Spaghetti- Marshmallow Challenge with Jenevieve Loren
Overview
The Spaghetti Marshmallow Challenge is an activity for beginners in design thinking to practice prototyping in testing. The activity, gives groups of 3-4 students an opportunity to experience what it's like to build together. The facilitator uses debrief questions to draw out lessons on how students can work as a team to build together.
The Spaghetti Marshmallow Challenge is an activity for beginners in design thinking to practice prototyping in testing. The activity, gives groups of 3-4 students an opportunity to experience what it's like to build together. The facilitator uses debrief questions to draw out lessons on how students can work as a team to build together.
Video Library
Click here to watch the video of evie's first attempt.
Click here to watch the video of evie's second attempt.
Click here to watch Evie's follow-up interview one.
Click here to watch Evie's follow-up interview two.
Click here to watch the video of evie's second attempt.
Click here to watch Evie's follow-up interview one.
Click here to watch Evie's follow-up interview two.
Follow-up Questions
1. What framework did you select as the lens for this assignment? Briefly summarize this framework and provide its main elements you referenced.
The lens I used for this assignment is Design Thinking/Project-based Learning. Design Thinking is a framework for teaching that focuses on building students' inquiry based practices. When I began this assignment, I instantly thought of my eight year old niece (Stage 1: Empathy). My niece loves legos and creating things, so I thought this would be a great opportunity for me to use the Design Thinking framework from a teachers point of view.
2. In what ways can you specifically relate the steps/process you worked through during this activity to the framework you selected? (Again, feel free to use images/video for the specifics here).
Initially, I did not use any framework when I introduced my niece to this challenge. I wanted to observe a before an after (no framework verses utilizing a framework). The first attempt was very hard for Evie, she was easily frustrated because she didn't properly think about how each material could be useful to her structure. You may not be able to tell in the picture above but she was not happy after her first attempt.
For the second attempt, I decided to complete this assignment using my teacher lens, I scaffolded my niece through the different stages of Design Thinking framework. I read to her the assignment, in which I tasked her with constructing the highest structure she could with the limited materials given. Since she really did not have group members, Evie collaborated with her mom and me and discussed key features of a free standing structure and possible ways the materials given could support her structure. Evie also asked me questions about they ways in which the materials could be used (Stage 2: Define). Before my niece began to create her structure she drew a picture of what she wanted to create and the specific materials that she would use (Stage 3: Ideate & Stage 4: Prototype). Once my niece began constructing her structure she was able to move more efficiently and knew exactly what she needed and how she planned to use it (Stage 5: Produce).
3. What was the most challenging part of the process and how did you work through those challenges (e.g. did you ask for help? Google? Youtube?) In what ways did these challenges prompt you to think about how you might support your own students' challenges?
The most challenging part of this assignment was having to work with my niece and not take away her vision and idea, I truly wanted her to be creative and think outside the box. To work through this challenge I had Evie develop a plan and talk her ideas through with me. This allowed me to better understand her vision so I could support her through the implementation. As a result of my struggles, I immediately thought about how this experience could help me become a better teacher. Often times when students begin completing math tasks or projects I read the task aloud ask if there are any questions and then let my students work at their own pace to complete the assignment, when in reality there were more questions that students wanted to ask but didn't and they just sat at their desk frustrated. This is where I struggle with knowing the different between productive struggle and cluelessness and how to support my students at their instructional frustration level. After completing this maker space challenge I definitely want to use the Design Thinking framework and provide my students more time to design a plan and ask questions.
4. Explain how Papert’s perspective on personal thinking and Courous’ work on growth mindset could be applied to your actions in this activity?
Papert's perspective on personal thinking can be applied to this activity because of his stance on learning through your interests. When you are more interested in what you are learning than how you are learning it one naturally evolves. Since Evie was more interested in building something with different materials rather than legos she did not recognize all the personal learning experiences and skills she had created for herself. Learning does not always happen in school. This activity relates to Courous' growth mindset because of how the assignment develops one's thinking and supports the learner to try and practice. Without a growth mindset, one hinders themselves to learning experiences. in order to be a successful maker or to enjoy making, you have to be open to learning, trying new things or experiences.
5. Overall, how did it feel to be a maker with this assignment? And please describe how you can offer your own students opportunities to be makers in your classroom (or perhaps even beyond your classroom).
I liked being a maker a lot, I miss being creative just for fun. Definitely want to implement more maker assignments in my classroom through the year. The personal learning experiences students can gain from maker assignments reaches beyond what traditional school can provide. More teachers need to know about this and its benefits to student growth and learning.