The Marshmallow Challenge: Starting a Yearlong Conversation about Communication, Creation and Collaboration

Last week was the first week that I saw classes in the library. I have been thinking hard about where to begin this year and about the big goals for the students. Because this is the 3rd year I've had with these students, I have an idea of where they are when it comes to the way they use the library. I have worked over the past few years to focus on the tools in the library and about building independence. This year, kids will be checking out themselves so that we are freed up to do more work with students as they dig into their learning.

After looking hard at our state Library Guidelines and thinking about the skills our students need to be literate in the 21st Century, I wanted to move to a new level of what kids could do in the library. I continue to refer back to NCTE's definition of 21st Century Literacies as I think and plan.

When I watched the TED Talk on The Marshmallow Challenge, I knew it was the activity I wanted to kick off our year in the library with. So, this week, every 3rd, 4th and 5th grade class participated in the Marshmallow Challenge. Each team of 3-4 had 18 minutes to create a structure using the materials included with a big rule being that the marshmallow had to be on top. I had several goals when I decided that it was worth counting out so many pieces of uncooked spaghetti.

First of all, I want the library to become a schoolwide community. One challenge that is different from the classroom is that not all members of the library community are in the space at the same time. So I need to connect their conversations in different ways. I knew that if I did this with all 3rd, 4th and 5th graders, it would become a topic of conversation on the bus, at dinner tables and at recess. From what I heard from the kids, I was correct in my thinking. I will also expand on the conversation by creating a display in the library highlighting some of the things that each group created and learned.

I also want the library to continue to be a place where kids can create--we'll build on the work with film-making that we did last year, do more content-connected projects, etc. and I want them to have thought hard about collaborating and problem solving.

So, every 3rd, 4th and 5th grade class spent the first 18 minutes of their library time this year participating in THE MARSHMALLOW CHALLENGE. ( I let them use tape on the base which may be against the official rules, but I think that was the only difference.) I learned so much from watching the groups. I know that if kids are going to use the library in the ways I hope they do, collaboration is key. It was interesting to watch them share ideas, deal with frustrations, and stay focused (or not) on the task.

The powerful piece was the conversation kids had afterwards. The challenge is designed so that groups MUST collaborate. There is not enough time to not collaborate. So the conversations following the Marshmallow Challenge about collaboration were key. It seems that many young children think that collaboration is about being nice, being a team player. But I think when I look back at the work in 21st Century Literacies, I want more than that for our kids. I want them to problem solve collaboratively--to listen to others' ideas, build on people's thinking and to be able to create ideas and projects together that they could not possibly create on their own.

So, following the activity, each class talked about collaboration. They shared the things they did that felt collaborative. Just as I used to do in Reading Workshop, we had a 2-column conversation. I asked them to answer these two questions: What does collaboration look like? What does collaboration sound like? These initial conversations were amazing. Kids really thinking about the kind of collaboration they did and how they might improve it next time. Did they listen to others' ideas or just try to push their own? How did they deal with frustration? How did they include teammates? What did they do when another teammate became frustrated. Kids said things like,

"When something messed up, we didn't complain. We laughed and fixed it."

"It is better when you talk before you work.

"We learned from our mistakes and to combine ideas to make something we like."
“Wh learned to learn from our mistakes and to combine ideas to make something we all liked
This led right into a conversation about creating because they quickly realized that so much of collaboration comes from problem-solving when things don't go well. We also talked about creation and the fact that trying things that didn't work forced them to think about a new way to do something. So many kids are so worried about doing things the right way and not making mistakes that I loved this part of the conversation.

Follow-Up
For the classes I've seen a 2nd time, I did a quick 15 minute follow-up activity using Marbleworks. Kids were again assigned to a team of 3-4 and we talked about setting challenges or goals for ourselves. For the last few years, kids have been doing lots of great exploration with many of the building toys and games. Although I think free exploration time is important, I also want to bump it up a bit since it hasn't happened naturally. I want the toys to be a source of independent hands-on research. So, I gave kids a challenge--"In 5 minutes, create the tallest structure you can with only 8 pieces." The 8 pieces threw them a bit but they quickly took on the challenge. We discussed the difference in free play and committing to a challenge and they talked again about having to dig in and try new things when something didn't work. Then they brainstormed other challenges that kids might try with Marbleworks. (Build a track in which the marble goes through all of the pieces. Build the lowest structure you can that works and used 8 pieces. Create a track that takes exactly 45 seconds for the marble to travel on.) I will add these challenges and spaces for kids to add new ones to the area around the Marbleworks--inviting others to think differently about the way they design. I think this piece will be key when it comes to research--asking your own questions, finding answers, documenting work over time. For young children, this step will help them understand more text-based research.

I'm glad that we started the year like this. Yesterday, I developed the 180+ pictures that I took and will add those to a wall display near the door, along with quotes from the kids on what they learned about collaborating and creating. I am hoping that conversations will begin to happen across classes and that kids will see things in the pictures that spark new thinking and talk. I have always believed that it is these yearlong conversations that make a difference to student learning and this one on creating and collaborating will be one we add to every week throughout the year.

Planning for the Year in the LIbrary

I learned about this great new tool from Buffy Hamilton. Mindomo is a great tool for brainstorming.  I will definitely be using this quite a bit and I think it is a great tool for students too.

I used this tool in a way similar to how Buffy used it--to really think through my big goals for the library this year.  It helped me visualize the big areas of focus for the year and to see how far along my thinking is in each of the areas.  Here is some of the expanded thinking on some of the ares of my mind map.

I blogged about the Design of Space earlier this week.  Really thinking through the space and the messages it gives is huge.  I hope that the space will work in the ways we are envisioning it.

Supporting Independence in Learning and Library Use
One of my big goals for the year is independence in use of the library. When I think about Design for Independence, I am changing a few things this year. First of all, we will have mostly self check-out.  I have always believed that the library is about sooo much more than check out.  But I am amazed at how much of the staff time we spend on checking out students and teachers.  It seems to consume us sometimes and then we are not free to do the teaching and support that is possible.  We are including 2-3 new stations for check out that students and teachers can use on their own.  If students need to check something out and the staff is working with someone else, this should help.  Although we encouraged self check out before, the space was clearly a "librarian space" and people felt funny using it.  This year, we are getting rid of any space that looks like we own it. Just as I got rid of the teacher desk years ago in my elementary classroom because it gave the message of teacher as power, I will be getting rid of the Checkout Desk that seems to give a message other than independence.

In THE LANGUAGE OF SCHOOL DESIGN, the authors discuss the messages we give kids when they have to wait for us to learn or create.  For the past two years, I have started library classes with a class meeting including a read aloud, minilesson, etc. but in a 45 minute session, this seems to give a bad message. The authors say the message goes something like this, (p. 41) “Wait until the teacher enters the room and tells you what to do before you do anything. You are not capable of directing your own learning.” This is the exact OPPOSITE message that I want kids to get in the library.  So, this year, I want kids to come in with a plan for their learning and use the library as needed. I want them to use it that way during their assigned time and I want them to be able to come in throughout the day as needed and feel like they can do what they need to do. We'll work on that early in the year.  I will still pull the entire class to teach some skill or strategy but most of my teaching will be individual and small group in the midst of their learning. I can see calling over a group who needs a film editing lesson or a few kids who need support in research skills. I feel like  I know the kids and teachers well enough to move toward this now.  It has taken 2 years to set the stage for this but I think we are at the point where kids can use the library more independently.

Web/Online Presence
Another big goal is to create an online presence, especially for our students, teachers and community.  I think it is critical for students to be able to access tools 24/7. I have been looking hard at great elementary library websites. There are so many great examples on the School Library Websites Wiki. I have been exploring some of these to see what might work for our school and district.  I had the pleasure of hearing Joyce Valenza speak at BLC10 in July and am inspired to create an online space that will give kids the tools they need whenever they need them. I also see a good website as a way to share resources with teachers, create stronger connections with the community, and invite more participation from students.  I have just started to work on this and am excited about the possibilities.

Teacher Support
I know that I need to do more to support teachers. So often I don't get a chance to share the best new resources or to collaborate because of time.  We did create a room off the library that will house Literacy Resources. Although this is not technically a part of the library, we are hoping that the room creates a place for teachers to look at resources in a more relaxing way, think about ways to use them, enjoy some chocolate and chat.  A website with a Teacher Resource page is one goal and hosting a few events to help teachers see the new things in the library will be important. Last year, I worked a bit with our Instructional Technology Specialist to share various tools with teachers. I am hoping we continue with these sessions this year. They started great conversations.

Even though I have been in the district for 20+ years, it always takes a few years to really get to know people, the ways they teach, and the resources they are looking for.  I am hoping we can put a few things in place that make things more accessible for them.


Events and Celebrations/Home School Connection
I think if the library is to be a place for collaborative learning and thinking, lots of events should happen there.  Last year, we had a few student groups that came in for lunch book clubs, Graphic Novel Club with Ray from CML, worked on projects, played games, etc. We also had a few speakers (George from CML is always a favorite!)  But I want to include more of this.  I am hoping for more family events and more choice events. I think that "Campfire Space" that I discussed earlier this week. If a student has something to share, I am hoping we have the capacity to offer it to others in the school. We have kids with great passions and talents and I see the library as a place for them to share these with other learners. I am also excited about our collaboration with the Dublin Library (Loren is AMAZING to work with--we are so on the same page with our bigger goals for kids. Pajama Story Time is now an official Riverside Tradition! )  It is amazing to see the relationships being built between our students and the public library because of these collaborative events.  (It pays to have the 2010 Library of the Year here in Columbus, don't you think?)  We also will continue with Book Fairs, Author Visits, and speakers but I am hoping to host some Family Library Events as well as opening the idea up to the kids for input. 

Moving Toward a Tech-Rich Library

We have been working to create a tech-rich library at our K-5 school. During the first year as a librarian, we wrote a district grant to put laptops in the library.  Access to these all day has made a huge difference for our kids.  Last year, we received cameras, flip video cameras, and ipods. We also have a projector, a document camera and gigantic speakers. We have set the stage to use all these well and students are beginning to see so many possibilities. With the big things in place, I think it is the little things that will support students in using the tools for creativity, collaboration and communication.

One of the things we are doing this year is moving the SMART BOARD to the other side of the room. I believe STRONGLY that Smartboards should almost never be in the center of a room.  The message a Smartboard gives in the center is that it is a place for one person to talk and teach and for others to listen. l  Instead, I want the Smartboard to be a tool for collaboration-one that can be used no matter what else is going on in the room.  I saw amazing things last year when students used the Smartboard to create music on Garageband, edit in iMovie, to tell stories with original illustrations, etc.  I think the Smartboard really invites a collaboration that is pretty amazing--kids talking and creating together in a way that isn't quite possible with the other tools. So, the Smartboard is being moved to a space where it can be used with a whole class, a small group, or an individual child.   Our Smartboard Team should get to work right away in September thinking through more possibilities for our students.

We also have some great Flip Video Tripods that were not very accessible to kids last year. This year, they will be in the project area for kids to use as needed (and they come in lots of fun colors!).  They are a great tool and at a great price!

I purchased two new things that I am VERY excited about. I purchased a pair of iHome Speakers and plan to purchase one more set for the library.  Although we have a huge set of speakers in the library, these iHome speakers are much more portable and seem easier for elementary students to use. They are perfect for a classroom size presentation. Even when a few kids are sharing something they've created on a laptop, it is often difficult for even a small group to hear the audio.  I hope these speakers will invite more sharing between students--both formal and informal.

I learned about the Belkin RockStar 5-Way Headphone splitter from @KathyCassidy following her presentation at BLC10.  I have been looking for a way to better utilize the iPods for young children and to have more opportunities for audio books, songs, etc.  for our students. These headphone splitters will allow for that as well as more sharing of student-created projects. 5 sets of headphones can be connected! For the price (less than $10 each), these are my most exciting purchase of the summer!

Some Favorite Spaces in the LIbrary

If you read yesterday's post, you know I have rearranged some things to better match the library space to the vision we have for it. Today I decided to share some of my favorite spaces for students.

This is my new favorite space in the library. I wanted a space to have that cafe feel for the kids. Our library looks out to a great courtyard. When I arrived, there were bookshelves against the window so the view from the windows was blocked. We moved shelves to open up that space last year. This year, I am adding tables and stools that overlook the courtyard. The tables I chose do not block the view or the light and I think it creates a great workspace for kids. I envision kids writing, sketching, working on laptops, etc. I imagine kids can work alone or with a partner in this area and the courtyard view will add to the feel of the space.

These stackable tables provide great spaces for many kinds of work. Because they are such a great size, they can be moved around often. I sometimes use them as temporary displays on the ends of bookshelves. I put new books or games on these as invitations for exploration. But the reason I really love these tables is because they allow children to create the spaces they need, where they need them. They are small enough for kids to take to any are of the library to work. If a child needs a quiet space, they can create one. The tables are also a great size for building and they make great game tables. I love the flexibility that they provide.

One of the things we needed was a larger space for sharing and for storytellers and guests who visit the library. We figured out a way to create a great space, but then the space seemed too big for times when it wasn't being used campfire style. The 3 large rugs make the space look a bit less empty. The rugs provide an anchor and they also allow for various groups of kids to be in this space together. (As you can see, they are not totally spread out as they are still partially rolled under as they straighten out.) Eventually, the comfy pillows, etc. could be stored here and the space is divided in a way that gives it good flexibility.

This is a great little space that is actually part of the big space. The shelves around it store building toys and games and the low table was quite popular last year. Since it is so large, it accomodates quite a few kids. It is a great place to read, play games, create stopmotion on laptops, etc. The pillows in the background will need a new space but this has been a space where kids enjoy working.

I love this little table tucked in this quiet spot. It is a great size and invites lots of great collaboration. Lots of kids use it as a spot to share books together. This table tends to get moved often but no matter where it lands, kids gather around it with books.

Library Redesign--A Work in Progress

Good libraries have alwys been places where personalized learning takes place.  Good libraries...have a variety of spaces for individuals and small groups to work toegehter and often have a place for larger group presentations as well. Of course, they are also text-rich.  The message in this type of architechture is, “Here are some of the tools for you to learn with.  You are a trusted learner.  Go for it!” 

From  The Language of School Design, page 182

It seems that redesigning the library is an ongoing project.  Going into my third year as librarian at our school, I feel like the space is finally becoming what I had imagined it could be.  There is still lots to do but we are moving in a direction that invites great learning.  In May, during the Ohio Summit, Christian Long recommended THE THIRD TEACHER: 79 WAYS YOU CAN USE DESIGN TO TRANSFORM TEACHING AND LEARNING.  So, if you have run into me at all this summer, I have probably mentioned the book.  It has had a huge impact on me.  We have passed it out in several Choice Literacy workshops and the audible squeal from the crowd has been quite fun!  After loving THE THIRD TEACHER sooo much, I moved on to another book by the same authors, Prakash Nair, Randall Fielding, and Jefrey Lackney, called THE LANGUAGE OF SCHOOL DESIGN. I read this one cover to cover and have gone back to it over and over again.  I have also spent a lot of time on the authors' website, DesignShare.  It has been fascinating for me to read about school design from people who design schools. My learning about this has always been limited to educators. This book helped me think about design and environment in a much more strategic way.  Although I had always thought long and hard about the creating great spaces for learning, this book helped me understand so much more about learning and design.  

So, we are redesigning the library a bit. There are still boxes and things that need to be done but some big changes are in place.  One of the big things that happened over the summer that was more cosmetic than anything, was that the library was painted. Really bright colors. (really bright:-) I am finding that students, parents, and community all come into the library with a traditional expectation of what should/could happen there. I want to expand that idea for everyone so I want them to come into something new this year.  With the help of our amazing art teacher and brilliant custodian, we picked bright primary colors and created a plan for changing the entire feel of the library.  The colors help set the stage for an expanded definition of the library.  (I admit, they are a bit bright but once we add student art, book displays, plants, etc.  it should be perfect. It just might take a few months.)

I have often said I loved the feel of coffee shops and that is what I am trying to create in schools.  I love the socialness but I also love the fact that there are options and depending on the goal of my visit to a coffee shop, the space I choose changes. After reading an article by Prakash Nair and Annalise Gehling, they shared their own findings of these spaces.  They say, "There are interesting things happening.  There are invitations to participate.  There are places to meet. There are places for solitude and reflection."  Isn't this what we are trying to create in our libraries?

The authors of THE LANGUAGE OF SCHOOL DESIGN share four kinds of space that I have been thinking about (they share others but these are the key types for me right now): Watering Hole Space, Cave Space, Real World/Life Project Space, and Campfire Space.  I had always created spaces like these but had never had them named for me. Learning from the authors of THE LANGUAGE OF SCHOOL DESIGN helped me to become more strategic about the spaces I create for students.  

Watering Hole Space is able to provide for small group work and socializing.  This is often  my space of choice when I work. I want many spaces in the library where kids can create, think, socialize and collaborate. Whether they are sharing thoughts on a book they are reading, playing a game, creating a film, or debating an issue they are researching, space needs to be available for this type of interaction.  

Cave Spaces are places for individuals to learn and think.  Our library is small so I worry about having enough of these. But the authors state, "Since students are able to concentrate and think more clearly in different kinds of Cave Spaces, the important thing is to provide a variety of nooks and crannies."  (The Language of School Design, page  141). Once we get into the routines of school, I'll be better able to see how student use the space but having flexible seating that can be moved to different parts of the room to create these cave spaces seems important.

We created a space that is much bigger--one that will allow
for large groups to gather.

Campfire Space is that space where a large group can gather in order to watch a presentation, listen to a storyteller, etc.  Since our library is small, this space has been hard to get.  It has been a missing piece--one that limits the things that can happen in the library and one that limits the ways students can share their own learning.  But this year, I moved one shelf to a new location and have now created a much larger floor space in front of our courtyard window. This space will allow for great learning--a large group can gather when needed but other activities can happen at other times.  The space is not ideal--just a large floor space. But it will allow for a type of sharing that wasn't possible before.

Project Space is the space where kids can create real projects.  I feel like we have good space for that. My challenge is that I want students to have access to pencils and sticky notes in the same way they have access to cameras, laptops, and iPods. Storing these in a place that is both secure and accessible is key.  I want students to be independent in the library so I want them to be able to get the tools they need to support their learning as quickly as possible.   I've created a corner space with a large table, the laptop cart, etc. I think kids will move all over the library but this space provides one great place to spread out and create.  

Yesterday, my daughter and I took a daylong trip to IKEA where we picked up some great things to add to the library. Once we had the big spaces in order, it is time to create some flexible spaces for kids and a variety of workspaces. If I think of all that can go on in the library, a variety of options for students is key.  

I am excited to think more about this. I have always believed that space and environment were key and it has been fun to rethink the space as I move into my third year as librarian. I feel like we have set the stage to expand the things that are possible in the library and I hope that the new changes will make the space even better.


Stay tuned for more info on the library throughout the next week or two.










**On a side note, if you are interested in thinking more about elementary design, Christian Long will be speaking at the fall Literacy Connection event on October 2.  On the homepage of his Be Playful site, he says, "Be Playful is a collaborative design studio empowered by the wisdom of play and focused on changing the way we learn."  Gotta love the whole philosophy that is behind this kind of design.   It should be a great day to continue thinking about design for elementary learners.