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2. Your Corner of the universe

https://mindsetnmilestones.com/

2.2. Problem Identification

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The overall learning objectives for the lesson. The lesson 1 video provides a good overview of what to expect and is also found in the corresponding student slideshow.

Will walk you through detailed lesson instructions along with timing for each so you can plan your time. This is where you will spend most of your time preparing for the lesson.

To help with a deeper understanding and to facilitate student engagement.

Content here will provide information about what is needed to understand the lesson. Vocabulary for the lesson is found here.

Where you will find the materials and resources needed for the lesson and any ‘how to’ teacher instructions.

Where you will find ideas on how to extend the lesson including podcasts, books, learning activities, or projects.

How to Navigate the Lesson Plan

Return to the home page and click on each link to the left and explore the lesson plan.

objectives

lesson details

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Guiding questions

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Recognize problems in the world around you

Identify actionable solutions

lesson guide

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preparation

learning

2. Your corner of the universe

Solving a problem that we actually care about is a truly fulfilling experience, but in order to solve a problem we have to identify it first. The "problems" we're referring to aren't just world hunger and homelessness - we also mean losing your matching pairs of socks in the dryer or not having time to make coffee in the morning. All problems big and small matter here as long as we can demonstrate that someone is actually experiencing the problem and that a solution is needed.

2.2. Problem Identification

Assessments

Overview

Watch this video as a lesson overview.

https://mindsetnmilestones.com/

Warm-up: Introduction

Activity: 99 Problems

objectives

lesson details

Activity:Bring Your Passion!

Activity: Something You Could Do Tomorrow

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Remember

preparaton

Challenge

Guiding questions

background

Lesson 2: Problem Identification

Module 2: Introduction

45+ min

10 min

5 min

2 min

3 min

25 min

25 min

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Introduction/Agenda/Objectives

Problem

solution

2. Your corner of the universe

2.2. Problem Identification

The lesson guide will walk you through detailed instructions , an overview of the corresponding slides , and links to the resources.

10 minutes Share out from the last lesson’s challenge!

45 minutes + 5 minutes to explain the activity and get the students into groups. 30 minutes for the students to find as many problems as possible. 10 minutes to debrief, count the number of problems each group had, and determine the winner! Optional You can give the class as much as a full class session to find as many problems as possible.

25 minutes 3 minutes to explain the worksheet. 15 minutes of work time (social collaboration encouraged). 7 minutes to debrief with volunteer responses.

25 minutes 5 minutes to explain the activity, including examples provided. 13 minutes for students to work on the worksheet. 7 minutes to debrief with volunteer responses.

3 minutes Review each of the major takeaway points and leave room for any last comprehension questions from students.

2 minutes Introduce the challenge and answer any clarifying questions.

Slides # 5 - 7

5 minutes Introduction/agenda/objectives

Slides # 1 - 4

Slide # 8

Slide # 9

Slide # 10

Warm-up

Goal The goal is for students to feel comfortable with sharing in a group. The more interaction you can get from the group, the more they will learn about each other and how to connect. You can opt to have individual introductions or choose groups of 2 or 3 students who will interact together. Warm-upPick brainstorming partners or pair up with the same partners from the last lesson. Share challenges from lesson 2.1. Challenge: Spend one hour learning something new about one of your passions. Read some articles, watch a TED talk, and reach out to ask questions to someone who knows more about it than you do.

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Activity: 99 Problems

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Instead of brainstorming partners, split the class into two halves for a head-to-head contest! The challenge isn’t problem-solving, it’s problem identification. Give examples of problems:

  • Foster youth becoming homeless
  • Hard to carry all groceries inside your house in one trip
All problems, big and small, are fair game! Both groups are going to identify problems and stop based on one of two options:
  • Stop when the first group gets to 45 problems!
  • Stop after a time of your choosing. (Recommend at least 30 minutes so that they really get to think deeply about this and open their eyes wide!)
Have the group write down all the problems they identify! When the competition is over, share all of the problems from both groups! Debrief: Problems are where entrepreneurs find opportunity!

Coming up with an idea can be a daunting task, but when we start with a problem the ideas start to flow. The goal of this activity is to get the students' minds going by coming up with as many ideas as possible to open their minds and see all of the problems that need solving - that is where their ideas will come from.

Goal

Activity: 99 Problems

Activity: Bring Your Passion!

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Now that we’ve practiced identifying all of the problems, it’s time to identify problems we care about.Use the 'Problem-Solution' worksheet. Start students on the problem side of the worksheet. Give them time to individually think about and identify 3 problems that they would want to solve that align with one/some of their passions. Reconvene as a group. Ask for volunteers to share a problem they would want to solve and ask why they want to solve it.

This activity will help students to take the problems they identified, see which ones they might actually want to solve, and most importantly help them come up with some solutions that turn into ideas they want to carry forward!

Goal

Activity: Bring Your Passion!

Activity: Something You Could Do Tomorrow

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With their three problems in mind, flip over the 'Problem-Solution' worksheet to the solution side. Ask them to come up with one or multiple solutions to each of the problems they identified with one question in mind:

  • What’s a solution you could start offering right away with what you have access to right now (or what you can reasonably get access to?)
This question is intended to get them focused on actionable solutions - to empower them to consider the things they have control over rather than getting wrapped up in what they can’t do yet.Give examples:
  • Foster youth becoming homeless - maybe we can organize an internship program for foster youth in our city by contacting local businesses.
  • Hard to carry all groceries inside your house in one trip - start designing/building a prototype carrier out of cardboard, PVC pipes, and spare wheels from your desk.
Give them blank paper for extra brainstorming, encourage them to work in their small groups, and reconvene in the end.

Sometimes solutions get very daunting, but we want students to think about solutions that are within their purview. So when we ask "Something You Could Do Tomorrow", this is meant to take students out of the abstract and focus on an idea they can start to run with today. Instead of floating Ipads and flying cars, that might be a future idea that for now will be laptops and scooters.

Goal

Activity: Something You Could Do Tomorrow

Remember

These are the key points for students to remember.

  1. There are problems big and small all around us. If we look hard enough, we might find that we can actually do something about the problems we’re passionate about.
  2. It’s much better to start small with our solutions than to not start at all.

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Challenge

The challenge for this lesson is a fun reflection activity that connects what they have learned by sharing with others. This will be shared in the next lesson when they warm-up.

Pick the one problem you would be most excited/most able to solve and a potential solution to focus ON. Share the problem and see how many other people experience that same problem!

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objectives

lesson details

Have you ever had a big idea? What was it?

What are some things that you find inconvenient or annoying?

What's one thing you care about more than anything?

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Guiding questions

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Name a problem you feel is too big for you to solve.

When do you feel the most inspired?

These questions are intended to deepen understanding and facilitate student engagement. You can use these questions when the discussion is going well and students are sharing lots of thoughts to get them to dive deeper; as well as when the conversation is failing in a section where dialogue is preferred.

2. Your corner of the universe

2.2. Problem Identification

https://mindsetnmilestones.com/

This lesson is focused on helping students transition from believing that this is just a class and start to believe that this is an experience where they can actually develop an actionable business idea. Many students typically think in the abstract or fantasy land, but this lesson is all about helping them see that their ideas can be real. This creates a different experience for the students to begin to see themselves not only as entrepreneurs but as people who truly have the capacity to make a change. Maybe they have a big idea, and they should! Then we move on to consider how we can start solving that problem in a way that uses the skills and resources available to us today - not in the future. They may not be able to build a corporation today, but they can make their first MVP, recruit their first customer, or start their website today. But the starting point is always a problem that we can solve to make people's lives easier/better - whether those problems are big or small. We don't have to wait to solve problems, the exciting work of being a changemaker starts now!Lesson Vocabulary:

  • None

problem identification

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2. Your corner of the universe

2.2. Problem Identification

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worksheet

  • Internet access
  • Ability to form groups or work independently

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Resources

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115+ min

lesson Time

Module 2: Introduction

2. Your corner of the universe

2.2. Problem Identification

Lesson 2: Problem Identification

view Slide Deck

https://mindsetnmilestones.com/

projectS

Work on these projects.

learning ACTIVITIES

Complete an interactive activity.

books

Read these books.

podcasts

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Listen to these podcasts.

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Guiding questions

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Ideas to extend your lesson.

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2. Your corner of the universe

2.2. Problem Identification

https://mindsetnmilestones.com/

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podcasts

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2. Your corner of the universe

2.2. Problem Identification

Entrepreneurial Podcasts

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03

Books

projects

Learning activity

Identify the Real ProblemThe New Manager Podcast

Robert Reffkin: CompassHow I Built This

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Lesson 10: Identify The ProblemLeadership Lessons by Vigil Slentz

Learn how to identify problems, how to admit we have a problem, and how to get out of denial and face it.

Learn how to identify the real problem & see why working on the inside part creates more options & solutions.

Robert launched Compass, a real estate company that focused on building technology to make agents' jobs easier.

Paul L. Gaston & others

Credentials

This book enables readers to grasp the key issues and take informed action.

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2. Your corner of the universe

2.2. Problem Identification

Learning activity

Entrepreneurial Books

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Nat Greene

Stop Guessing

Nat Greene shares 9 behaviors anyone can adopt to find solutions to even the most seemingly intractable problems.

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Todd Siler

Think Like A Genius

Todd provides techniques for unlocking your creative potential and solving problems more effectively.

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2. Your corner of the universe

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2.2. Problem Identification

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Interactive Learning Activity

Crossword Games

Solve this entrepreneurship crossword puzzle!

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2. Your corner of the universe

2.2. Problem Identification

Books

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Ask "Why" Poster?

Customer Personas

Problem Blog Post

Problem Explainer Video

Solution Demo Video

Entrepreneurial Projects

Beginner

Beginner

Beginner

Beginner/ Intermediate

Advanced

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Level differences explained: Beginner: (middle school to early high school) for students who are still building their understanding of business and working on projects in a less dedicated capacity Intermediate: (early to late high school) for students who are equipped to build their analytical skills and deliverables Advanced: (Late high school to college) for students who are tasked with building robust projects and polished deliverables to demonstrate business progress

Activity: Title

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This paragraph is ready to hold stunning creativity, experiences and stories.

This paragraph is ready to hold stunning creativity, experiences and stories.

This paragraph is ready to hold stunning creativity, experiences and stories.

Goal

Activity

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