Shark Tank

New ideas pass through three periods:
• It can't be done.
• It probably can be done, but it's not worth doing.
• I knew it was a good idea all along !

-(Arthur C. Clarke, British Science Fiction Author & Futurist)

We're making the transition this week from idea to plan.  Monday is the last class time for students to refine their ideas for the project before pitching it to the class.  I'm excited for this next step.  I know students are putting serious thought into their project ideas. I've seen students in the library outside of class time collaborating with peers and researching.  

• Describe the purpose of their project.

• What they will be doing?

• What they will need to learn along the way?

• What obstacles they anticipate experiencing?

• Questions they have for their audience.  

Since introducing the project, I’ve helped them develop their ideas, but I’ve also given them space and autonomy to explore it on their own. The next step is their “Shark Tank” (borrowed from the popular show), where they will need to pitch their idea to the class.  Here's what they need to do:

Much like the “sharks” on Shark Tank ask questions to get at the root of the businesses, and help direct the business owners in the right direction, I’m trying to create a collaborative (and hopefully less intimidating) environment where the class can help each other refine their ideas and help resolve any issues they might have.  In some cases, as in the TV show, they may find their project will be too difficult, and may need to be reworked entirely.  Hopefully this will not be the case, and they will have a solid idea already. 

The basic format will have students come up to the front of the room, give their pitch in ~5 minutes, and then the class will ask questions and give feedback for an additional few more minutes, or as much time as is needed.  I will also be scoring them according to a rubric, which is based on the Common Core State Standards (see below).  

20 Time Shark Tank Rubric

Name:

Requirement	Score (0= absent, 10= excellent)
Student comes prepared, having read and researched material under study; explicitly draws on that preparation by referring to evidence from their research on the topic.
Has set clear purpose and goals for project.
Identifies what additional information or research is required to deepen the investigation or complete the task.
Responds thoughtfully to diverse perspectives of the class during Q&A.
Total

Once all pitches have been made, we will open the activity to a broader class discussion and reflection.  I will also have them write down a brief reflection on the experience and ask them to tell me about their next steps, given what they learned today.

After this phase of the project, the plan is for them to go home over the break thinking about their project, and when they come back from the break, begin moving forward on their plan.  At that point we will also begin the blog phase of the project.

Stay tuned for updates on Thursday's Shark Tank!

Common Core Standards tied with this lesson alone:

CCSS.ELA-LITERACY.SL.11-12.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1.A

Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.1.B

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

CCSS.ELA-LITERACY.SL.11-12.1.C

Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

CCSS.ELA-LITERACY.SL.11-12.1.D

Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.