Embedded Files
Next Steps
Next Steps
Shorty after the first coach training we will be sending out the full problem text, the Southlake Carroll Odyssey of the Mind Bylaws and a coaches code of conduct/contract.Name
Please read over the coaches code of conduct and problem select guidelines in the bylaws. You will be required to sign the coaches code of conduct/contract to submit your problems. Your team has roughly week to return all the forms back to the board. Upon return of all forms, problems will be assigned based upon the following:
No Problem conflicts within the Membership
Availability of Problem within Membership
Coach input
Suggested First Meetings (Flexible Guide)
Suggested First Meetings (Flexible Guide)
Every team works differently! These are suggested steps, not requirements — use them to spark ideas for how to get started.
Every team works differently! These are suggested steps, not requirements — use them to spark ideas for how to get started.
Meeting 0 – Coach Prep & Parent Email
Meeting 0 – Coach Prep & Parent Email
Purpose: Set expectations and prime students before the first session.
Email the year’s Long-Term problems to the team as soon as you receive them.
Ask students to read the Introduction & Problem Statement and arrive with their top 2 choices.
Attach the Team Contract (if you want to use it) and Parent Guidelines explainer; let parents know these will be covered and if contract used signed at Meeting 1.
Meeting 1 – Kickoff & First Vote
Meeting 1 – Kickoff & First Vote
Welcome + icebreaker (Spontaneous problem).
Review Odyssey basics and Outside Assistance rules.
Go over the Team Contract.
Set voting rules: majority vs. unanimous vs other?.
First vote on all problems.
Persuasion round if no clear decision (students team up, give 1–2 min pitches).
Re-vote and narrow to top 2 problems.
Set meeting schedule and assign basic roles (note-taker, snack signup).
Coach’s Role: Facilitate process, don’t influence content. Submit the team’s top 2 choices.
Homework: Each student re-reads the problem and brings 3 concrete solution ideas for next week.
Next Problem Selection Meeting If Needed (Final Debate & Selection)
Next Problem Selection Meeting If Needed (Final Debate & Selection)
Quick review of top 2 problems.
Have students prepare short pitches with pros & cons.
Debate, then take the vote to select the problem. (repeat till final)
Celebrate — the team now has its challenge!
Homework: reread the chosen problem carefully.
Coach’s Role: Facilitate process, don’t influence content. Submit the team’s top 2 choices.
Homework: Each student re-reads the 2 remaining problems and lists pros & cons.
Phase 2 — Post-Selection: Building the Solution
Phase 2 — Post-Selection: Building the Solution
Meeting 1 – Brainstorming & Style 101
Goals: Structured ideation and an introduction to Style.
Activities:
Run a structured brainstorming session: solo ideas → share → incubation → regroup.
Teach what makes an idea creative: original, unique, useful, effective.
Introduce the scoring rubric.
Introduce Style and how it makes the solution stand out.
Capture all ideas, no judgment.
End with a Spontaneous problem.
Coach’s Role: Capture ideas faithfully, ensure equal airtime, don’t evaluate. (Div1 Coach can take notes, Div 2 & 3 Team needs to take notes)
Homework: Students sketch or write one detailed idea tied to the problem.
Meeting 2 – Narrowing story selection
Meeting 2 – Narrowing story selection
Goals: Decide on one solution direction.
Activities:
Set voting rules for story: majority vs. unanimous vs other?.
Students present mini-pitches on story ideas.
For each, ask: How does this map to the point distribution?
Vote using pre-set rules; decide the direction. Repeat until consensus.
Encourage early brainstorming of potential Style items.
Coach’s Role: Point students back to the rubric when they drift; Don't steering toward “your” idea. (Div1 Coach can take notes, Div 2 & 3 Team needs to take notes)
Homework: Students bring tangible contributions (script pages, prototypes, sketches, props).
Repeat Meet 2 Until the team gets behind one solution.
Repeat Meet 2 Until the team gets behind one solution.
Phase 3 Meetings (Problem Solutions)
Phase 3 Meetings (Problem Solutions)
Goals: Get students thinking systematically.
Introduce the Scoring Section (D) of the chosen problem.
Ask the kids to read outloud the major scoring area (e.g., Items after 1. Overall creativity and 2. Overall quality).
Have each group read the related Limitations (B) and identify what’s required for the scoring.
Brainstorm: “How could we meet this requirement inside our story/theme?”
Coach’s Role: Guide the mapping between Scoring and Limitations. Don’t propose solutions — just make sure team understands their section. (Div1 Coach can take notes, Div 2 & 3 Team needs to take notes)
Homework: Each student brings written/sketched suggestions for scoring item that appeal to them.
Organizing the Work
Organizing the Work
At this point, the team needs to decide how they want to organize themselves to move forward.
Coach’s Role: Ask the kids “How would you like to move forward?” and let them choose the method. Don’t decide for them — just guide the discussion.
Here are some suggestions the team can consider (or they can come up with their own):
Option 1 — Section Leaders
Option 1 — Section Leaders
Each major scoring area (Vehicle, Obstacles, Characters, Host, Realization, etc.) has a student “owner.”
That person makes sure progress happens in their area and reports back each week.
They don’t do all the work — just keep their part on track.
Option 2 — Small Working Groups
Option 2 — Small Working Groups
Students form pairs or small groups around scoring areas.
Each group brainstorms, tests, and prepares ideas, then brings them back to the team for discussion and voting.
This lets different skills and perspectives combine.
Option 3 — Rotating Roles
Option 3 — Rotating Roles
The team rotates who leads discussion for each scoring area.
For example, one week a student leads the Vehicle discussion; next week someone else takes the lead.
Everyone learns about all parts of the problem and stays involved.
The important part: The team chooses how to move forward. The coach just makes sure a choice is made.
Meeting 4 – Sharing & Voting on Scoring Ideas
Meeting 4 – Sharing & Voting on Scoring Ideas
Goals: Converge on approaches for each major section.
Set voting rules for story: majority vs. unanimous vs other?.
Each student presents their ideas for their approved scoring item.
Team discusses pros/cons.
Vote as a team on which approach to adopt ask who will lead that.
Ask how they are keeping track of who owns each scored area.
Coach’s Role: Ensure fair discussion and help keep focus on how ideas hit the scoring rubric.( Div1 Coach can take notes, Div 2 & 3 Team needs to take notes)
Homework: Owners refine their chosen element — prototype, script draft, or design outline.
Meeting 5 – Integrating the Pieces
Meeting 5 – Integrating the Pieces
Goals: Start weaving elements into one performance.
Revisit the full scoring list and check: “Do we have a plan for every line item?”
Owners present refined ideas; team checks for consistency with story/theme.
Begin scriptwriting, role assignments, and building. Use voting tools they have learned.
Coach’s Role: Help the team see the big picture and keep checking back against scoring buckets.
Homework: Start building assigned parts (props, costumes, technical elements) and continue script development.
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