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Course: Doer's Mindset
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LEARNING UNIT 2.9 – TEACHING PLAN – GETTING THINGS DONE: PITCH

INTRODUCTION/MOTIVATION (5 minutes):

The teacher explains that they reached the final point of their mission – following the problem-solving process and all the steps needed to find a solution for the problems the groups decided to work on. Since this is a school project, they will not so much focus on implementation phase but will dedicate the next 2 lessons to PITCH (showing slide 2 of the ppt). Being able to do a good pitch is a very useful knowledge they can use in their future educational and professional life.

** The ppt is an attachment to this learning unit.

 

MAIN PART 1 (10 minutes):

The teacher explains what a PITCH is and the importance of it (slide 3):

While the product is the star of the show, if no one hears about it or if no one wants it, it becomes a waste. Presenting an idea to attract users, partners or even investors is called Pitch. Pitch is a short performance, typically carried out in person (if this truly is not an option, then virtually) during which the presenter is trying to achieve a predetermined goal: Either to convince users, find new partners, attract investments, and so on. The difference between the pitch and presentation is the persuasive element that pitch always has, while presentation tends to be more informative in nature. Pitches are also notoriously short as they are used to persuade busy people into something new.

The teacher presents what is known as a well-established and proven process to creating a pitch and standardise the communication efforts with public and other potential partners and users (slide 4):

1.      Outline the Problem: Talk about what problem or challenge are you solving, who has this problem, what challenge does this problem present to these people and what would it mean for them if you solved their problem.

2.      Describe the Solution: Talk about how you are solving this problem and what value does this bring to the people. Do not get into technical details or any other details beyond how your solution solves the pain people are experiencing.

3.      Highlight the Business Model: Talk about the strategy of bringing your solution to the people. When presenting a business idea to potential investors, talk about finances, but when talking about social, volunteering, and charitable solutions, focus on your strengths (who are your partners, what communication channels are you using and how many people can you reach, what are your key resources and outline all the value your solution brings to the table)

4.      Compare with the Competition: Talk about other solutions already available that are addressing the same need or solving the same problem as you are (if ther are any), and make sure to highlight how your solution is different and better than the one from others.

5.      Introduce the Team: Talk about people who made this solution what it is. This part is all too often overlooked, but it should not be. The solution is only as good as the team behind it. 3D printed masks had a 3D printing specialist, microbiologist, entrepreneurs, innovation consultants, scientists, graphic designer, public relations person and a few makers and technicians, and strong partners ranging from doctors and nurses to elderly caretakers, to ambulance drivers, university professors, shop assistants, teachers, and several other people. Such a diverse team covering all aspects of the solution, demonstrates strength and communicates trust. Use it to convince others about your solution and everyone making it. But do not make this part too long.

6.      Conclude with a clear Action or Proposal: Conclude your pitch with a clear statement or a message that calls to action. Something that people will remember you by for hours, days, even months after your pitch. It is also a good idea to slide in, right at the end before saying thank you, a few-worded punchline. But if you do decide to put it in your pitch, you better make sure it is good, otherwise people might remember you for the wrong reason or lose their attention instantaneously.

7.      Pitch delivery: Each team’s pitch should be 3 minutes long + 2-5min for questions/answers (teacher can adjust the time according to the number of teams having, but in general the pitch should not be shorter than 2 minutes and not longer than 5 and should permit some time for Q&A after each pitch). Pitches should also include demonstration of the prototype of the solution they have developed. Having something tangible to show is a great way to achieve a better engagement.

 

MAIN PART 2 (30 minutes):

Pupils have roughly 30 minutes or until the end of first 45 min session to work on their pitches. Teacher circles among the teams checking how the teams are doing and ensuring each team covers all 7 points mentioned above, in their pitch. Offer support in terms of guiding questions rather than direct suggestions.

 

MAIN PART 3 (40 minutes):

Main part 3 is reserved for presentations. Each team pitches it solution to the class in accordance to predefined timeframe as described in the MAIN PART 1 – Point 7

OPTIONAL: To make it more engaging and fun, when all the presentations are over, pupils anonymously vote and allocate 3 points to the pitch they found best, 2 points for 2nd best, and 1 to 3rd best (they should not vote for their own pitch). The voting can be done interactively using Mentimeter or the teacher can simply collects the votes written on a piece of paper), counts them, and declares the wining pitch that got the highest number of points altogether.

 

ASSESSMENT (5 minutes):

The teacher comments on pupils’ work though the lessons dedicated to the problem-solving process and congratulates them for their achievements.

As a voluntary homework, the teacher suggests pupils go through the Doers’ test from lesson 2.1 and do another self-assessment now that they have systematically gone through the whole process. Are their results different now? Do they think of themselves as doers now?

 

 

APPENDIX

          DM Learning unit 2.9 PPT

Lesson materials

DM Learning unit 2.9 PPT.pptx 10 mb Download
CRIS Doers Mindset - LU 2.9 (Slovenia).docx 5 mb Download
CRIS Doers Mindset - LU 2.9 - PPT (Slovenia).pptx 10 mb Download
CRIS Doers Mindset - LU 2.9 (Italy).docx 5 mb Download
CRIS Doers Mindset - LU 2.9 - PPT (Italy).pptx 10 mb Download
CRIS Doers Mindset - LU 2.9 (Greece).docx 5 mb Download
CRIS Doers Mindset - LU 2.9 - PPT (Greece).pptx 511 kb Download