Every Wednesday our tech4teens club meets. Campers get free websites and connect to a passion through coding, web design, podcasting, or video.

This year’s journey we have decided to partake in the worldwide classroom of #walkmyworld. This global collaborative asks students to own their story from the micro level of me while sharing out loud with the collective we.

In the first walk the students decided they wanted to tell the story of #Tech4Teens to answer “who am I.” Each week a new walk gets posted but our campers work on one every two weeks.

As an academic enrichment program you know I will Sawyer in some academic skills so we decided to focus on writing a “value proposition” to create a marketing program to attract more campers. We have moved camp to Wednesday when many schools are hybrid or half day and need to let the world know.

Our students want to tell their story.

Defining Value Proposition

So we first broke down the phrase “value proposition.” Students did not understand the phrase at first and trust me only thing more awkward then my wait time in person is wait time on Zoom. So we broke the word down. Had to go into full grammar mode.

First we identified that the word “value” was a modifier describing proposition.So we went through different contextual definitions of value until we arrived at the usage.

We then had to switch to proposition. Another stamper. So we went to derivative meanings. We discussed how -tion can turn verbs into nouns and brainstormed a list of examples like act to action and perspire to perspiration”

So once we got to propose we were able to get to the action and students put together that a “value proposition” is something that describes benefits for particular audiences.

Writing a Value Proposition

Then we created a Google Doc and students had to hack together on a list of questions and a short answer for the value proposition.

What is camp?

Tech4Teens is a weekly camp where we get to hang out and make stuff about what we love

Who should come to camp?

Anyone interested in anything from coding to blogging. The technology doesn’t really matter and anyone can come and just have fun on your blog talking about what you love.

Why should they come to camp?

Tech4Teens helps people that want to learn more about technology and shows them how they can use those new-found skills in the real world.

Why is camp the best option for your Wednesday afternoon?

Sometimes we never get to leave or go anywhere. if you go to school you are always in a mask or have to stay apart. Camp acts like a door when you feel stuck.

Designing a Flyer

We returned to our camp theme of understanding literal, figurative, and connotative language and how this influences mood and tone.

This time though we turned to colors and fonts and how those need to reflect the message of the value proposition.

Then using Canva or pixlr students took the value proposition and created a flyer. Lisette Busamante  wanted to share hers with the world

Standards Hit

Please don’t tell our campers but they are doing some waaaaay above level work.

Connecticut High School Business Education:

OPPORTUNITY/PROBLEM RECOGNITION AND PURSUIT

  • Utilize virtual entrepreneurs, blogs, webcasts, webouts, and various other technology avenues to identify and solve various business problems
  • Compare and contrast the advantages and disadvantages of buying an existing business, starting an entirely new business, or purchasing a franchise
  • Explain the feasibility of starting a home-based or Internet-based business
  • Describe an entrepreneurial opportunity and formulate the steps in establishing a business oriented toward that opportunity

IDENTIFYING THE MARKET

  • ¬†Identify target markets for potential new businesses
  • Use primary and secondary data sources to locate information about potential target markets
  • Formulate a customer profile for a planned business

ISTE NET-S

6 Creative Communicator Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.

6c. Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.

4 Innovative Designer: Students use a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.

4a Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems.

CCSS

CCSS.ELA-Literacy.W.9-10.2.a
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.9-10.6
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

CCSS.ELA-Literacy.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Leave a Reply

Your email address will not be published. Required fields are marked *