MYP Design - streamlining the process

Streamlining MYP Design: Some thought and strategies

As design educators, we constantly strive to deliver a rigorous, authentic, and relevant curriculum that fosters critical thinking and creative problem-solving. In our experience at BHA, we've found that refining the MYP Design curriculum can significantly enhance student learning and engagement.

Our team has had the benefit of working closely together to develop and streamline our program. This refinement of the curriculum is driven by a couple of factors:

  • Delivery of a rigorous, authentic, and relevant curriculum

  • Prioritising critical and creative thinking

  • Writing clearly and concisely

  • Embracing and enjoying the design process

  • Optimizing the flow of the design cycle to allow for authentic inquiry

Recently, I have facilitated a number of workshops on IB MYP Design. In these workshops I’ve been responding and sharing some of our teaching practices. I’ve collated some of these approaches and strategies that we use into a couple of categories:

  • Planning: Our approaches to planning units and a program of inquiry.

  • Content and Concepts: How we approach the selection of content and concepts

  • Writing and portfolios: Our view on writing, portfolios,

  • Sequencing and streamlining units: How we “tweak’ the sequencing of criterion to streamline the process. 

While this is not exhaustive, I hope it provides a window into how one program approaches these aspects of delivering a curriculum. I plan to expand on some of these themes in future posts - but for now here is the beginning of some ideas and strategies.

Planning and sequencing for Efficiency

In MYP design, a student’s final grade for the course should be based on 2 Summative assessments of the criteria. Each strand of each criterion should be assessed two times. In addition, one unit in the year should be a full A-D unit. There is no guidance on the required number of units. However, obviously you need a minimum of 2 full A-D units to meet the IB MYP assessment requirements. In my experience working with teachers, many schools choose to do two full A-D units a year in order to meet these requirements

I will share some of the context at my school. We have two semesters. Semester one usually consists of two-four units that only cover some of the criterion (ie. a unit might be short and only cover A1, A2, A4, B1, B2, and B3). The other units would cover the missing criterion, so that by the end of semester we have assessed all criteria. The last unit of the year is usually a large, long, A-D unit.

One of the key challenges in MYP Design is balancing the breadth and depth of the curriculum. To optimize our approach, we've implemented a two-semester model:

  • Semester 1: Focus on shorter units that cover specific criterion (e.g., A1, A2, A4, B1, B2, B3). This allows for focused learning, timely feedback, and skill development. We may do between 2-4 short units in this term.

  • Semester 2: Culminate the year with a comprehensive, in-depth A-D unit. This provides an opportunity for students to apply their knowledge and skills to a complex design challenge.

Content Selection and Sequencing

To ensure a coherent and engaging learning experience, we draw inspiration from DP Design Technology content. This allows us to introduce students to advanced design concepts early on and deepen their understanding of the discipline.

Also, we use the DP Design technology IA guidance to put the MYP into perspective. For example, the DP Design brief has a hard limit of 150 words. While the MYP doesn't specify word limits, it is worth looking ahead to the DP IA and using it to guide your expectations. In MYP design we teach that annotations should be 10 words or less, and do ask students to use this style of annotation. We use this limit to guide discussions about clear, concise communication - and to also guide our teacher’s expectations about quantity.

When planning units, we utilize the GRASPS model to establish clear goals and authentic contexts. This framework helps us create meaningful learning experiences that motivate students.

Writing and Portfolios: A Balanced Approach

While writing is an essential skill, it's crucial to balance it with hands-on design activities. To minimize the burden of extensive writing, we employ various strategies:

  • MYP One Pagers: These visual summaries allow students to demonstrate their understanding in a concise and creative way.

  • Digital Tools: Using tools like Miro boards, students can document their thinking processes and collaborate effectively.

  • DP IA Guidance: We reference the DP Design IA word limits to guide our expectations for MYP Design writing.

Streamlining the Design Cycle

The traditional design cycle can be time-consuming and fragmented. To optimize the process, we've identified opportunities to combine and resequence criterion strands:

  • Start with A2: By beginning with the research stage, we can focus on empathy, inquiry, and the knowledge and skills that are needed to engage with the inquiry.

  • Combine A4, B1, and D1: By addressing these criterion together, students can better understand the relationship between the design brief, specifications, and testing plan.

  • Combine B4 and C1: This integration helps students see the connection between planning production and the actual production process.

  • Prioritize C1: Starting with C1 early in the design process allows students to plan and organize their work efficiently. We might start C1 while working on Criterion A in order to prioritize the importance of project planning.

  • Reorder D3 and D4: By evaluating the solution first (D4), students can gain valuable insights to inform their suggestions for improvement (D3).

Alternative Portfolio Formats

To cater to diverse learning styles and preferences, we encourage students to explore alternative portfolio formats:

  • Video blogs: Students can showcase their design process and reflections through video.

  • Miro boards: As mentioned above,

  • Research diaries: A digital or physical journal can document research findings and insights.

  • Presentations: Students can present their work to peers and teachers, honing their communication skills.

  • Padlets: This digital tool allows for collaborative sharing and feedback.

  • Maker Faires: Participating in maker fairs provides an opportunity to exhibit and share designs with a wider audience.

By implementing these strategies, we've been able to create a more efficient and engaging MYP Design curriculum that empowers students to become innovative thinkers and skilled designers.