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

The Design Cycle

Used with permission from Jordi Owens.

Design Folder Workbook November 3, 2010

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MYP Unit Design Folder Workbook Page 1

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.

Design Cycle - ExplainedNovember 3, 2010

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MYP Unit Design Folder Workbook Page 2

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.

Used with permission from Jordi Owens.

MYP Unit Design Folder Workbook Page 3

Name -

Unit Title -

Area of Interaction -

Guiding Question -

Instructor -

Assignment Date -

InvestigateNovember 3, 2010

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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 BriefNovember 3, 2010

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MYP Unit Design Folder Workbook Page 5

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 - Design SpecificationNovember 3, 2010

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MYP Unit Design Folder Workbook Page 6

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.

Investigate - Test of Design SpecificationNovember 3, 2010

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MYP Unit Design Folder Workbook Page 7

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) ________________________Date: _______________

*Did you modify the plan at any point? Explain here.*

PlanNovember 3, 2010

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Choose your sketch for your product / solution.

Plan - SketchesNovember 3, 2010

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MYP Unit Design Folder Workbook Page 9

Paste your Gantt Chart here.

Plan - Gantt ChartNovember 3, 2010

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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?

Create November 3, 2010

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I. Submit a self evaluation using the rubric provided.

Proficient -5 Developing - 3 Emerging - 1 Score

Researches and

gathers

information

Collects a great deal of

information - all related to the

topic

Collects some basic

information - most

related to the topic

Collects very little

information -some

related to the

topic

On Task Always does assigned work -

without having to be reminded

Usually does assigned

work - rarely needs

reminding

Rarely does

assigned work -

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

eager to work

Usually solved

problems and liked to

work

Usually caused

problems and

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

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.

III.

Group member A: _________________________ Score: ______ /21

EvaluateNovember 3, 2010

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Group member B: _________________________ Score: ______ /21

Group member C: _________________________ Score: ______ /21

Group member D: _________________________ Score: ______ /21

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

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___

___ ___ ___ ___ Total points (place this score by names above)

Category Excellent- 3 Good- 2 Satisfactory-1 Needs

Improvement-0

Contributions

Routinely provides

useful ideas when

participating in the

group. A definite

leader who

contributes a lot of

effort.

Usually provides

useful ideas when

participating in the

group. A strong

group member who

tries hard.

Sometimes provides

useful ideas when

participating in the

group . A

satisfactory group

member who does

what is required.

Rarely provides

useful ideas when

participating in the

group . May

refuse to

participate.

Time

Management

Routinely uses time

well throughout the

project to ensure

things get done on

time. Group does

not have to adjust

deadlines or work

responsibilities

because of this

person's

procrastination.

Usually uses time well

throughout the

project, but may have

procrastinated on

one thing. Group

does not have to

adjust deadlines or

work responsibilities

because of this

person's

procrastination.

Tends to

procrastinate, but

always gets things

done by the

deadlines. Group

does not have to

adjust deadlines or

work responsibilities

because of this

person's

procrastination.

Rarely gets things

done by the

deadlines and

group has to

adjust deadlines or

work

responsibilities

because of this

person's

inadequate time

management.

Focus on the

task

Consistently stays

focused on the task

and what needs to be

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.

Brings needed Almost always brings Almost always Often forgets

MYP Unit Design Folder Workbook Page 13

Preparedness

Brings needed

materials to class and

is always ready to

work.

Almost always brings

needed materials to

class and is ready to

work.

Almost always

brings needed

materials but

sometimes needs to

settle down and get

to work

Often forgets

needed materials

or is rarely ready

to get to work.

Pride

Work reflects this

student's best

efforts.

Work reflects a strong

effort from this

student.

Work reflects some

effort from this

student

Work reflects very

little effort on the

part of this

student.

Monitors

Group

Effectiveness

Routinely monitors

the effectiveness of

the group, and makes

suggestions to make

it more effective.

Routinely monitors

the effectiveness of

the group and works

to make the group

more effective.

Occasionally

monitors the

effectiveness of the

group and works to

make the group

more effective.

Rarely monitors

the effectiveness

of the group and

does not work to

make it more

effective.

Working with

others

Almost always listens

to, shares with, and

supports the efforts

of others. Tries to

keep people working

well together.

Usually listens to,

shares, with, and

supports the efforts

of others. Does not

cause "waves" in the

group

Often listens to,

shares with, and

supports the efforts

of others, but

sometimes is not a

good team member.

Rarely listens to,

shares with, and

supports the

efforts of others.

Often is not a good

team player.

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?

MYP Unit Design Folder Workbook Page 14

MYP Unit Design Folder Workbook Page 15