IB MYP Design is a subject that focuses on using the Design Cycle to solve problems creatively. Students will be working on projects that challenge them to research, design, create, and evaluate products or solutions.

IB MYP 設計是一門專注於利用設計週期創造性地解決問題的學科。學生將從事那些挑戰學生去研究、設計、創建和評估產品或解決方案的專案。

Student’s work will be assessed using the four MYP Design Criteria:

• Criterion A: Inquiring and Analyzing – The ability to research and understand the problem.

• Criterion B: Developing Ideas – How well students generate and communicate creative design ideas.

• Criterion C: Creating the Solution – The ability to bring design ideas to life through a product or prototype.

• Criterion D: Evaluating – How students test and reflect on the success of their solutions.

學生的作業將使用四個中學專案設計標準進行評估：

• 標準 A：探究和分析－研究和理解問題的能力。

• 標準 B：發展創意－學生產生和交流創意設計創意的能力如何。

• 標準 C：創造解決方案 – 透過產品或原型將設計理念變為現實的能力。

• 標準 D：評估－學生如何測試和反思他們的解決方案是否成功。

For IB MYP Design, assessments are varied and depend on the nature of the project. Here’s a breakdown of the types of assessments:

• Research Paper/Report

• Presentation (PPT)

• Physical Product (e.g., T-shirt, upcycling product, board games)

• Poster Design

• Video/Animation/Stop motion

• Prototype (e.g., House Model, urban planning model, Assistive technology Prototype)

• 3D Modeling 

• Digital Product( e.g., website design, APP, interactive games)

對於 IB MYP 設計，評估多種多樣，取決於專案的性質。以下是評估類型的細分：

• 研究論文/報告

• 簡報（PPT）

• 實體產品（例如 T 卹、升級改造產品、桌遊）

• 海報設計

• 影片/動畫/定格動畫

• 原型（例如房屋模型、城市規劃模型、輔助技術原型）

• 3D建模 

• 數位產品（如網站設計、APP、互動遊戲）

Group work is assessed through a combination of individual and collaborative efforts:

• Individual Work (Criteria A & D): Students are graded on their individual research and ability to evaluate the success of the project. This ensures that each student’s personal understanding and analysis are considered.

• Group Work (Criteria B & C): The development of ideas and the creation of the final solution are evaluated as a team. Students are expected to work together, and their performance as a group will contribute to the final grade.

• Contribution and Grading: The teacher will assess how well each student fulfills their designated role, ensuring fairness in grading. Group members are held accountable for their contributions, and grades reflect both teamwork and individual responsibility.

小組工作透過個人和協作努力的結合來評估：

• 個人工作（標準 A 和 D）：根據學生的個人研究和評估專案成功的能力進行評分。這確保了每個學生的個人理解和分析都被考慮。

• 小組工作（標準 B 和 C）：想法的發展和最終解決方案的創建作為一個團隊進行評估。學生應該一起努力，他們作為一個團隊的表現將有助於最終成績。

• 貢獻和評分：老師將評估每位學生履行指定角色的情況，確保評分的公平性。小組成員對其貢獻負責，成績反映了團隊合作和個人責任。

Design course learning paths

• Learning direction:

  1. Basic knowledge: Get to know the fundamental principles and elements of design, like color theory, typography, composition, and how to use different design tools in class, such as Canva, Storyboard That, iMovie, or other video editing software. 

  2. Creative thinking: Encourage student to explore more creative thinking techniques like brainstorming and mind mapping, look for different solutions, and consider problems from various angles. 

• Recommended activities: 

  1. Design exhibitions: Check out more design exhibitions, such as product design, industrial design, graphic design, or invention exhibitions, to gather inspiration. 

  2. Design workshops and camps: Join different design workshops or camps to boost practical experience and skills. 

• Key points of the report content: 

  1. Clear structure: The report should have a clear introduction, main body, and conclusion, presenting the design concept, process, and results in an organized way. 

  2. Visual presentation: Include images, charts, and sketches to help explain and make the report more readable and appealing. 

  3. Critical reflection: Think about the choices and outcomes in the design process and offer suggestions for improvement. If you have any more questions or need further advice, just reach out to me! 

設計課程學習路徑

• 學習方向

  1. 基礎知識：理解設計的基本原則和元素，如色彩理論、排版、構圖和課堂上使用各種設計工具，如 Canva, Storyboard that, iMovie 或其他影片剪輯軟體。 

  2. 創意思維：鼓勵學生平時多練習Brian stroming和Mind map 等創意思考方式，探索不同的解決方案，並嘗試多角度思考問題。

• 建議參加的活動：

  1. 設計展覽：多參觀設計展覽，如產品設計、工業設計、平面設計或是發明展等展覽，從中汲取靈感。

  2. 設計工作坊和營隊：參加各類設計工作坊或營隊，增進實踐經驗和技能。

• 報告內容的重點：

  1. 清晰的結構：報告應有明確的引言、主體和結論，並有條理地展示設計理念、過程和結果。

  2. 視覺呈現：使用圖像、圖表和草圖來輔助說明，增強報告的可讀性和吸引力。

  3. 批判性反思：對設計過程中的選擇和結果進行反思，提出改進建議。

In MYP Design, group work encourages collaboration and shared responsibility for criterion B and C. Each member of the group contributes to the overall project by taking on specific roles, ensuring that all aspects of the design process are covered. This method fosters teamwork, communication, and problem-solving.

Roles in Group Work:

1. Leader:

   • Guides the group and ensures that tasks are completed on time.

   • Keeps everyone on track with the project objectives.

   • Facilitates communication and manages any issues within the group.

2. Presenter:

   • Takes responsibility for presenting the group’s work to the class or audience.

   • Ensures that the group’s ideas are clearly communicated and explained.

   • Prepares and rehearses the presentation for effectiveness.

3. Prototype Maker:

   • Focuses on building the actual prototype or solution for the project.

   • Ensures that the design specifications are followed.

   • Works with other members to test and refine the prototype based on feedback.

This division of roles helps streamline the design process while allowing students to take ownership of their individual contributions.

在MYP Design課程中，小組工作鼓勵協作並共同承擔標準 B 和 C 的責任。這種方法可以促進團隊合作、溝通和解決問題。

小組工作中的角色：

1. 領導者：

   • 指導小組並確保任務按時完成。

   • 讓每個人都遵循專案目標。

   • 促進溝通並管理小組內的任何問題。

2. 報告者：

   • 負責向全班或觀眾展示小組的工作。

   • 確保團隊的想法得到清晰的傳達和解釋。

   • 準備並排練簡報以確保其有效性。

3. 原型製作者：

   • 專注於建立專案的實際原型或解決方案。

   • 確保遵循設計規範。

   • 與其他成員合作，根據回饋測試和完善原型。

這種角色劃分有助於簡化設計過程，同時讓學生對自己的個人貢獻負責。

1. Random Grouping by Computer

   • Groups are formed randomly by a computer.

   • Ensures students work with a variety of peers, promoting adaptability and cooperation.

   • Reduces bias or favoritism and brings diverse perspectives to group work.

2. Teacher-Formed Groups (Based on Grades/Ability)

   • Teachers create groups based on academic performance or ability.

   • Balances skill levels, with stronger students helping those who need more support.

   • Strategic grouping helps students complement each other’s strengths, improving overall performance.

3. Student-Selected Groups (Free Grouping)

   • Students choose their own group members.

   • Encourages smooth collaboration as students often work with friends or familiar peers.

   • However, teachers need to ensure fairness and avoid uneven skill distribution or exclusion of some students.

1. 電腦隨機分組

   • 小組由電腦隨機組成。

   • 確保學生與同儕一起工作，提高適應能力和合作能力。

   • 減少偏見或偏袒，並為團隊工作帶來不同的觀點。

2. 老師組成（依成績/能力）

   • 教師根據學習成績或能力創建小組。

   • 平衡技能水平，讓能力較強的學生幫助需要更多支持的人。

   • 策略分組有助於學生優勢互補，提升整體表現。

3. 學生自由分組

   • 學生選擇自己的小組成員。

   • 鼓勵順利的協作，因為學生經常與朋友或熟悉的同齡人一起工作。

   • 教師需要確保公平，避免技能分配不均或排斥某些學生。

Communication and collaboration are key. If you experience challenges, try discussing them with your group first. If the issue continues, speak to your teacher for support. Remember, learning how to work as a team is part of the design process.

溝通和合作是非常重要的哦！如果你遇到困難，先試著和你的團隊聊聊。如果問題還是沒有解決，記得可以向老師請教！學會如何和別人一起合作是設計過程中很重要的一部。！

It is important that each group member actively contributes. If a member isn’t contributing as expected, it should be addressed with the group first. If the problem persists, inform the teacher, who can assess and offer guidance. Remember that your individual effort will be reflected in the assessment, so taking responsibility is key.

每位小組成員的積極貢獻都是非常重要的。如果有成員的貢獻不如預期，建議先在小組內討論一下。如果問題還是沒有解決，請告訴老師，老師會進行評估並提供幫助。記得，您的個人努力會影響到評估結果，所以承擔責任是非常關鍵的喔！

The MYP Design program emphasizes collaboration, but we recognize that challenges may arise. If a student feels that group dynamics are affecting their work, they are encouraged to communicate this with their group and the teacher. Teachers will step in to mediate and ensure that each student’s individual contribution is fairly reflected in their grade.

MYP設計課程非常重視團隊合作，但我們也知道可能會遇到一些挑戰。如果學生覺得小組的互動影響了他們的表現，我們鼓勵他們主動與小組成員和老師分享這個想法。老師會介入進行調解，確保每位學生的個人貢獻能公平地體現在他們的成績上。