The design steps​​​​

 

1. LEARN

The LEARN step is for the children-designers to learn about the design topic that they are doing. At the end of this step, they will have learnt enough about the topic to attempt to design it, and will have decided what are important things to remember when designing for the topic.

• The children work in groups.
  • Even if this is an individual design task, they may still come together to work in groups during the LEARN step.
• Remind the children of the Design Topic.
• Explain that this is the first step, the LEARN step.
• Explain the Mind Map (II) method.
  • The mind map is used to think about and note down what we know about a topic.
  • Ask questions about the topic to spur thinking and to help draw the mind map: “What is a (topic)?” “What is it for?” “Who uses a (topic); or, where do you find a (topic)?” “Why do they use a (topic)?” “What are the different parts of a (topic)?” “How to find answers to these questions?” “Where to look?” “Whom to ask?”
  • Note down the questions that require answers on the mind map, and number the questions.
  • Each child or group draws their own LEARN mind map on a large sheet of paper.
• Provide resources on the topic for the children to read: it may be an encyclopaedia entry, a handout with an illustrated text summary of the topic that you prepared, or a link to a website resource on the topic.
  • The children-designers look for answers to the questions posed on the mind map.
  • The questions are things that they want to know before they proceed with designing.
  • The children note down the answers, as they find them.
  • They may do an image search on the topic, where necessary.
  • Encourage the children to keep records of the LEARN step in the form of notes and documents stored in a physical folder, a folder on their computer, or in a notes app.
• Each child or group reviews what they have found on the topic by showing their group mind map to the class, and reading the questions and the answers that they found.
  • Discuss their mind maps and ask questions.
• Once the children have discussed their LEARN step, summarise the results with the whole class.
  • Ask: “What are important things to remember when designing a (topic)?”
  • You may write these points on the board.
  • Point out to the children that they know more about the topic now, than they did before; that the topic is interesting; and how they have learnt from each other during this step.

 

2. DRAW

The DRAW step is a hugely creative time for the children-designers to come up with many ideas for their topic. The children draw ideas on paper; they discuss their ideas with each other; and they modify and improve their design ideas. At the end of this step, the children-designers will have combined their best ideas into one, and will have a plan for the thing that they intend to make in the next step.

• The children work in groups seated around tables.
  • Let them work together, whether they are working on a group or individual project.
• Remind them of the challenge: “Design a (topic).”
• Remind them of the results of the LEARN step, especially the “important things to remember when designing a (topic)” that were discussed above.
• Explain the Idea Storm (II) method.
  • Idea storm is a way for the children-designers to come up with many ideas.
  • It is the same as brainstorming.
  • Monitor the groups during the idea storm, encourage their creative thinking.
  • Ask: “How can you make a (topic) better?”
  • Gently point out obvious problems, persuade them to experiment. For example, “Is it too big? Try to make it smaller.”
  • Prompt them to think about a part of the (topic) that they might be overlooking.
• Once the children-designers have done the idea storm method, get them to select their two or three best ideas, and show them to the class.
  • Optional: congratulate the group that had the most ideas based on the number of drawings that they have done.
• Explain the Dot Voting (II) method.
  • Dot voting is for the children to help each other to select their best ideas.
• Once they have selected their best ideas, ask the children-designers to combine their best ideas for the (topic) into one.
  • Note that some ideas will be incompatible and cannot be combined.
• Allow the children time to re-work their ideas by drawing.
  • They should work towards one final idea.
  • Motivate them to work on the problems or shortcomings to their ideas without getting discouraged.
• At the end of the DRAW step, the children-designers should have narrowed their ideas to one final design idea for their (topic).
  • Ask them to estimate the overall sizes of their (topic) and to add dimensions to a drawing of their final idea.
  • A clear drawing of their design idea with dimensions will be useful for the next step.

 

3. MAKE

The MAKE step is when the children-designers build an actual model of the thing that they are designing. Yet, this step is creative, just like the DRAW step. The children gradually improve their design idea in a trial-and-error manner. Building a model in a physical form will be difficult for most children of this age group. The teacher should ensure that the required materials and equipment are at hand, and they should supervise the children so that the MAKE step is done safely. At the end of this step, the children-designers will have built a model of their (topic) and will be ready to try it. Refer to the guide for teachers, Safety for the MAKE step (II).

Note: A ‘model’ is a physical thing that designers make. Designers don’t make the real thing to be used, that is the job of manufacturing. Designing is separate from manufacturing. Designers design a car, and then the factory manufactures the car. Designers will try to make an excellent model to show people, such as the factory owner, who then will figure out how to manufacture it.

• The children now MAKE one of their ideas, either as physical three-dimensional models, or as careful final drawings, depending on the topic.
  • Each child or group must build one final model of their (topic). Sometimes they have to make different ones to decide which is better.
  • The children may modify or improve their design ideas as they are building them, it is a normal part of designing, they learn as they go along.
• Ensure that the children know what they are making.
  • The children working in groups will have agreed to make the design idea that they voted for in Dot Voting (II).
  • If they cannot agree, they will need to talk about it and make up their minds. The teacher may help the children decide if necessary.
  • Check each student or group: does their plan make sense? Is their plan realistic, or not?
• Distribute materials for making the (topic). Ensure that the tools and equipment required are at hand.
• Wherever possible, the children-designers should make a full-size, working model of their (topic). A full-size model is better to show and understand the designed thing.
  • Sometimes a model cannot be made because it is too difficult or there are no materials. Then the students may make explanatory drawings with dimensions instead of a model.
  • Models may be made full-size out of light-weight substitute materials.
  • Sometimes the students can build a non-working model which shows the basic dimensions and arrangement of parts.
  • Huge, house-sized things are shown by making small-scale models.
• Monitor the progress of the children during this step.
  • Is their making going well and on course?
  • Point out any problems, or parts of their design idea, that they are missing.

 

​​​​​​​4. TRY

In the TRY step, the children-designers see if their design idea works by trying it. It is important for the children to hear the opinions of the people for whom they are designing. These people are called the ‘users.’ The end of the TRY step is also the end of the design task. The children will have tried their design idea, and will have learnt how much it has succeeded, or not.

• Explain the Try Question Form (II) method.
  • The children explain their design idea to their users, and let them try it.
  • The children ask the questions on the form, and note down the replies.
  • The form has questions about function, size, and materials.
• The children-designers talk about the answers that they got from this step with their teacher and classmates.

Show
The children-designers then show their finished design model or final drawing to an audience of teachers and classmates. The show is part of the TRY stage as the children-designers will get the opinions of different people. Having parents/guardians at the show will be a bonus. The children may also show the rest of the work that they did, that is their notes, sketches, and models, for everyone to see the effort that they put into the design task.

• Each child or group shows their (topic) in turn. They must explain:
  • Purpose: Who is it for? Where is it used?
  • Function: What does it do? How does it work? What features does it have?
  • Size and materials: What is it made of?
• The audience play an important part.
  • They should be considerate when giving their opinions. Harshly critical and excessively negative comments can humiliate and upset the children.
  • Balance any negative opinion given with a positive one.
  • Nor should the audience praise the children when it is not deserved. The audience should be interested and respectful, honest and kind.
• Encourage applause from the audience after each child or group has presented.

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POST

Congratulations! You have completed a design project in class. Refer to the Assessing and Marking Level II guide for teachers if you must mark the student design work. Now that you have all the student design work in one place, record it. Scan their design process and drawings, photograph their models under good lighting conditions and with a good background. Take some photographs of the students together with their work, and publicise the results of the project if you believe that the work merits it. You may store student design work and models if possible, and display some of the projects at the school to inspire other students. You are welcome to share your student work with us at the Design Thinking for Schools website, we will be delighted to hear from you.