design folder

Objective - formalized and elaborate documentation as compiled evidence of student's work.

The Design Cycle

Design Cycle - Explained

The MYP design cycle is a system that will help you do your work by following certain steps. The system is useful and easy to understand because it guides you through the steps of how to do your project. The Design cycle starts with an INVESTIGATION and follows with PLAN/DESIGN, CREATE and then EVALUATE.

Investigate Stage: The investigation requires a description of the problem and an explanation on why the problem is important. The student must also relate the problem to their own life, to society and to one or more areas of interaction (A.O.I.'s - Approaches to Learning; Community and Service; Health and Social Education; Environments; Human Ingenuity). In addition to this, students will want to generate a couple of questions to guide them through their investigation. Surveys and questionnaires should be conducted and the responses and feedback gathered should be analyzed. A design brief and a design specification are also required. In the design brief, the student explains what he or she is going to do to solve the problem. In the specification, one should write the essential and desirable characteristics they want their end product to have. The student should also have some tests written down (these will test the product against the specification). Research should be conducted and the sources should be documented.

Design Stage: In this stage, the student should include a variety of designs. Each of these designs should be explained with storyboards, sketches, or labeled diagrams. The designs should be evaluated against the design specification. Finally, the student should choose one design and justify their reasoning for choosing that design.

Plan Stage: The requirements of the plan stage could include the creation of a time line or a calendar. You will need a step-by-step plan as evidence of planning. The student should critically evaluate their time plans. If the student has made any modifications to their original design, the changes should be justified. Students will need their teacher to “approve” their plan.

Create Stage: While following the time plan and working on the creation of his or her product, the student should keep a process journal in their Design Folder Workbook (this journal will be helpful when writing the evaluation). The tools and techniques utilized in the process of creation should be explained. Any changes made to the final design should be justified. Evidence should also be provided, such as photographs, screen shots, etc.

Evaluate Stage: Finally, the student should include the feedback received from testers in their evaluation. In addition to this, an analysis of the questionnaire results (if used) should also be included. A detailed evaluation of the student's performance at each stage of the design cycle discussing the strengths and weaknesses of each stage is essential, as are observations on how each stage could have been improved. A discussion on the impact of my product on the student, others and/or the environment should be included as well.

Investigate

Name - Unit Title - Area of Interaction - Guiding Question - Instructor - Assignment Date -

Investigate - Design Brief

Design Brief :

Explain the task you have to complete. Who are you making it for?

How do you plan to complete the task? What is the importance of the task?

What impact might it have on you and/or your future?

(Be sure to include how the area of interaction you are using will impact your project.)

Finding Information:

What essential questions do I need to think about to help me guide my investigation?

What are the answers to these questions? (Possible tools: concept map such as Inspiration / Kidspiration / Webspiration / Bubbl.us or other graphic organizers)

Resources Used:

(This includes information and images)

(Knight Cite, Diigo, Microsoft Word inline citations, and bibliograpy, etc.)

Investigate - Design Specification

What are the different parts to my project / product / design? What must my project / product /design do? Which program or materials should I use? Who is my audience?

What constraints do I need to think about?

Investigate - Test of Design Specification

Design / Sketches / Ideas:

How can I test that my product matches the design specification?

I. Explain/sketch in detail multiple ways of creating your project / product / design. Either draw your design directly on this document (expanding it as necessary) or use other tools such as Illustrator, Photoshop, GIMP, Google Docs Drawing , Google Sketchup to create your product / solution.

II. Evaluations – Check each design against your original design specification. Be sure to include any constraints (limitations or restrictions).

III. Which design have you chosen to use for this project? Why did you choose this design? Be sure to justify your decision.

IV. Design Specification - detailed description (colors, fonts, images, etc...) and materials to be used.

Plan

List the steps you will need to complete the task (this should be done in detail and include equipment and techniques/software to be used).

Expand or modify chart / photo / sketches as needed.

Create a timeline, Gantt Chart or calendar to show milestones and progress.

Step Description of Step Time/Resources Needed

Teacher Approval: (Sign Here) *Did you modify the plan at any point? Explain here.*

Date:

Plan - Sketches

Choose your sketch for your product / solution.

Plan - Gantt Chart

Paste your Gantt Chart here.

Create

Create your project by following your plan. Remember to modify your plan (steps and sketches) if you make any changes to your plan. You will want to document the development stage of your creation by taking pictures if appropriate.

As you create, journal about the following (you could do this as a blog if you like): What are some of the difficulties you face in creating your product?

Have you made any changes since your design? If so, what and why?

Describe your strengths in creating your product.

What have you learned?

Evaluate

I. Submit a self evaluation using the rubric provided.

Proficient -5

Developing - 3

Emerging - 1 Collects very little information -some related to the topic

Score

Researches and Collects a great deal of Collects some basic gathers information - all related to the information - most information topic related to the topic

On Task Always does assigned work - Usually does assigned Rarely does

without having to be reminded work - rarely needs assigned work - reminding often needs

reminding

Organization Met all goals and added extra components; excellent file management; complete, attractive, and innovative project

Met most goals; adequate file management; complete, but ordinary project

Met few goals; poor file management; incomplete and messy project

Attitude Always mediated problems and Usually solved Usually caused eager to work problems and liked to problems and work didn't want to work

Total Score /20

II. Evaluate yourself at each phase of the Design Cycle:

Stage of Design Cycle What I did well. What I needed to change/improve. Investigate

Design Plan Create

III. Evaluate your group using the rubric provided. Place the names of your peers being evaluated at the top of this page. Place the number of points in the blanks below that best describes how you feel about a peer’s participation regarding each statement. You will also do a self-evaluation. Total the points and fill in the score next to the names.

Group member A: Score: /21

Group member B: Group member C: Group member D: Score: Score: Score: /21 /21 /21

(A) (B) (C) (D)

Category

Total points (place this score by names above)

Good- 2

Excellent- 3 Satisfactory-1

Needs

Improvement-0

Routinely provides

Contributions useful ideas when participating in the group. A definite leader who contributes a lot of effort.

Sometimes provides Rarely provides useful ideas when useful ideas when participating in the participating in the group . A group . May satisfactory group refuse to member who does participate.

what is required.

Routinely uses time Usually uses time well Tends to Rarely gets things well throughout the throughout the procrastinate, but done by the Time project, but may have always gets things deadlines and Management project to ensure things get done on procrastinated on done by the group has to time. Group does one thing. Group deadlines. Group adjust deadlines or not have to adjust does not have to does not have to work deadlines or work adjust deadlines or responsibilities adjust deadlines or responsibilities work responsibilities work responsibilities because of this because of this because of this because of this person's person's person's person's inadequate time procrastination. procrastination. procrastination. management. Consistently stays

Focus on the focused on the task and what needs to be task

done. Very self- directed.

Focuses on the task and what needs to be done most of the time. Other group members can count on this person.

Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on- task.

Rarely focuses on the task and what needs to be done. Lets others do the work.

Usually provides useful ideas when participating in the group. A strong group member who tries hard.

Brings needed Almost always brings

Preparedness materials to class and needed materials to is always ready to class and is ready to work. work. Work reflects this Work reflects a strong Pride student's best effort from this

efforts. student.

Monitors Group Effectiveness

Working with others

Almost always Often forgets brings needed needed materials materials but or is rarely ready sometimes needs to to get to work. settle down and get

to work

Work reflects some Work reflects very effort from this little effort on the student part of this student.

Occasionally Rarely monitors Routinely monitors Routinely monitors

the effectiveness the effectiveness of the effectiveness of monitors the the group, and makes the group and works effectiveness of the of the group and group and works to does not work to suggestions to make to make the group make the group it more effective. more effective. make it more more effective. effective.

Often listens to, Rarely listens to, Almost always listens Usually listens to,

shares with, and shares with, and to, shares with, and shares, with, and supports the efforts supports the efforts supports the efforts supports the efforts of others. of others. Tries to of others. Does not of others, but keep people working cause \"waves\" in the sometimes is not a Often is not a good good team member. team player. well together. group

IV. What were the results of the tests you made against your design specification?

V. Evaluation of the impact of the product on life/society/environment:

How do you think your product will change the way the people who use it work/play/learn?

Will it lead to an improvement in their daily life/long term life?

Could your product be introduced into the wider community?

What do you think the impact would be?

Will your product have an impact on the environment?