The design process includes:
The process continues around in a circle. The biggest thing we have learnt is that it takes trial and error to create things.
The students' first challenge was to build a house using marshmallows and pasta sticks. It had to be free-standing and could only be created with spaghetti sticks and marshmallows.
The beginning step in the design process is to come up with ideas. Students found this task challenging. A lot of their houses failed or fell over. Many needed to pull their house down and start again multiple times. Our ability to persevere was tested.
Evaluating our house building session highlighted that just pulling our house down and re-making it many times was not effective without knowing what the problem was.
As we explored the design process, we noticed a few steps that we had missed. Riley pointed out,
the design process has six stages and we missed over half of them.
Students were challenged to design a dream lunch box. The criteria stated that it had to open and hold some food.
The imagine and design stages were the student favourites. It provided great opportunities for students to make mistakes, and to understand that no idea is wrong.
Student learning included terms like bird's eye view, front and side views and how to show designs from different angles.
Testing started even before we had finished building. A lot of our ideas didn’t work and required modification.
Following a design process is useful for other areas of the curriculum. We have used the design process to plan and design our carvings. Starting with ideas, choosing one we like, creating a 3D model and then moving on to carving it out of soap. We understand we won’t get it perfect the first time, as no inventor does.