Using Productive Failure for Team Collaboration in School Events: Experiences from Sunbeam English Bhagwanpur
By Aysha Bhoomi
Abstract
This research explores the application of Manu Kapur’s Productive Failure (PF) model to enhance teamwork and problem-solving in school event management at Sunbeam English Bhagwanpur. Drawing from my direct involvement in planning events such as the Annual Cultural Fest and Inter-House Debate Competition, I observed how allowing student teams to face initial challenges without immediate teacher intervention strengthened collaboration, creativity, and resilience. The paper highlights real-life examples of PF in action during event preparation, proposes a framework for integrating PF into extracurricular activities, and discusses the balance between structure and freedom for student-led teams.
1. Introduction
School events are often seen as opportunities to showcase talent, but behind the scenes, they also serve as fertile ground for building teamwork skills. Traditionally, teachers and event coordinators closely supervise each detail, ensuring that students avoid mistakes. After reading Manu Kapur’s Productive Failure: The Hidden Role of Failure in Learning and Innovation, I decided to experiment with giving students more responsibility — and more room to make mistakes — during event preparation. The aim was to see whether PF could not only boost problem-solving abilities but also deepen students’ understanding of teamwork.
2. Literature Review
Kapur (2008) defines PF as a learning design where initial unsuccessful attempts, when framed in a supportive context, lead to better understanding and performance. In teamwork contexts, PF can:
• Encourage Creative Problem-Solving: Teams generate multiple approaches before settling on the most effective one.
• Enhance Communication Skills: Members must explain and defend their ideas, even failed ones.
• Foster Resilience: Learning to recover from mistakes builds confidence and adaptability.
Research in corporate team projects shows similar patterns: teams allowed to “fail safely” in early phases produce more innovative and sustainable solutions.
3. Methodology
The PF approach was integrated into two school events:
1. Annual Cultural Fest (Senior Wing) – Student teams managed stage design, scheduling, and coordination with performers.
2. Inter-House Debate Competition (Middle School) – Teams selected topics, prepared arguments, and coordinated logistics.
For both events, I limited my role in the early stages to observation, only stepping in after initial plans were presented.
4. Findings and Discussion
4.1 The Exploration Phase
In the Cultural Fest planning, one team proposed placing decorative lights directly above the stage backdrop. A trial run revealed that the lights created shadows that made the performers’ faces less visible. Instead of immediately fixing the problem, I asked them to brainstorm solutions. In the Debate Competition, a team prepared speeches without considering time limits. During rehearsals, they exceeded their allotted time, forcing them to reorganise content under pressure.
4.2 The Consolidation Phase
After the initial setbacks, I facilitated reflection sessions: For the Cultural Fest, the team repositioned lights and added side spotlights, improving visibility. For the Debate Competition, students learned to prioritise arguments and use cue cards to stay within time.
4.3 Impact on Teamwork
In both cases, the teams reported increased trust in one another’s problem-solving abilities. Members learned to divide responsibilities more strategically and became more open to peer feedback.
5. Framework for Applying PF in School Events
Exploration — Let teams create full event plans without interference | Example: Debate team drafting speeches without time constraint reminders
Reflection — Discuss consequences of early errors | Example: Analysing why stage lights created unwanted shadows
Consolidation — Provide targeted guidance | Example: Suggest better lighting angles or time management strategies
Reinforcement — Apply improvements to the actual event | Example: Using fixed lighting during final performance
6. Challenges and Limitations
The biggest challenge was resisting the urge to correct mistakes instantly — especially when event deadlines were close. Some students initially feared criticism from peers for failed attempts, highlighting the need for a supportive culture where mistakes are seen as learning opportunities.
7. Conclusion
Applying PF to teamwork in school events at Sunbeam English Bhagwanpur fostered collaboration, creativity, and adaptability. While PF in academic lessons focuses on cognitive gains, PF in extracurricular activities adds the dimension of interpersonal skill development. With careful facilitation, this approach can transform school events into powerful learning experiences.
References
Kapur, M. (2008). Productive Failure. Cognition and Instruction, 26(3), 379–424.
Kapur, M. (2023). Productive Failure: The Hidden Role of Failure in Learning and Innovation.
Edmondson, A. C. (1999). Psychological safety and learning behaviour in work teams. Administrative Science Quarterly, 44(2), 350–383.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes.
