Summary: Presenters introduce themselves and immediately show the most powerful video clip of a 5th grader mentoring a Kindergartener.
The Core Problem & Objectives: Define the challenge (Student → Curriculum Designer) and present the three measurable objectives.
Phase 1: The Empathy Shift (Empowered Learner): Show examples of 5th-grade research on K-standards.
Innovative Design, Code, & Iteration Content: The Design Thinking Cycle and prototyping the Maze. How the K-standard dictates the map's initial layout. Show images of initial prototypes vs. final products.
Visual Aids: Rapidly compare and contrast the student design journey.
Content: Test, debug, & differentiate. The Coding Challenge. Detail how differentiating the maze difficulty forces rigorous debugging (ISTE 4c).
Phase 2: Artifact Review & Iteration Log: Analyze student debugging logs and final differentiated robot maps. Focus on the measurable iteration.
Phase 3: Mentorship, Agency, & Resources Content: The Mentorship Role & Agency. How the cross-grade interaction and technical roles fulfill Global Collaborator (7c) and Ignite Agency. Show short video/photo examples of the 5th/Kindergarten interaction.
Emotional Connection: Reinforce the project's authentic, real-world impact.
Content: Scaling the Model. Framework for applying this model to other grades/technologies.
Resource Distribution: Distribute the complete resource packet (Planning Templates, Student Role Sheets, etc.).
Access & Next Steps: Display a single, clear QR code/URL for all resources.
Key Takeaway: Provide immediate, practical tools.
Keep the resource slide visible.
Walk-Up Summary: Have a dedicated flip chart or poster with the three main takeaways clearly listed for attendees.
Time: If people have time we can spend up to 10 minutes on each content component but if time doesn't allow we can summarize everything in 5-10 minutes and allow for questions as this is a poster presentation and people will be walking around quickly.
After this session, participants will be able to design a cross-grade mentorship framework that integrates Computer Science (CS) with core content by assigning older students the role of curriculum designer for a younger grade's standard.
After this session, participants will be able to integrate the design thinking process (Define, Prototype, Test, Iterate) as a core instructional strategy for promoting student agency in technology-rich projects, specifically by tasking students to create a functional teaching tool (like a robot maze).
After this session, participants will be able to identify specific strategies for fostering empathy and Global Collaboration (7c) by shifting older students' perspectives from consumers to mentors and creators, thereby prioritizing authentic experiences and empowering them to lead instruction.
Book: Design Thinking for Every Classroom: A Practical Guide for Educators By Shelley Goldman, Molly B. Zielezinski
Book: Empower: What Happens When Students Own Their Learning By: A.J. Juliani and John Spencer
Authentic Problem-Based Learning (PBL) Documentation: PBL literature stresses that learning is most impactful when anchored in an "authentic, real-world challenge" with a genuine audience and direct impact.
Book: The Innovator's Mindset By: George Couros
Research on Cognitive Benefits of "Teaching to Learn" (The Protégé Effect) Documentation: The Protégé Effect describes the phenomenon where students who teach a concept to others (the 5th graders in this case) gain a deeper mastery of the material themselves.
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