What is Big Work and how does it compare to other work?

Big work is a term we often hear in relation to work that children engage in in the classroom or at home. Big work is desired almost as much as normalisation. Children are motivated and engaged, showing concentration and determination to see their ‘project’ through.

As much as we desire ‘big work’ in our classroom, how do we encourage our students to start big work? Before we can answer this question, we need to understand different types of work and how they compare.

I have created this matrix to illustrate what I mean.

Firstly, let us look at the indicators on the right.

There are two ways in which work is initiated: by the adult or by the child. Adults, at some point or another, will direct children either directly or indirectly to engage in work by assigning work or designing systems and routines that channel the children down a path chosen by the adult.

Next, let’s look at the indicators above.

There are two types of work: single subject or transdisciplinary. Our lessons tend to be single subject such as math, geometry, grammar, writing, history. Transdisciplinary learning spans over two or more subject areas. For example, Students can write a script for a puppet show to retell the love story of lines. It is primarily a geometry concept that can incorporate writing a script, cutting and sewing fabric, acting out the script, art and creativity, collaboration, planning and organising.

Now, let’s analyse our matrix…

When the adult directs the work of the child in single subject areas we get narrow work options such as:

• worksheets,

• task cards,

• pages to complete,

• number of equations to solve,

• time spent reading.

• questions answered

It is a popular strategy because it is easily measured and classified as ‘completed’, or ‘not completed’. The learning takes second place to completion as student can complete work but still have no conceptual understanding.

Sometimes, we may take a more covert approach while still directing children towards the work we want/need the to complete. Work records are a good example of this. Although we may feel that the child is allowed autonomy to choose, we indirectly limit the available choices. This can take many forms such as ‘You can do art after you have finished your math’ or ‘You can do art in the afternoon’.

Even though we have all these tools at our fingertips and more are being developed everyday, research shows that learning is deeper and broader when the learner initiates his own learning. Levels of motivation, engagement, perseverance and concentration increase markedly all around.

The second type of work in our matrix is that which is still adult directed and transdisciplinary. It is work that is designed by the teacher but it is broader in scope such as follow up work choices we offer our students at the end of a lesson.

It can be result of higher order thinking questions we ask during the lesson. These questions encourage children to make connections and support concept formation. Through questioning, we can help children transfer knowledge between subject areas and assist transdisciplinary learning.

For example, we may ask the children to draw, name and colour all 7 different types of triangles and create a booklet. This work asks for writing, colouring, cutting, binding, creative skills as well as planning and organising.

This type of work, although it is directed by the adult, it still has a place and offers the opportunity for children to be creative and express themselves. There is enough choice as to not be overwhelming while still focusing on the concept to be learned.

When I offered this kind of work, I always had two choices - one to appeal kinesthetic learners ( the do-ers and movers in my class, reluctant writers, younger students) and the other to appeal to artistic, detail oriented, academic students (the students who prefer independent, pen and paper work).

Of course, I was always open to negotiation. Students could always add their own spin on the work. My role was to ensure they stayed true to the aim of the lesson and the work was transdisciplinary.

The third kind of work is self-directed and single subject. This is work, I call practice. It is chosen by the child from activities available on the shelf.

A child may choose it because they have a desire to repeat a lesson or enhance a skill. He may choose it to remind himself of something that he perhaps forgot or simply because he wants to see if he still remembers. Sometimes, they choose work they did before because they want to see if it is easier than before.

This type of work is perfectly valid. It helps the child towards mastery. It also acts as a springboard for other learning, a sign to the adult that the child is ready for the next lesson in that series.

However, we must make sure that the child is not consistently choosing ‘easy’ or ‘busy’ work just to give the impression that he is working. Sometimes, we may feel satisfied that our students are independently choosing work, but we must make sure that the work is still appropriate and meaningful. Observation will offer all the answers we need.

Lastly, we have the fourth type of work.

This is ‘big work’ and it is both initiated by the student and transdisciplinary. It may or may not be related to a lesson but it most certainly relates to an area of interest for the child. This type of work may be referred to as a ‘project’.

For example, a child may ask if he can do a project on dinosaurs. Depending on the age and skill level of the child, we may guide and support him long the way, so he can get the most out of this work. Generally, however, he will be guided by his inner voice and vision for his project.

Children involved in ‘big work’ show commitment and determination for their project. They will spend hours, days and even weeks, tirelessly and industriously working away. They may ask for lessons that support what they are doing. They may request physical resources to help them achieve their vision.

I hope that now you have a better idea of the kind of work that your students are doing and the purpose of it. Although big work is the ultimate goal, both follow up and practice are needed to give children the skills and knowledge as well as to ignite their imagination and desire to engage in big work.

I would love to hear if you found this useful or if there is a topic you would like to know more about. I would also like to know what kind of work is happening in your classroom: practice, follow up, big work or a mix?

Let me know by commenting below!