Reflection: Adjustments to Practice Welcome to the baby shark tank (TEST) - Section 4: Fast pitch!


While some students were successful with this task, I quickly realized that the task of creating a quick elevator pitch is beyond the reach of many students, especially at the beginning of the year.  And upon further reflection, my thinking is that the pitch is actually a product of very sophisticated thinking.  The ability to distill an idea or process to its essential traits in a way that is easily understood by other people is generally not achieved by a total novice.  When we return to pitching an idea in future units I will need to build a more robust learning experience.  What makes a good pitch?  My thinking right now is that I will start with tagline advertisements from famous companies and build on the idea that a pitch is a short elaboration of a group's core idea.  

  Slow pitch?
  Adjustments to Practice: Slow pitch?
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Welcome to the baby shark tank (TEST)

Unit 1: "Unit 0": Engineering design thinking
Lesson 6 of 12

Objective: Students will be able to: 1) develop an authentic test of a rapid prototype; 2) articulate the role of testing prototypes in the engineering design process; 3) give and receive feedback by engaging in a peer-review feedback protocol; and 4) instantly "publish" takeaways from the prototype testing process.

Big Idea: Designers test prototypes so that they can improve them. How might students engage in structured feedback protocols to understand and address the inevitable shortcomings of prototypes that they create?

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2 teachers like this lesson
Science, rapid prototyping, engineering design thinking, feedback grid
  56 minutes
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