Week 2 Tutorial Plan — Facilitator Guide

Startup Thinking & the Business Model Canvas · 2 hours · connected classrooms (MY + AU)

Audience: students who have watched the Week 2 lecture and posted a problem (flipped — don't re-teach the lecture). Co-teaching: Lead A drives the room/clock; Lead B drives Meet, breakouts, cross-campus parity. Swap from last week. You need: slides.pptx (recap), activity_slides.pptx projected during the activity (advance through it as teams work — station banners, the StudyBuddy starter, the blank BMC grid, the fill-order, the pain-score and swap prompts), printed A1 Business Model Canvas sheets (one per team) + markers/sticky-notes, the Problem Clinic worksheet (class_activity.md Station B), the Assessment 1 brief open, Google Meet breakouts + a shared Jamboard with the blank canvas, a visible timer.

The week's job: every student leaves with (a) the BMC in their hands, (b) a pain-scored problem statement, and (c) a clear line to Assessment 1. This is the highest-leverage tutorial of the semester for the project.

At a glance

Time	Segment	Lead	Mode
0:00–0:10	Welcome + problem round	A	Whole class
0:10–0:28	Recap the three acts (interactive)	A & B	Whole class
0:28–0:33	Set up the two stations + teams	B	—
0:33–1:35	Rotation: Station A (Canvas) ↔ Station B (Problem Clinic)	A & B split	Teams
1:35–1:50	Debrief + canvas coherence lesson	A	Whole class
1:50–2:00	Assessment 1 walkthrough + to-do	A & B	Whole class

0:00–0:10 — Welcome + problem round (Lead A)

1-min frame: "Today you build the tool your first assessment is made of — and you start it from a real problem."
Problem round (fast): 6–8 students read their one-line problem from the board (no solutions allowed yet). Lead B collates in chat; Lead A reflects two or three back as jobs-to-be-done ("so the real job is feeling ready for SPM, not getting answers"). Sets the problem-first tone.

0:10–0:28 — Recap the three acts (Lead A & B, interactive)

Pull answers out of the room using the recap slides — do not replay the lecture: - Startup thinking. Ask: "where do good ideas come from?" → personal pain / pattern / adjacent-to-job. Then: "what's a 'GPT wrapper', and what are the four edges?" (data, distribution, workflow, trust/compliance). 5 min. - Problem first. Put up the pain score (S × F × A × W) and ask why we multiply. Land: a painful problem nobody pays for is a charity. 4 min. - Customer. Two tools: jobs-to-be-done (milkshake) and the Mom Test (ask about the past, not the future). Cold-call a "do/don't" question rewrite. 5 min. - The Canvas. Show the nine-block slide; name the three questions — desirability, feasibility, viability. Tell them: "you're about to build one." 4 min.

[HAND-OFF] Lead A → Lead B to set up stations.

0:28–0:33 — Set up stations (Lead B)

Form teams of 3–4, mixed-campus. Assign half the teams to Station A first, half to Station B; they'll swap at 1:04.
Lead B: open Meet breakouts + drop the shared Jamboard canvas link and the Station B worksheet into each room. Put the rotation clock on the main screen.

0:33–1:35 — Rotation (Lead A & B split; both float)

Use class_activity.md. ~31 min per station, swap at ~1:04.

Station A — Build the Canvas (Lead A anchors; both leads rotate rooms) - Teams build the StudyBuddy starter canvas first (shared example), in the block order on the worksheet, then start their own if time. - Coach, don't answer. Three prompts on repeat: "Is that value proposition specific or generic? Do these two blocks agree? What's your edge?" - Watch the classic traps: segments too broad; value prop as a feature list; forgetting buyer ≠ user; cost structure ignoring the AI bill. Let teams fall in, then ask the question that reveals it.

Station B — Problem Clinic (Lead B anchors; teaching assistants help) - Each student runs their own posted problem through the pain score, then writes the one-sentence problem statement. - Pressure-test: specific? real? would a customer recognise it? Low score = a win (saved weeks) — send them to a better problem.

1:35–1:50 — Debrief (Lead A)

Two teams read their StudyBuddy value proposition; the room votes "instantly clear: yes/no." Rewrite one live to show the lift.
Land the coherence lesson: a canvas is only good if the blocks agree — pull one block and the rest must still make sense. This is exactly what earns marks in Assessment 1.
Forward-link: "Next week — trust, ethics & governance. We put it early because the best builders design responsibility in before they build."

1:50–2:00 — Assessment 1 + to-do (Lead A & B)

Lead A: open the Assessment 1 brief. 3-min orientation: individual, due Week 4, 20% — a real problem + AI-landscape review + justified choice + risks + a complete BMC. Everything today feeds it.
Lead B drops links in chat: Assessment 1 brief, Week 2 post-class task (draft 3 BMC blocks for your own idea), Week 3 pre-class.
Close: "This week — pick your problem with the pain score, draft three canvas blocks, read the brief, and if you can, have one Mom-Test conversation."

Co-teaching protocol (quick reference)

Lead A: clock, agenda, whole-class teaching, debrief. Lead B: Meet, breakouts, Jamboard, cross-campus parity.
Hand-offs verbal and explicit. Parity check each segment: can the remote campus see the Jamboard and contribute? Every cross-campus team edits one shared canvas, not two.
If tech fails: Station A runs on the printed A1 canvas alone (designed to); Lead B re-establishes Meet. Never freeze the room.

Contingencies

Few watched the lecture: compress the recap to the pain score + the nine blocks, and teach the canvas through the StudyBuddy build itself (the activity carries the content). Push the lecture as required before Week 3.
Running long: protect the Assessment 1 walkthrough (it's graded scaffolding); cut the "own idea" second canvas at Station A — that becomes the post-class task anyway.
Strong/fast cohort: at Station A, have teams identify which edge StudyBuddy should pursue and redesign one block to strengthen it.