Ok thanks for this idea!! I had an interesting time developing the following list, and I am hopeful that it will be useful for my dude.
docs.google.com/document/d/1...

I low-key respect it

But to your point, all of these are different descriptions of the ways different people might play nominally the same position, ie, central midfielder. Making different names for them helps distinguish what's valuable about these different approaches.

Okay so:
"Trequartista" means "three-quarters" and it was the official name of this position in like Serie A for many years
"Enganche" I think means "hook" and so it has to do with the connection between back line and forward

Yeah, word, I wonder if there's existing good lists of phrases I could steal lol

Yeah, I have thought about this, but I generally lean toward randomly-assigned groups (I have people draw playing cards) with rotations, rather than static groups.
Maybe I can bake some role stuff into this kind of random assignment.

(Literally every AP Calculus student in a college calculus class)

Maybe I should just excerpt some stuff about congressive / ingressive from Eugenia Cheng and send it to him

fuckin' a

Right, so maybe a better way to frame the question of the thread is, what are good ways to teach people how to meaningfully contribute w/o setting themselves up as smarter / better / faster / superior?

College, intro, and yep, exactly.

It's somewhere between those two poles. He has had calculus before (and therefore joins the ~60% of such students lol), and is decent at the procedural stuff, but is not necessarily much better at anything requiring actual thinking.

I feel like I am just not moving the needle with this guy. Any advice on how I can help him adopt more appropriate roles during group-work time, and shift his attitude about himself in relation to the rest of the class, but in a nice way that is not "stfu you are not hot shit"? Thank uuuuuu
6/6

But moreover, it's kinda Missing The Point, right? It's still Not Your Job territory. Positioning yourself as "answering questions that others might have" is directly antithetical to the egalitarian structure I am trying to create amongst students. My point is that you should participate levelly. 5/

I followed up with him via email and he replied this morning: "As of now I've decided to simply not hold a marker as to prevent me from taking charge while in groups while answering questions that others might have."
This is not a great solution bc it's just some kind of disengagement. 4/

Last class (where he was Doing It Again with a couple of students who have talked to me about him) I challenged him to sit back and watch during group work time, to see if he could find ways to *participate* that are not *taking charge.* 3/

Early in the semester I had a "please don't tell other people what to do" conversation with him during class, and he came to office hours to ask for tips on how to teach better, which, I appreciate the spirit, but that is not your role. Unfortunately this did not really move the needle. 2/