As a Coach, your role is to work with students in their class as you help them learn material you present. You will need to work closely with the INCubatoredu teachers, Jeff Nixon and Lindsey Stokes, to ensure you have access to the materials needed for the days you are in class.

1. Know How INCubatoredu Teaches Entrepreneurship: Review the curriculum overview so you can see the whole roadmap of the year. We teach a modified version of a Lean Canvas, so make sure you see how we have right-sided it for high schoolers.

2. Learn the Curriculum you are Teaching: It's important that you know exactly what you're presenting and how it fits into the whole scope of the course. A few things:

   • Curriculum Guides for Coaches: This shows you exactly what you and all the other coaches are teaching and how you can make the most of your time in front of students.

   • Student-facing Curriculum: You can see all the student-facing curriculum in the Resource Library.

   • Know Your Presentation: Make sure you collaborate with your teacher to ensure you know the presentation and activities of the day you are presenting.

3. Collaborate with the Teacher to Provide Engaging Experience: Your teacher knows the students needs best, so make sure you collaborate and communicate with them early and often to provide the best experience for the students who are learning.

4. Present and Teach: Every lesson you are assigned comes with pre-designed presentations and activities. Although we encourage you to tailor the presentations to your own, it's important to keep in mind the limited time you may have and always stick to the learning outcomes of the lesson.

What is the role of the teacher on days I'm presenting?

The teacher acts as facilitator of the learner, which means he or she will help you as you present by ensuring you are moving through the curriculum in a timely manner, answering questions as you go, and if needed, help co-present with you.

How often do I need to communicate with the teacher?

This will vary based on your relationship with the teacher and past experience. However, take the lead from the teacher, and make sure you are communicating enough to make you feel supported and comfortable in your assigned lessons.

What can I expect of the students?

You can expect the students to ask questions and request help during work sessions. Remember, they're trying to take what you're teaching them and apply it to their situations. Also, chat with your teacher about the expectations of students outside of class: many of them have out-of-school commitments, so do not expect them to have a lot of extra time for homework.

How can I help students learn the topics I'm presenting?

Humans learn by connecting new information to old, by finding both similarities and differences. So, the more you can tap their background knowledge, the more engaged they will be and the easier it will be for them to learn.

What do I do if I get sick on the day I'm supposed to present?

Call & email your teacher immediately.

Presenting to a group of students can be intimidating. However, there are some things that can help make your time with them incredibly efficient. The following collection of activities guide you through some best practices when it comes to lessons with students.

At Beginning of the Presentation:

• Write out Learning Objective - so students know what they have to do by the end of the lesson.

• What do they know? Ascertain what students already know about the topic - you can do this through asking a few open-ended questions.

• Trigger Background Knowledge - Humans learn by comparing and contrasting new information to things we already know. It's so important to activate the neurons that will help build the new pathways for this knowledge. Find something they've done in the past that's akin to what they're going to learn today. Return to this "something" often so they can continue to trigger those neurons.

During the Presentation:

• Make connections to other previous activities or things they've done - this will help them understand how what they're learning applies to their work. Students don't naturally do this yet; it's a skill they are in the midst of learning.

• Ask guiding questions - this requires them to interact with you, which increases engagement and retention of information. A few tips of how to ask questions:

  • Open-ended: requires them to think harder, and it provides an insight into how well they are learning the materials.

  • Ask questions of wondering: e.g. why would we separate COGS and SG&A?

  • Ask questions of connecting: e.g. how would this change your ability to produce on such little money?

  • Ask questions of comparison: e.g. what qualities does COGS have that are similar to SG&A

  • Ask questions of contrast: e.g. what does SG&A influence in the long-term that COGS doesn't?

• Just-inTime Activities: if you have ever been to a conference, you know that long presentations are hard on the audience members Just-in-Time activities are those moments when you can see the students are getting glossy-eyed. There's lots of reasons this can happen - e.g. if your class period is just after lunch - so don't take it personally. However, do use it as an opportunity to recognize the students may not be getting information they need. Here are a few activities you can use when those moments occur; each of them should take no more than 5 minutes of class time:

  • Turn and Talk - ask a question and have the students take 2 minutes to talk with their neighbor to find an answer. Then call on a few pairs. This gets them talking with each other, which will stimulate the group and the individuals.

  • Line-up - have students line up in a single line (you join them), then make definitive statements (e.g. I predict our team's COGS to be more than SG&A in my business(. If they agree, they take a step forward; if they disagree, they take a step back. This gets the blood moving and will re-engage their brains.

  • Take Out - like a Turn and Talk, have students take what they've learned and spend 2 minutes crafting with their team - how what they have learned applies to their business. Then have each team report out.

At the End of the Presentation:

Facilitate an activity that forces them to summarize and step back (this helps with transference of knowledge and retention). Some activity ideas:

• Have them DO the objective

• Exit Card: A quick activity that students write something out on an index card as they leave the class. Some exit card activities:

  • Summarize what you learned into a Tweet: 142 characters

  • What do you know the most about on this topic? Where do you need to beef-up your understanding?

  • Why is this information important to know at this stage of business development?

  • Draw a picture that represents what we learned about today. Then write one sentence that explains the picture.

• Question Creation: Have them write one quiz question they would expect to see on a quiz of this topic: one per sticky note. Then, the following day, see if they can answer them.