Embedded Files
The Parts of this Module Include
Developing Solutions
Ideation Tools
Decision and Justification
Establishing a Mentor
Duration: 2:46
At this point in the course, what you do next depends on your Lens.
If your Lens is challenge-focused or entrepreneurial, you need to be clear about your direction. How will you reach your target audience or solve your challenge? Decide what approach you’ll take for the rest of the term and how to use your time wisely.
If your Lens is school improvement, you may already have a project in progress. You might still need to finalize details or figure out needs like funding or resources. Take your time to get organized before moving forward.
Part 1: Ideation Tools
Part 1: Ideation Tools
Below are some resources/strategies used to develop some ideas further from what you did in the previous modules. These are three tools you could use to help you solidify your ideas. You are not required to complete all of these approaches but you should choose at least one to help you through this process.
Activity
Choose ONE of the three strategies to help you ideate.
You will be asked to complete one of these tools in your student workbook.
Workbook Entry
Workbook Entry
Head to your Workbook for a reflection based on this activity titled
Module 4: Activity 1
Part 2: Proposing Your Decision and Justification
Part 2: Proposing Your Decision and Justification
No matter which Lens you chose, now is the time to stop, think, and plan your next steps. Once you decide, it’s time to explain your plan and start taking action. You should also be able to explain why you made your choice.
In your workbook:
Pick your solution (or combination of solutions) and decide your main focus.
Clearly show your chosen solution and what the final product or outcome will be at the end of the semester.
Explain how your solution meets the needs of your audience or users.
Think about possible problems or challenges.
Be ready to defend your choice and explain why it’s the best approach.
Duration: 3:20
Initial Proposal vs. Prototyping
Initial Proposal vs. Prototyping
When picking your solution, think big picture. Talk about the best outcome for your Lens, even if there are limits like time, budget, or resources. At this stage, focus on the big idea and explain why you chose it.
You don’t have to do everything you suggest right now. Later, you will create a small version of your solution (a prototype) to show as your “action” at the end of the course. Prototyping will be explained in a future module.
Below are examples to show the difference between your big ideas and the small prototype you’ll make.
Entrepreneurship Lens Examples
Entrepreneurship Lens Examples
Proposed Solution:
A student may have developed an approach that involved creating a company that wants to bring tech and coding experiences to elementary students in new and innovative ways in their school
Prototyping:
Student creates a workshop, crafts an intro email, connects with a local elementary school and runs one workshop in a local feeder school for half a morning in the duration of the second half of the semester.
Proposed Solution:
A student may want to start their own Landscaping/Maintenance company that focuses on hiring youth ages (16 - 18) for summer jobs and have it up and running in the summer
Prototyping:
A student creates a business plan to propose to potential investors including a budget plan for materials/tools, price list based on surveys conducted, list of committed clients, and interviews one employee to start with them. The student puts this together in a file that can be sent out to potential inventors after a presentation.
Challenge Focused Lens Examples
Challenge Focused Lens Examples
Proposed Solution:
Students want to combat childhood hunger in their neighborhood by developing weekly programs in schools where students with identified needs can not only get food for themselves but learn skills like cooking.
Prototyping:
Student does an audit of current food support programs in schools and the larger community. With this audit in mind, student develops a proposal and connects with agencies that could support events like these. Student also runs one event with a local school to develop testimonials and marketing materials for the campaign.
Proposed solution:
Student wants to try and encourage more people in their school community (students and families) to become Organ Donators.
Prototyping:
Student develops a campaign to gain an understanding and demystify the concept of organ donation. They create a mock campaign to be circulated as a monthly interest piece through the schools HOSA group. They also arrange a guest speakers from ‘Canadian Blood Services’ and ‘Be a donor Canada’ to speak to the school for interested students.
School Improvement Initiative Lens Examples
School Improvement Initiative Lens Examples
Proposed Solution:
A group of students want to build a green house at their school with a chunk of funding provided through a SHSM to help engage various classes in cross curricular activities. The group wants this to be part of a whole outdoor learning area in the school where classes regardless of subject are taught outside in a bookable ‘outdoor’ classroom.
Prototyping:
The group develops 3 possible cardboard prototypes along with digital rendering and a budget breakdown to present to school admin and relevant parties.
Proposed Solution:
Students want to increase the amount of students taking the arts in school by developing monthly art exhibitions hosted in their school for current students, future students, and community members.
Prototyping:
Students develop a proposal of various exhibition topics along with an event template that can be used. Students then plan, advertise and implement one of these events to use as support within their project pitch to admin and relevant parties to continue to initiative.
Workbook Entry
Workbook Entry
Head to your Workbook for a reflection tool to use while you prepare to justify your decision
Module 4: Activity 2
Mid-Module Check in Point
Mid-Module Check in Point
Once you have done this - it would be a good time to check in with your co-op teacher and other relevant parties. This feedback will be invaluable before you start planning things out to a schedule. This does not need to be a formal ‘run meeting’ as the previous ones have been but it is a chance for you to share and discuss - while making notes and implementing feedback if you want/need to.
Part 3: Establishing A Mentor
Part 3: Establishing A Mentor
Now that you have a plan, it’s important to have someone besides your co-op teacher to give you feedback. This person is your Mentor.
Your mentor could be someone you already know, someone you met during research, or someone you need to find. They will guide you through your “action” project, give advice, and may help you find resources. They are not your supervisor—they just want to help and support your project.
Entrepreneur Lens: Entrepreneur or local professional
School Improvement Lens: Other teachers, board staff, local builder or artist
Challenge Lens: Grad student, industry professional, or non-profit worker
Use the document in your workbook to send them a request and explain what you’re asking.
Once your mentor is connected, let your co-op teacher know and have a meeting to update everyone on your project. This first meeting can be informal—just a way to get to know your mentor. Your co-op teacher will tell you if anything more formal is needed, like signing paperwork.
Workbook Entry
Workbook Entry
Head to your Workbook for the reflection to fill out to propose your mentor
Module 4: Activity 3
Module 4 Complete
Module 4 Complete
Before Moving on to your Check Point please ensure you have the following items completed in your workbook:
Module 4: Activity 1 (Ideation Tool)
Module 4: Activity 2 (Decision and Justification Writeup)
Module 4: Activity 3 (Mentor Proposal)
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