Having already created pitches for their solution plans, the students will now deliver their pitches to classmate “consultants.” The consultants will provide feedback, and the students will have a chance to revise their plans after receiving this feedback.

Acting as  “consultants” for their classmates, the students will first make a list of what they think constitutes a strong pitch (i.e. what they will be on the lookout for during the presentation, good and bad). You may choose to have the students discuss their criteria with a nearby classmate before proceeding. 

The students will give their pitches to one or more assigned “consultants.” Obviously, the students will have to take turns; they can’t all be consultants at the same time. While they are acting as consultants, they should take notes about their partner’s pitch, and afterwards, they should explain their written feedback. Remind the students that they should point out both what their partner has done well and what they might need to change to make their cost-benefit analysis of their solution plan even better. 

Afterwards, give the students time to revise their pitches based on the feedback they received from their classmate consultants. 

Talk with your students about how they could use the pitches they created to further their solution plans. For example, if a student wanted to incorporate their own fundraiser into a school event and/or use school spaces and resources to put it on, they might want to give their pitch to the principal. Similarly, if a student wanted to join forces with a local organization to do an outreach project, they might want to give their pitch to a representative of the organization. Consider having the students write down and turn in their ideas for how they could use their pitches in the future.