TIGed Course Education for Social Innovation - Session 3
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These slides compliment session 3 of our TIGed Education for Social Innovation course offered by TakingITGlobal in partnership with the Toronto District School Board and with support from the Ontario Ministry of Economic Development, Employment and Infrastructure.
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TIGed Course Education for Social Innovation - Session 3
- 2. Welcome to Session Three With a partner in your cluster, share the big idea behind your social innovation project. Share a challenge and invite feedback from your partner with ideas and perspectives on how you might overcome the identified challenge. Refining Our Focus Did you complete our check-in survey? http://tdsb.tiged.org/innovation/quizzes/take/253
- 4. Adam Thompson Dublin Heights E & M School After looking into different social innovators and exploring the Window to the World cards, we came up with different local, global and environmental problems that we may choose to address. BLUE Cluster
- 5. Dean Roberts Agnes Macphail Public School Grade ⅞ students brainstorming ideas for their class project: Building an IT platform that can be used to promote awareness about issues that affect the community. When done, this platform will be made available to other classrooms within the school. The first issue, chosen by the students, will be to investigate the safest mode of transporting tar sands oil through the community; the number 9 pipeline or freight trains? Orange Cluster
- 6. Kate Budd Inglewood Heights Jr. P.S. tweets about sugar and its impact Green Cluster
- 7. Patrick McCartney Inglewood Heights Jr. P.S. Bottled Water Free Zone Campaign IDESIGN framework Green Cluster
- 8. Jenny Zhang & Melissa Hughes Highland Heights J.P.S. Girls Issues Through Google Docs Sharing examples including TOMS shoes & eyeglasses, Because I Am A Girl, Dove Campaign, The Story of Bottled Water. Girls eager to learn about issues that affected girls. Researching facts. “Onto something inspiring!” Green Cluster
- 9. Janis Jones Brimwood Boulevard Jr. P.S. Four topic areas identified: 1) Global poverty 2) Animal rights 3) Health & Smoking 4) Bullying Four Corners Activity (‘vote with your feet’), Graph Tally Animal Rights selected. Books about endangered species. Article: “13 Species We Might Have to Say Goodbye to in 2015” by Hyacinth Mascarenhas Questions generated with excitement. Purple Cluster
- 10. what can we really ?“YES we have ideas, hopes & dreams ...but we don’t have any money!?”
- 11. what can we really ? What can we achieve with what we already have? Do we recognize our assets? photo source: http://www.marquette.edu/magazine/data/upimages/Glass-half-full-web.jpg
- 12. Resource Mapping is a form of creating your budget How do you assess what resources you have and what you need?
- 13. Mapping Assets in Your Community ● A map or inventory of the resources, skills and talents of individuals, associations and organisations Source: Brighter Futures Together, http://www.brighterfuturestogether.co.uk ● Discovery and assembly of links between different parts of the community, associations, and agencies ● Used to revitalise relationships and mutual support, rebuild community neighbourhoods, and rediscover collective power
- 14. Resource Mapping Map Assets in Your Community ● Used to revitalise relationships and mutual support, rebuild community neighbourhoods, and rediscover collective power Source: Brighter Futures Together, http://www.brighterfuturestogether.co.uk ○ Can stimulate and motivate change, when: people are disengaged with community, a community is fractured, disempowered associations, cynicism within agencies, when communities and staff want to change and need to see the world differently in order to discover how they could.
- 15. Resource Mapping can stimulate & motivate change Source: Brigher Futures Together, Assets Diagram http://www.brighterfuturestogether.co.uk/wp- content/uploads/2012/02/assets-diagram-2-large.jpg
- 16. Get the Word Out What skills do social innovators need to make their projects visible? How do you foster interest and excitement within your school and community?
- 17. Making a Pitch A Quick Review Wisdom from a silly video with Sean Wise, Ted Rogers School of Management, Ryerson University. ● The Pain Statement; what problem will you solve? ● The Value Proposition; how does your venture solve it? ● Succinct; Easy to understand; Greed-inducing; Irrefutable Source: The Elevator Pitch, Sean Wise, https://www.youtube.com/watch?v=Tq0tan49rmc
- 18. Making a Pitch A Quick Review Pitch Perfect, the anatomy of a pitch... ● The need or issue you’re addressing ● Describe your mission and how it will be accomplished ● Identify how your offering is different from others ● Share the value of your project, or why they should care ● Close with the call to action Source: Leading Community, Pitch Perfect, Sprout Self on TIGedhttp://sproutself.tiged.org/sproutself/assignments/?id=1044061
- 19. Making a Pitch Independent time to prepare key messages for pitch presentation. Within clusters you will present your project in a pitch to a defined audience! Provide each other with constructive feedback. The anatomy of a pitch... ● What is the need or issue you’re addressing ● Describe your mission and how it will be accomplished ● Identify how your offering is different from others ● Share the value of your project and why they should care ● Close with the call to action
- 20. Making the Ask ● Negotiation skills ● A negotiation checklist ● Negotiation style advice Source: Making the Ask, Sprout Self on TIGed http://sproutself.tiged.org/sproutself/assignments/?id=1044069
- 21. Incorporating Feedback Individual Time Using the feedback provided within your cluster take individual time to incorporate it. Refine and revise your pitch as needed
- 22. A Discussion How could we evaluate and document the impact of our social innovation projects? Storytelling and Impact Evaluation Source: Logic Model Workbook http://www.innonet.org/client_docs/File/logic_model_workbook.pdf
- 23. A Discussion How might we evaluate and document the impact of our social innovation projects? Storytelling and Impact Evaluation Source: A Developmental Evaluation Primer, Jamie A. A. Gamble, The J. W. McConnell Family Foundation, http://www.mcconnellfoundation.ca/assets/Media%20Library/P ublications/A%20Developmental%20Evaluation%20Primer%2 0-%20EN.pdf
- 24. Technical Learning ● Follow-up: Post your project description to the TIGed virtual classroom Project Page ● Students to pitch the idea in 30 seconds or less, record & upload ● Read three pitches by other people and complete the statements “ I like” “I wonder” “I have” ● The pitch as a basis for further opportunities http://tdsb.tiged.org/innovation/projects/
- 25. At a glance... Where we’ve been Where we are now Where we’re going
- 26. Thank you for your participation!
Notas del editor
- With a partner in your cluster, share the big idea behind your social innovation project. Share a challenge and invite feedback from your partner with ideas and perspectives on how you might overcome the identified challenge. http://tdsb.tiged.org/innovation/quizzes/take/253
- Adam Thompson After looking into different social innovators and exploring the Window to the World cards, we came up with different local, global, and environmental problems that we may choose to address. Dublin Heights E & M School
- Dean Roberts Administration Agnes Macphail Public School Grade 7/8 students brainstorming ideas for their class project: Building an IT platform that can be used to promote awareness about issues that affect the community. When done, this platform will be made available to other classrooms within the school. The first issue, chosen by the students, will be to investigate the safest mode of transporting tar sands oil through the community; the number 9 pipeline or freight trains.
- Kate Budd Administration Inglewood Heights Junior Public School
- Patrick McCartney I created a Google Sites website to showcase our students "Bottled Water Free Zone" campaign. I've tried to use the IDESIGN framework for organizing the information. You can check out the site (it includes links, more pics and a couple videos) at: https://sites.google.com/a/tdsb.on.ca/inglewood-heights-bwfz/home
- Jenny Zhang Administration Highland Heights Junior Public School My colleague, Melissa Hughes and I are working with our students to come up with some ideas for a social innovation project that our students will hopefully connect closely to. Since our last meeting, we have been sharing a variety of social innovation projects with our students which include - TOMS shoes and eyeglasses, Because I Am A Girl, Dove Campaign, and The Story of Bottled water. After many discussions and unpacking of information, our students felt strongly about how girls around the world were at a disadvantage simply because they were born a girl. They realize that they are lucky to be a girl living in Canada. After that, our girls were eager to find out more about issues that affected girls. We began our brainstorming and documenting their journey through the use of Google Docs. Our students first listed some issues that they knew about right from their prior knowledge and then we set up a organizer to get them researching about those issues to find out more facts. This is still the beginning stages, but both Melissa and I feel that they're on to something inspiring!
- http://tdsb.tiged.org/innovation/gallery/view/4307909 Janis Jones, Brimwood Boulevard Junior Public School This collage represents our process so far to ignite interest and genuine concern in our class for a social justice issue. Our first task as a class was to have a discussion about what makes a Good Citizen and to define the word "Rights" as it pertains to humans and all living things. The next day we used "The Window to the World" Cards and each student chose an image that impacted them in any way. We talked about our images during community circle. After a break for recess, we narrowed the images down to four topics (with a little teacher guidance). 1.) Global poverty 2.) Animal Rights 3.) Health and Smoking 4.) Bullying. Next the students participated in the "four corners" activity. I placed one photo in each corner of the room and then asked the students to go to the photo they felt most strongly about wanting to make a change somehow in that area. After the students went, they could clearly see how many people were interested in each topic. Then we tallied the number of people at each photo and made graphs. It was very close between global poverty and animal rights, but there was one more person in the animal rights area. Over the next few days we read books about animals, mostly ones about endangered species. Together we read the article "13 Species We Might Have to Say Goodbye to in 2015" by Hyacinth Mascarenhas, from the "globalpost" website. Afterwards, the students wrote questions they had about the endangered animals that they would like to study in the days to come. So this is where our inquiry journey has started so far....the students are excited to continue with the process.