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Lesson 1 Facilitator Guide

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63 views4 pages

Lesson 1 Facilitator Guide

Uploaded by

emma christan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Lesson 1: Problem Solving - Personal

Innovations Facilitator Guide

Overview Objectives
Students will be able to​:
This lesson is about getting students excited and connecting - Communicate with classmates about computing
their own personal interests to computer science. Students are innovations in their lives.
asked to share something they know a lot about and teach it to a - Describe positive and negative effects
small group. Groups make a “rapid” prototype of an innovative of computing innovations.
idea and share it. Students then watch a brief video about -
computing innovations. They then reflect on the employability
skills they have developed and their potential next steps. Preparation/materials needed
❑ Post-its, or paper and tape, or scraps of paper
❑ Poster paper for sharing innovations
Purpose
❑ Print ‘Activity Guide’ handout (one A4 per student)
This activity plants the initial seed for students to think about the (Alternatively you may want 1 A3 per group of 4, to
ways in which they might be able to solve some problems ensure they all work together as a team)
relevant to their lives with technological innovations. ❑ Download the session PowerPoint
❑ Queue up ‘CS is Changing Everything’ video
Agenda
Getting Started (10 min) Links
- What could you teach somebody? - Computer Science is Changing Everything ​– Video:
- Group introduction and sharing ideas https://www.youtube.com/watch?v=1x54GqfL3UY&amp
;feature=youtu.be
Main Activity (​2​5 min-35 depending on lesson length)
- Identify impacts and prototype an innovation Vocabulary
- Brainstorm Technological Innovation - Innovation ​- A new or improved idea, device,
- Rapid Prototype one idea product, etc, or the development thereof
- Share Prototypes
Wrap-up (15mins)
- Prototype ​- A first or early model of a product
- Show Video - “Computer Science is Changing
Everything” that allows you to test assumptions before
- Careers reflection and next steps developing a final version.
Teaching guide
​ range​). However, please feel free to tailor
This guide includes a suggested script for the session (in o
and adapt this accordingly when delivering.

Section 1: Getting started (approx. 10 min)


What could you teach somebody?
"What’s something that you know a lot about? Something that you could teach somebody?"
- This doesn’t have to be a subject in school - it very well might not be.
- As a person, as an individual who is living and breathing in this world, there is something that you probably know a lot about
maybe you feel like you know more about than most people. What is that thing?
Give students 1 minute to write it down on a post-it and stick it on the wall
- Note: putting name on the post-it is optional -- if you don’t have post-its, use note cards and tape, or scraps of paper. Anything
that allows for these topics/areas of interest to be seen in one place.
Survey the post-its on the wall to see the diversity of responses, maybe invite students to do this:

What you’re trying to do here is get students to state something that they are interested in, but also know a lot about - something they
might have insights into. A big part of students’ enthusiasm for sharing will come from your enthusiasm and genuine interest in getting
to know them. Students might need prodding: there is something that makes them interesting and unique. Something they like to do,
have an interest in, read about, have some expertise in, a hidden talent.

Group introduction and share out


Take post-its and make groups of 4 that represent a diverse set of interests. For example, grab: “video games”, “basketball”, “cooking”,
“growing vegetables”.

Once in groups, give each student 2 minutes to:


○ introduce themselves
○ explain the thing they know a lot about
○ teach the group something about it, or tell the group something interesting about it

Section 2: Main Activity (approx. 25 min)


Students should remain in groups established during the getting started activity.

Identify impacts and prototype an innovation


Remarks
People seem to say that technology is all around us, that it affects everything we do. Is that true? Technological innovation is
about recognising a problem that needs to be solved, or recognising something needs improving and then building a tool to
solve it​.
As a class we’re going to see how innovative we can be. We’re going to do something called “rapid prototyping.”
"Prototype" is a fancy word that means a preliminary sketch of an idea or model for something new. It’s the original drawing from
which something real might be built or created.

Brainstorm technological innovation


Go around the group, and for everyone’s area of interest:
1. Identify some way that technology is used with, or affects that thing
2. Suggest either:
- a way that technology might be improved to make it better, faster, easier to use
- a creative or innovative new technology might help solve a problem within that area, or at least make better?
Everyone in the group should make suggestions for any of the areas of interest at your table.

Rapid prototype one idea


As a group you have just brainstormed about the technology ideas at the table. Now, come together and get excited about one of them.
As a group, nominate the idea you’ve discussed that you think would be the most interesting to everyone else in the class.

Start to sketch out that idea on a poster. Make a visual representation of your ideas. Remember:
➢ this is a rapid prototype. Just something to quickly convey the idea.
➢ give students a decent amount of time to work and sketch together.

Keep things quick. If a group is worried about not being innovative enough, remind them that very small ideas can have big
consequences. People once thought it was ridiculous that you would want to send a short text message to another person over a
phone. Alternatively, a group may have a great idea that they want to spend more time on. They can do that later. For now, just remind
them it’s a rapid prototype​.

Share Prototypes
Do a "Gallery Walk" or a whip around so that each student can see all of the other students' work.
➢Put prototype posters on the wall
➢Give students time to survey the various posters
➢Time permitting, ask an individual from each group to explain what the thing is or what their innovation is.
➢If time is short, ask for one or two volunteers, or hand pick a poster or two for a student to explain.

Section 3: Wrap-Up (approx. 15 min)


Show Video ​and reflect on what they have learnt about computer science and how it is changing everything: “Computer Science is
Changing Everything”: ​https://www.youtube.com/watch?v=1x54GqfL3UY&feature=youtu.be

Employability skills reflection:


What employability skills have you developed in this session? What might your next steps be in learning more and thinking about your
career?

The slide outlines multiple employability skills as a prompt for pupils to reflect. Encourage them to pick three and think of three specific
examples to support how they have displayed these skills in the session. This is good practice for job applications and interviews -
particularly competency based application processes.

Want to find out more


If you have time you could click on the links provided, or just point the pupils towards these. It should be made clear that the
opportunities outlined are just those at PwC, and pupils should be encouraged to look at other opportunities too.
Link for more info: ​PwC Podcast - spotify - A-Z of tech
(​https://www.pwc.co.uk/issues/intelligent-digital/a-to-z-of-tech-podcast-series.html​)
Link for opportunities in tech:
○ 5 day paid work experience ‘Insight Weeks’ for Year 12 students
(​https://www.pwc.co.uk/careers/school-jobs/jobs/work-experience/business-insight-week.html​)
○ Technology Degree Apprenticeships and Data Science Graduate Apprenticeships.
(https://www.pwc.co.uk/careers/school-jobs/jobs/flying-start-degrees/technology.html)
○ School and College Leaver Apprenticeships at PwC​ (​https://www.pwc.co.uk/careers/school-jobs.html#/​)
Disclaimer: This content is for general information purposes only, and should not be used as a substitute for consultation with professional
advisors. Information available here is not to be relied upon as professional advice or for the rendering of professional services. This lesson
is a derivative of "​Personal Innovations​" from ​Code.org's CS Principles Course​, used under ​CC BY- NC-SA 4.0​. This lesson is licensed under
CC BY-NC-SA 4.0​ by PwC. ​www.pwc.com/us/aypcurriculum​.

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PricewaterhouseCoopers LLP makes no representations as to the accuracy or any other aspect of information contained in other Web Sites.
© 2019 PricewaterhouseCoopers LLP (a UK limited liability partnership). All rights reserved. ‘PwC’ refers to the UK member firm, and may
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