In every project, the design process is used to learn about the career, develop a plan for their project, and implement the plan.
The first two steps of the process are the “learning” phase. Students must (1) understand the problem and (2) research and investigate. In order to solve a problem, you have to understand what the problem is, and be able to learn more about it. Without understanding the problem and any restrictions on the solution, you cannot create a viable solution. And without researching skills, you cannot gather the necessary information critical to solving the problem. Students must analyze the problem, and create a problem statement with specifications for every project they do in my class. Additionally, they must use at least two resources for research and learn two new concepts or ideas critical to the project. Student success is measured in these areas as they create a problem statement and research summary for their project portfolio outlining this information.
The next two steps are the “thinking” phase: (3) generate ideas and (4) pick an idea /plan a solution. Young people have incredible imaginations and creative minds. Unfortunately, they are rarely given the chance to use them. For every project that is done in my class, students must develop five to ten different solutions to the problem. From these five to ten solutions, they will pick their best three ideas to compare and contrast. Then, the best solution is picked and developed further into a detailed plan. These steps force students to think critically about their ideas and analyze the problem in depth. These skills are measured as they include their developmental sketches and reasons for choosing or rejecting their ideas in their design portfolio. Students are assessed on the quality of their developmental work and their reasons for accepting or rejecting ideas they have developed.
The last two steps are the “do” steps: (5) create a prototype and (6) test/evaluate the prototype. This is where most of the time is spent in class. After they develop a plan, they implement the plan and make that idea a reality. Using industry-standard tools and materials, students create solutions to real-world problems with design tools.
Upon completing their design, they will upload it to their website and reflect on it. Each reflection is based on the following:
The first two steps of the process are the “learning” phase. Students must (1) understand the problem and (2) research and investigate. In order to solve a problem, you have to understand what the problem is, and be able to learn more about it. Without understanding the problem and any restrictions on the solution, you cannot create a viable solution. And without researching skills, you cannot gather the necessary information critical to solving the problem. Students must analyze the problem, and create a problem statement with specifications for every project they do in my class. Additionally, they must use at least two resources for research and learn two new concepts or ideas critical to the project. Student success is measured in these areas as they create a problem statement and research summary for their project portfolio outlining this information.
The next two steps are the “thinking” phase: (3) generate ideas and (4) pick an idea /plan a solution. Young people have incredible imaginations and creative minds. Unfortunately, they are rarely given the chance to use them. For every project that is done in my class, students must develop five to ten different solutions to the problem. From these five to ten solutions, they will pick their best three ideas to compare and contrast. Then, the best solution is picked and developed further into a detailed plan. These steps force students to think critically about their ideas and analyze the problem in depth. These skills are measured as they include their developmental sketches and reasons for choosing or rejecting their ideas in their design portfolio. Students are assessed on the quality of their developmental work and their reasons for accepting or rejecting ideas they have developed.
The last two steps are the “do” steps: (5) create a prototype and (6) test/evaluate the prototype. This is where most of the time is spent in class. After they develop a plan, they implement the plan and make that idea a reality. Using industry-standard tools and materials, students create solutions to real-world problems with design tools.
Upon completing their design, they will upload it to their website and reflect on it. Each reflection is based on the following:
- Discuss the project goals; what are you trying to accomplish and how much you enjoyed the process or disliked it.
- Tell me what you learned about the software program, and what was my purpose giving you the assignment. Look at the objectives and goals of the assignment.
- Talk about specific tools you used and how you used them; someone who has never used AI should see "Adobe Illustrator" terms thay they would not know...so impress me with your vocabulary.
- Talk about frustrations, what was hard, what didn't work out well, what you had to change mid-stream
- Tell how you would rate yourself on a scale of 10 and why.