SGA MYP DESIGN

Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; and how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing designers to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification.

Both the ideas of design and the process of design can only occur in a human context. Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes.

Inquiry and problem-solving are at the heart of MYP design. The subject group requires the use of the design cycle as a tool that provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.

The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.

什么是设计？

设计以及由此产生的新技术发展已经引起了社会的深刻变化，改变了我们获取和处理信息的方式；我们如何适应环境；我们如何与他人沟通；我们如何能够解决问题；以及我们如何工作和生活。

设计是创新与创造力之间的桥梁，它将思想与产品或系统的可能性和限制联系起来，使设计师能够通过原型制作、实验和适应来重新定义和管理进一步思想的生成。它是以人为中心的，关注最终用户的需求、愿望和限制。

有能力的设计不仅限于一小部分具有独特技能的个人，而是所有人都可以实现的。使用成熟的设计原则和流程可以增加设计成功的可能性。为此，设计师使用各种原则，这些原则共同构成了所谓的设计周期。

设计需要个人具备想象力和创造力，同时拥有大量重要的知识基础，这些知识将有助于或限制设计过程。所做的决策需要有充分和适当的研究和调查支持。设计师必须采用一种方法，使他们能够创造性地思考，同时符合设计规范的要求。

设计的思想和设计的过程都只能在人类环境中发生。设计是由来自各种背景和传统的人群进行的，这显然影响了设计在不同时期的进展方式。重要的是要理解，设计就是参与到一个具有某些共同信念、方法、理解和过程的探究社区中。

探究和解决问题是MYP设计的核心。该学科组要求使用设计周期作为一种工具，提供用于构建问题探究和分析、开发可行解决方案、创建解决方案以及测试和评估解决方案的方法。在MYP设计中，解决方案可以定义为学生独立开发和创建的模型、原型、产品或系统。

MYP设计挑战所有学生应用实际和创造性思维技能来解决设计问题；鼓励学生探索设计在历史和当代背景中的作用；并提高学生在做出设计决策和采取行动时的责任感。

MYP期望所有学生积极参与并专注于整个设计过程，而不仅仅是最终的产品/解决方案。

Formative and summative assessment

Using the examples provided, teachers are advised to refer to MYP: From principles into practice (May 2014).

The assessed curriculum, like the written and taught sections of the curriculum, has been developed to support student learning. The main function of the assessed curriculum is to give students feedback on their development as they undertake the individual units, year level course and programme as a whole. This feedback should be provided both formatively and summatively using the criteria found in the subject-group guide.

The assessed curriculum in design focuses on four areas.

• Criterion A: Inquiring and analysing

• Criterion B: Developing ideas

• Criterion C: Creating the solution

• Criterion D: Evaluating

It is important that students are provided with a balance of these four areas of the assessed curriculum in order for them to holistically engage with the subject.

The primary focus of MYP design is for students to be able to apply a structured methodology to solving problems. All design problems result in a solution; the effectiveness of that solution is determined by testing and evaluating against the design specification. To this end, when devising authentic formative and summative assessment tasks in design, teachers should consider the following guidance.

Design challenges are typically set within a contrived situation and have comparatively weak links to real life. Design problems are based in real life and need to be solved for a specific client or a target audience.

Formative assessment in MYP design

Ongoing formative assessment, carried out during the course of the unit, will provide both teacher and student with insights into the development of understanding, knowledge, skills and attitudes. It is also a means of exploring learning styles and individual student differences so that instruction can be differentiated.

Teachers need to develop ways of ascertaining students’ prior learning so that they can plan the most appropriate activities in the unit. Student peer- and self-assessment are valuable tools in this process. When designing tasks for formative assessment, teachers should identify the factual, procedural and conceptual knowledge that they wish to develop in their students. Teachers are able to design tasks that focus on the development of specific skills and specific strands of the objectives.

For example, in earlier years, teachers can use focused practical tasks to develop and practise manipulative skills. By building familiarity and competence with tools and processes, students can develop a skill set and understanding that they can use in their future design work. The range of understanding and competency can be developed over the five years of the course, resulting in students who are both technically competent and have a deep, conceptual and practical understanding of how to design and make products.

Formative assessment tasks can include:

• focused design tasks

• focused practical tasks

• product analysis and investigation

• product testing

• sketching tasks

• making-to-plan tasks.

Summative assessment in MYP design

The culminating assessment for a unit, term or course of study is designed to provide information on students’ achievement level against specific objectives.

Internal summative assessment as part of planned units is concerned with measuring student performance against MYP assessment criteria to judge achievement levels. All assessment criteria for the subject group must be used to assess student work in each year of the course. Teachers must be aware of the principles and practices that the IB uses to conduct summative assessment and ensure that all summative assessments use the MYP criteria.

The following design tasks are recommended to frame teaching and learning in design. They are typical tasks used to equip students with the knowledge, skills and understanding needed to successfully design solutions to problems. They are designed to provide opportunities for students to explore the design cycle and to gain experience of how design relates to real life.

Design project

The design project is a compulsory component of all MYP design courses. This task will be assessed using all four criteria.

As students progress through the different stages of the design cycle, they are constantly experimenting with ideas, researching topics, compiling sources, brainstorming issues, sketching possible solutions, making changes, rejecting proposals and critically evaluating their work. All relevant activities and outcomes should be recorded, and dated, in a design folder.

The design folder is a compilation of evidence that accompanies the final product/solution for a unit of work. Students formally record the results of their research, their various plans and designs and the evaluation of their finished products/solutions in the design folder. The design folder must be clearly divided into four sections: “Inquiring and analysing”, “Developing ideas”, “Creating the solution” and “Evaluating”. It must begin with the student’s inquiry into the problem and end with the evaluation of the product/solution.

Product/system study

Students identify an existing product/solution/system to analyse. It could be an iconic, failed (poorly designed) or everyday product/system. In later years, students should identify products or systems that are unfamiliar.

This task is assessed using objectives A and D. It should be presented as a report, with both text and extensive use of graphic forms of communication. The report should be limited to 1,200 words for years 4 and 5 students, 900 words for years 2 and 3 students, and 600 words for year 1 students.

To meet the requirements of objective A, students should:

• identify the market and the need that led to the creation of the product/system

• identify and prioritize the primary and secondary research needed to develop an understanding of the product:

  • primary research to identify the aspects for which tests will have to be developed and carried out in objective D

  • secondary research to identify the aspects that will have to be addressed through the analysis of the product and research into the history of the product’s/system’s development

• analyse the product/system

• summarize the secondary research they have carried out about the product/system.

To meet the requirements of objective D, students should:

• design tests that address the primary research such as:

  • user trials/observation

  • expert appraisal

  • performance/field tests

• evaluate the product/system by analysing the data from the tests in terms of strengths, weaknesses and opportunities for further development

• suggest possible improvements to the product/system

• explain the impact that this product has on the identified client/target audience.

Design and make

Students are presented with a situation and design brief. The design brief must include enough information and room for flexibility so that students can approach the problem in different ways and develop their own design specification.

This task will be assessed using objectives B and C. It should be presented in a design folder that clearly divides students’ work into two sections: “Developing ideas” and “Creating the solution”. It must also include all information and guidance given to students by the teacher.

Developing task-specific clarifications

The criteria provided in the subject-group guide are generic and they describe holistic judgments of students’ achievements. Teachers often find it helpful to specify how criteria strands will be assessed in the context of a specific task. This can be done through task-specific clarifications. Task-specific clarifications are assessment tools that bring further specificity to the assessment criteria. When clarifying expectations for students, teachers must ensure that they do not alter the standard expected in the published criteria. The MYP published assessment criteria are described as holistic, in that they offer general, qualitative value statements about student achievement.

Teachers will need to clarify the expectations of any given task with direct reference to the published assessment criteria. For example, teachers would need to clarify exactly what is to be addressed in relation to a design situation.

This might be in the form of:

• a task-specific clarification of the criteria, using the published criteria but with some wording changed to match the task

• an oral discussion of the expectations

• a task sheet or rubric that explains the expectations.

It is important that teachers specify the expected outcomes at the beginning of each individual task so that students are aware of what is required. Teachers must remove any strand that might not be relevant for a specific task.

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