The design steps

1. LEARN

The LEARN step is for the young children-designers to learn about the topic on which they will design. At the end of this step, the children will have learnt something about the design topic.

• Tell the children that they are now doing the LEARN step.
• Show examples of a (topic). You may show physical examples, or slides, or a video. (Optional: provide a handout with an illustrated text summary of the topic.)
• Ask questions:
  • “What is a (topic)?”
  • “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)?”
• Search for answers to some of the unanswered questions:
  • “How to find answers to these questions?”
  • “Where to look?”
  • The teacher may conduct a search using Google, or on Wikipedia, and projected on a screen; or by referring to a pre-prepared handout. Lead the discussion by asking questions and by responding to observations and questions from the children.
• Summarise:
  • “What did you learn about (topic)?”

2. DRAW

The DRAW step is for the young children-designers to creatively come up with one or more ideas for their topic. The children draw ideas on paper; they show their ideas to the teacher, who may encourage them to modify their ideas as needed. At the end of this step, the children will have an idea of the thing that they plan to make.

• Children work individually, or in groups of two seated at a table.
• This step is about trial-and-error.
• Encourage children to think of ideas for the topic.
• They draw their ideas with pen or pencil on paper, and share their ideas with each other.
  • Remind children of the challenge: “Design a (topic).”
  • “How can you make a nice (topic)?”
  • “Draw your (topic) on paper.”
• Encourage children to draw all their ideas, one idea per page.
  • Encourage each child to try a second idea too, and more…
• Ask children to explain their ideas.
  • Gently point out any obvious problems, encourage them to try again. For example, “Is it too small? Can you try to make it bigger?”
  • Prompt children to think about a part of the (topic) that they might have overlooked. Encourage them to work out any problems or shortcomings to their ideas. Help them with suggestions.
• Congratulate the children on a job well done.
  • Point out the good things in the ideas of each student.

3. MAKE

The young children-designers will now MAKE their ideas, either as physical models, or as carefully drawn artworks, depending on the topic. Refer to the guide for teachers, Safety for the MAKE step (I).

• Distribute the materials for making the (topic).
  • Ask: “Which are your favourite ideas?”
  • Help the children to choose their best ideas.
  • They may combine ideas too.
  • Each child or group to make one final model of their (topic), or a careful drawing, depending on the topic.
  • Encourage them to add details to their (topic) that they may have overlooked.
• Children to show their finished (topic) model or artwork.
• Each child must demonstrate the (topic) in turn.
  • Ask: “How does it work?”
  • Ask: “What do you like about it?”
• Encourage applause from the class 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 I 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. You may store student design work and models if possible, and display some of the projects in your classroom 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.