Making an innovative idea and strategy into a real product relies on the innovator's ability to communicate about the idea or strategy. In this lesson, learners learn strategies for communication.
This is the final lesson in a four-part collection entitled "The Design Process: From Idea to Solution."
30 minutes + 5-10 minutes per group
- Students will learn to present their innovations for a variety of potential audiences.
Prep for Teachers
The classroom space should be set up to facilitate effective presentations.
Note: It is strongly recommended that, whenever possible, instructors provide tools and technology to help students present their ideas effectively.
Provide options for students to present their material. For example:
- A computer hooked up to a projector
- Poster board
- A slide advancer
- A podium
Watch the video entitled Communicating Ideas.
Planning for Your Audience
The content of an effective presentation can vary depending on the intended audience. If the listening spectators are students, then the presenters should tailor their presentation accordingly. However, if industry professionals or other adults are available, and can give realistic, productive feedback, then students should feel free to tailor their messaging as if they were speaking to potential financial supporters, etc.
Whatever the case, presenting groups should define their audience early on, and should proceed to develop their presentation accordingly.
Allow 5 minutes.
Planning the Presentation
Students should decide, with instructor guidance, how they want to present their materials. Examples of things to consider include:
- Number of speakers. Should there be a lead presenter, or should the speaking roles be designated to multiple members of the team?
- Timing. How long is the presentation?
- Media. Does the presentation necessarily include pictures, drawings, designs, or videos?
- Dress. Should the presenters dress formally or casually?
Allow 5-10 minutes.
Once a group has developed their presentation flow and materials, they should seek constructive feedback from other students. These peer reviewers can constructively criticize, helping the presenting group to refine and complete their presentation, adding any necessary information, prior to the formal event.
Allow 5-10 minutes.
Groups are given 5-10 minutes to present.
Note: If appropriate, encourage students and other audience members to dress formally for the occasion, giving it the appropriate professional feel.
Spectating students should listen actively, and be prepared to ask questions and offer constructive feedback.
Other spectators and invited guests should draw upon their experience to give specific feedback, and are welcome to offer suggestions for possible improvements, etc.
Real World Connections
After the presentations are complete, draw real-world connections to the material, showing students a few examples of how innovative products or companies have been successfully introduced into the marketplace.
The driving force of innovation isn’t immediate success, but rather, repeated failure as one searches out a workable product and strategy. True innovation, then, takes hard work and fortitude, and a strong, consistent methodology for investigating the true potential of raw ideas. The design process is that tool, providing a robust strategy for turning great raw ideas into real, world-changing solutions.