the elements of their designs.

I had been really excited about this part of the unit. I had spent hours creating what I thought was the perfect Nearpod lesson. It included links, videos, and places for students to document and design their work.

But as with any new technology, it's difficult to foresee everything that might go wrong. Students using Chromebooks couldn't access certain websites. Sometimes the internet was spotty, causing students to lose their work. And because I was working with students ranging from first through fifth grade, some of my younger students struggled to use the software independently.

Looking back, it's evident that my students were experiencing varying degrees of struggle. But much of that struggle was anything but productive.

I had wanted them thinking about the games themselves. I wanted them focused on how their games would work, the decisions they needed to make, and how they would communicate their ideas. Instead, much of their time was being spent trying to figure out the software. Every student was struggling in some way, but they were struggling with the wrong things.

How Did I Handle This Situation?

I realized that having my students spend so much time managing software wasn't part of my goal. I needed to make some changes:

• I stopped the activity and addressed the problems.

• I partnered groups so that at least one student could access the necessary websites.

• I borrowed laptops from the school library and checked out reference books that didn't require internet access.

• I also required students to routinely save their work in a Word document and emphasized the importance of making detailed notes in their handwritten journals.

By addressing these issues, my students were able to refocus on creating their games. Most of their effort was no longer going toward solving problems unrelated to the lesson's purpose.

Here’s the thing:  I wasn't taking away the challenge. I was removing something that was getting in the way of the challenge I actually wanted them to experience.

Productive Struggle — A Simple Definition

Being a GATE teacher taught me that productive struggle isn't really about making activities difficult. Neither is it about how long a task takes. Its importance lies in what students gain from the experience and what they are actually struggling with.

Over time, I began considering five factors when deciding how to respond to students experiencing difficulty. Here are the elements I consider:

1. The Learner: What do I know about this student's prior knowledge, skills, confidence, temperament, and experience?

2. The Challenge: Is the challenge within reach, or is it too easy or far beyond the student's present abilities?

3. The Response: Is frustration encouraging thought and persistence, or is the student beginning to shut down?

4. The Time: Is there enough time for students to think, try, revise, and learn from the experience?

5. The Purpose: What am I actually trying to teach? Are students struggling with the intended challenge or an unrelated obstacle?

   
   

These questions helped guide my decisions, but they didn't provide a perfect formula.

During an activity, I would continually observe my students. I watched their working behavior, listened to their discussions, and looked for signs of meaningful thought. I also watched for frustration and signs that students were beginning to shut down.

Sometimes I decided to let them continue. Other times, I might provide a resource, ask a question, teach a missing skill, or change part of the task.

And sometimes I had to rethink the lesson itself.

Finding the Balance

I never completely gave up control of my classroom. I still had expectations, learning goals, and time limits. But when my students were engaged in authentic productive struggle, my role often changed. I shifted from traditional teaching to one of support, deciding when and how to provide assistance without taking over their thinking.

For me, facilitating was neither controlling everything nor completely letting go of the reins. It meant keeping the intended learning in mind while leaving room for students to explore, make decisions, and sometimes surprise me.

Exploring Productive Struggle

When does productive struggle stop being productive? This is just one of the many questions I've explored while preparing the newest STEM Learning Page for Dotty's Place. Along the way, I've found myself reflecting on my own classroom experiences and the lessons I've learned over the years.

For those interested in exploring this question further, I've included a more detailed article and a printable guide, Is This Productive Struggle?, on my Productive Struggle STEM Learning Page. These resources take a closer look at the five factors and offer practical questions and possible responses to help teachers make decisions.

Over the coming weeks, I'll be sharing additional articles and resources that explore questions such as:

• How much help is too much?

• What happens when high-achieving students aren't comfortable with uncertainty?

• How do we prepare children to work through challenges?

• What can we learn when something simply doesn't work?

  
  

I'll also be sharing practical tools and activities that teachers and families can use to encourage productive struggle.

Follow Dotty's Place on Facebook for updates, and visit the STEM Learning Page at DottysPlace.org to explore the growing collection.