Задания на развитие мышления: Упражнения на развитие мышления у младших школьников

Комплекс игр и упражнений направленных на развитие мышления и речи у детей дошкольного возраста

Игры на развитие мышления и речи

«Где мы побывали, что мы повидали?» (25 мин.; народная игра).

Цель игры. Развитие мышления и речи.
Процедура игры. Игру желательно проводить на свежем воздухе или в просторной комнате.
Группа детей делится пополам: «дедушка и внучата» — те, кто будет отгадывать загадки, а вторая группа их будет загадывать. Между группами по земле или полу проводится черта, за которую нельзя выбегать дедушке и внучатам, когда они будут ловить убегающих детей. «Дедушка и внучата» отворачиваются, а учитель с другой группой детей тихо договариваются, какую «загадку» будут загадывать. Договорившись, они подают знак «дедушке и внучатам».

Происходит такой диалог:
— Здравствуйте, дедушка седой с длинной-длинной бородой!
— Здравствуйте, внучата!
— Здравствуйте, ребята! — отвечает «дедушка с внучатами».
— Где вы побывали? Что вы повидали?
— Побывали мы в лесу, там увидели лису. Что мы делали — не скажем, но зато мы вам покажем!

Свою «загадку» дети показывают в движениях. Например, они «собирают в лесу грибы и ягоды». Дети наклоняются, аукаются и т. д. В случае, если «дедушка и внучата» правильно отгадали «загадку», вторая группа детей уточняет и дополняет ответ. Если предлагается ошибочное решение, дети убегают, а «дедушка и внучата» стараются их поймать. Но нельзя перебегать за черту, которая была проведена в начале игры.
После показа 1—2 загадок выбираются новые «дедушка с внучатами».

«Ну-ка, отгадай!»

Цель игры. Развитие мышления и речи.
Процедура игры. Группа детей делится на две подгруппы. Первая подгруппа тайно от второй задумывает какой-либо предмет. Вторая подгруппа должна отгадать предмет, задавая вопросы. На эти вопросы первая подгруппа имеет право отвечать только «да» или «нет».
Дети из первой подгруппы встают по прямой линии друг за другом. Напротив них встают дети из второй подгруппы. Сначала задает вопрос ребенок из второй подгруппы: «Оно живое?» Первый ребенок из первой подгруппы отвечает: «Да». За-тем задает вопрос второй ребенок из второй под. группы: «Я его видел?» Второй ребенок из первой подгруппы отвечает: «Да» и т. д.
После угадывания предмета подгруппы меняются ролями.
Примечания:
1. Предлагайте детям вопросы, отражающие операции синтеза и классификации: «Оно живое (или мертвое)?»; «Оно находится в доме?»; «Оно находится на улице?»; «Это животное?»; «Это — человек?» и т. п.
2. Если в течение 8—10 минут предмет не угадан, целесообразно его назвать, чтобы ребята не заскучали.
3. Ребятам из первой подгруппы рекомендуется загадывать известные всем предметы.

«Картинки-загадки»

Цель игры. Развитие мышления и речи.
Процедура игры. Из группы детей выбирается один водящий, остальные садятся на стулья, они должны отгадывать. Учитель имеет большую коробку, в которой лежат маленькие картинки с изображением различных предметов (можно использовать картинки от детского лото).

Водящий подходит к учителю и берет одну из картинок. Не показывая ее остальным детям, он описывает предмет, нарисованный на ней. Дети предлагают свои версии.
Следующим водящим становится тот, кто первый отгадал правильный ответ.

«Парные картинки» (25 мин.)

Цель игры. Развитие мыслительных операций анализа и синтеза (сопоставления) .
Процедура игры. Используются картинки из двух наборов детского лото. Группа детей делится пополам. Каждый ребенок получает по четыре картинки. Дети из первой группы по очереди описывают предмет, нарисованный на одной из имеющихся у них картинок, не показывая их. Тот ребенок, у которого, по его мнению, есть эта картинка, показывает ее. Если ответ правильный, обе картинки откладываются в сторону (в общую коробку, например). Если ответ неправильный, первый ребенок повторяет свое описание, сделав его более подробным и детализированным.

После того как все дети из первой группы описали по одной картинке, роли меняются. Теперь дети из второй группы также по очереди описывают свои картинки, а дети из первой группы отгадывают их.
В целом происходят 4 смены ролей, соответственно четырем карточкам, имеющимся у каждого ребенка.

«Определи игрушку» (25 мин.)

Цель игры. Развитие смысловой памяти и мышления.
Процедура игры. Каждый ребенок приносит какую-либо игрушку. Из группы выбирается один водящий. На 3—5 минут он выходит за дверь. В его отсутствие учитель с ребятами придумывает какую-либо историю, в которой главным персонажем выступает одна из принесенных игрушек.

Все игрушки, в том числе и выбранный игровой персонаж, расставлены на столах или стульях. Приглашается водящий ребенок. Ребята из группы поочередно рассказывают ему придуманную историю, не называя главного персонажа, а замещая его название местоимением «он» или «она». История рассказывается в течение 3—5 минут. Водящий должен показать игрушку, являющуюся главным персонажем рассказанной истории.

Если угадывание произошло правильно, выбирается другой водящий, и игра повторяется. Если ответ неправильный, ребята дополняют рассказанную историю так, чтобы помочь водящему новыми деталями, не называя при этом задуманную игрушку.

«Угадай игрушку» (25 мин.)

Цель игры. Развитие восприятия, наблюдательности и мышления.
Процедура игры. Выбирается один водящий, который выходит на 2—3 минуты из комнаты. В его отсутствие из детей выбирается тот, кто будет загадывать «загадку». Этот ребенок должен жестами и мимикой показать, какую игрушку он задумал. Например, задумана игрушка «зайка». Ребенок прыгает, «грызет морковку» и т. д. Водящий должен отгадать игрушку, выбрать ее, взять в руки и громко назвать. Остальные дети хором говорят «Правильно!» или «Неправильно!».

Если ответ правильный, выбирается другой водящий и другой ребенок, который будет загадывать «загадку». Если ответ неправильный, показать «загадку» предлагается другому ребенку, и так до тех пор, пока не будет получен правильный ответ.

«Лишняя игрушка» (25 мин.)

Цель игры. Развитие смысловых операций анализа, синтеза и классификации.
Процедура игры. Дети приносят с собой игрушки из дома. Группа ребят делится на две подгруппы. Первая подгруппа на 2—3 минуты выходит из комнаты. Вторая подгруппа отбирает 3 игрушки из тех, что принесены. При этом две игрушки должны быть «из одного класса», а третья — из другого. Например, с куклой и зайчиком кладут мячик.

Входит первая группа и, посовещавшись, берет «лишнюю игрушку» — ту, которая, по их мнению, «не подходит». Так, в данном примере «лишняя игрушка» — это мячик (кукла и зайка — живые, а мячик — нет).

Если ребята легко справляются с тремя игрушками, их число можно увеличить до 4—5, но не более 7-ми. Игрушки можно заменить картинками из детского лото (тогда игра будет называться «Лишняя картинка»).

«Перечисли предметы» (25 мин.)

Цель игры. Развитие восприятия, наблюдательности и смысловой памяти.
Процедура игры. Из группы детей выбирается один водящий. Он выходит из комнаты на 2 минуты. В это время на стол в комнате кладутся 7 предметов и задумывается ситуация. Например, дети задумывают ситуацию «Я иду гулять», тогда на столе должны лежать 7 предметов из одежды.

Приглашается водящий, ему рассказывается ситуация и разрешается в течение 1—2 минут осмотреть стол. Затем он поворачивается к столу спиной, а лицом к группе детей и начинает перечислять вещи на столе. После каждого правильного ответа группа говорит «Правильно!», после неправильного — «Неправильно!». Если водящий перечислил не все предметы, группа говорит, какие предметы он забыл.

«Сочини предложение»(25 мин.)

Цель игры. Развитие мышления и фантазии.
Процедура игры. Учитель предлагает группе 2 карточки из детского лото, на которых изображены предметы. Группа садится полукругом, и по очереди каждый ребенок придумывает предложение, которое содержит названия двух задуманных предметов. Затем показываются два других предмета, и снова по кругу дети придумывают новые предложения.
Примечания:
1. Стимулируйте у детей стремление к составлению нестандартных, оригинальных предложений.
2. Если дети легко справляются с придумыванием предложений по двум заданным словам, в следующий раз предложите им три слова для составления предложений.

«Противоположность» (25 мин.)

Цели игры. Развитие мышления и речи.
Процедура игры. Ведущий показывает группе детей одну картинку. Задача состоит в том, чтобы назвать слово, обозначающее противоположный предмет. Например, ведущий показывает предмет «чашка». Дети могут назвать следующие предметы: «доска» (чашка выпуклая, а доска прямая), «солнце» (чашку делает человек, а солнце — это часть естественной природы), «вода» (вода — это * наполнитель, а чашка — это форма) и т. д.

Каждый ребенок по очереди предлагает свой ответ и обязательно объясняет, почему он выбрал именно такой предмет.

«Определения» (25 мин.)

Цель игры. Развитие мыслительных ассоциативных связей.
Процедура игры. Ведущий показывает одну карточку, на которой нарисован предмет, затем другую. Задача игры состоит в том, чтобы придумать слово, находящееся между двух задуманных предметов и служащее как бы «переходным мостиком» между ними. Каждый участник отвечает по очереди. Ответ должен быть обязательно обоснован.

Например, даются два слова: «гусь» и «дерево». «Переходными мостиками» могут быть следующие слова: «лететь» (гусь взлетел на дерево), «вырезать» (из дерева вырезали гуся), «спрятаться» (гусь спрятался за дерево) и т. п.

«Придумай загадку» (25 мин.)

Цель игры. Развитие речи и мышления.
Процедура игры.
Из группы детей выбирается водящий. В его задачу входит придумать загадку. Группа должна эту загадку отгадать. Далее другой ребенок придумывает загадку и т. д.

Дети 6-ти лет любят придумывать загадки, игра проходит оживленно.

«Пословицы» (25 мин.)

Процедура игры. Учитель предлагает простые пословицы. Дети должны дать свое объяснение смысла пословиц. Спрашивать необходимо по очереди. Например, пословицу «Тише едешь — дальше будешь» дети интерпретируют так: «Надо ехать тихо, тогда быстрее приедешь», «Это значит — нельзя спешить».
А иногда объяснение одной пословицы представляет собой другую: «Семь раз отмерь, один отрежь».

Пословицы:
1. «Дело мастера боится».
2. «Всякий мастер на свой лад».
3. «На все руки мастер».
4. «Портной испортит — утюг загладит».
5. «Картошка поспела — берись за дело».
6. «Без труда и в саду нет плода».
7. «Каков уход, таков и плод».
8. «Больше дела — меньп1е слов».
9. «Всякий человек у дела познается».
10. «Горе есть — горюй, дело есть — работай».
11. «Без дисциплины жить — добру не быть».
12. «Заработанный хлеб сладок».
13. «У кого сноровка, тот и действует ловко».
14. «Без начала нет конца».
15. «Без порядка толка нет».
16. «Без работы пряников не купишь».
17. «Глаза боятся — руки делают».
18. «Чтоб не ошибиться, не надо торопиться».
19. «Без труда нет добра».
20. «Труд — лучшее лекарство».
21. «Терпение и труд все перетрут».
22. «Будешь книги читать — будешь все знать».
23. «Дом без книги, что без окон».
24. «Хлеб питает тело, а книга питает разум».
25. «Где ученье — там уменье».
26. «Ученье и труд вместе живут».
27. «Ученье — свет, а неученье — тьма».
28. «Почитай учителя, как родителя».

Упражнения для развития мышления 5 -7 классы.

Займемся своеобразной аэробикой для мозга.

Упражнения у Вас займут всего по нескольку минут и могут выполняться практически повсюду. Вряд ли понадобятся какие-нибудь приспособления, и по большей части никто не поймет, чем вы занимаетесь.

Итак, начнем с разминки, разогрева.

Разогрев мозга позволит Вам действовать более эффективно, когда это на самом деле понадобится. Эти упражнения предназначены для того, чтобы помочь таким функциям мозга, как память, способность схватывать смысл, выбор приоритета, визуализация образов.

Приведение мыслей в порядок.

Время: 5 – 10 минут после пробуждения.

Положение тела: удобно сидя или лежа. Все семь упражнений произносятся вслух

Упражнение 1. Как можно быстрее сосчитать в обратном порядке от 100 до одного.

Упражнение 2. Произнесите алфавит, придумывая на каждую букву слово (А – абрикос, Б – банка), причем как можно быстрее. Если Вы задумываетесь над какой – то буквой дольше 30 сек., пропустите ее и двигайтесь дальше.

Упражнение 3. Произнесите 20 мужских имен (опять же, как можно быстрее), нумеруя каждое из них (1 – Филипп; 2 – Александр и т. д.).

Упражнение 4. Проделайте то же самое, но теперь с женскими именами.

Упражнение 5. То же, что и в упражнение 2 и 3, но на этот раз вам придется нумеровать 20 видов пищи, автомобилей и т.д.. (1 – яблоко, 2 – котлета, и т. д.).

Упражнение 6. Выберите одну букву алфавита и назовите 20 слов, начинающихся с нее, нумеруя их так же, как вы это делали прежде (и снова как можно быстрее) – (1 – мороз, 2 – мать, 3 – массаж, …).

Упражнение 7. Если ваши глаза были открыты во время этих упражнений, это прекрасно, но теперь закройте их. Сосчитайте до 20 и откройте. Ваш мозг разогрелся и готов к трудностям предстоящего дня.

Мозговой спринт.

Выполните это упражнение перед началом работы, которая требует особенной остроты ума.

Время: 5 минут.

Принадлежности: ручка, бумага, будильник или кухонный таймер.

Положение тела: сидя.

Возьмите любой печатный текст и выберите первое попавшееся слово в нем, например, слово «дождь» в газетном прогнозе погоды.

Установите таймер на 5 минут.

В верхней части листа бумаги напишите слово, которое вы выбрали. В течение следующих 5 минут, напишите как можно больше фраз, в котором содержится это слово. Не останавливайтесь и не задумывайтесь. Ваша задача – «победить» таймер и писать так быстро, как вы можете, даже если ваши ассоциации выглядят глупо. Через пять минут остановитесь, сосчитайте до 20 и продолжайте работу.

Фитнес и острота ума.

Время 10 минут.

Принадлежности: книга, журнал или газета.

Положение тела: сидя.

Возьмите ваш текст, переверните его вверх ногами и читайте вслух. Скорость чтения резко уменьшится, так как ваш мозг сопротивляется такому необычному для него способу. Но это означает, что ваши умственные способности усиливаются.

90000 Understanding Abstract Thinking: Development, Benefits & More 90001 90002 Today we’re obsessed with data. Experts in every industry are finding ingenious ways to measure and depict millions of data points every day. 90003 90002 But data is virtually worthless unless someone can look at the numbers, detect patterns, analyze what those patterns mean, and develop narratives to explain them to everybody else. 90003 90002 The difference between collecting data and understanding its meaning is the difference between concrete and abstract thinking.90003 90002 Abstract thinking is the ability to understand concepts that are real, such as freedom or vulnerability, but which are not directly tied to concrete physical objects and experiences. 90003 90002 Abstract thinking is the ability to absorb information from our senses and make connections to the wider world. 90003 90002 A great example of abstract thinking at work is humor. Comedians are experts in abstract thinking. They observe the world around them. They detect incongruities, absurdities, and outrages.And they build jokes out of the unexpected connections. 90003 90014 90015 How you use abstract thinking 90016 90002 Abstract thinking is considered a higher-order reasoning skill. You use it when you: 90003 90019 90020 create things 90021 90020 speak figuratively 90021 90020 solve problems 90021 90020 understand concepts 90021 90020 analyze situations 90021 90020 form theories 90021 90020 put things in perspective 90021 90034 90035 90002 Abstract thought is usually defined alongside its opposite: concrete thinking.Concrete thinking is connected closely to objects and experiences that can be directly observed. 90003 90002 An example of a task that involves concrete thinking is breaking down a project into specific, chronological steps. A related abstract thinking task is understanding the reasons why the project is important. 90003 90002 Most of us need to use a blend of concrete and abstract thinking to function well in day-to-day life. 90003 90002 Abstract thinking skills develop as we grow and mature.Swiss psychologist Jean Piaget explained the way children’s thinking abilities change as they get older. 90003 90002 Piaget said that from birth until around the age of 2, babies and toddlers generally think concretely. They observe and explore the world around them using their five senses and motor skills. 90003 90002 90047 See the Cheerio on the floor, pinch it with your fingertips, and put it in your mouth. Decide you like it. Repeat the process 90048. 90003 90002 From ages 2 to 7, children develop the ability to think symbolically, which may be the foundation for abstract thinking.They learn that symbols like letters, pictures, and sounds can represent actual objects in the real world. 90003 90002 From age 7 until around 11, kids develop logical reasoning, but their thinking remains largely concrete — tied to what they directly observe. 90003 90002 Sometime around age 12 and continuing into adulthood, most people build on their concrete reasoning and expand into abstract thinking. 90003 90002 This stage includes the growing ability to put themselves in other people’s shoes (to use an abstract-thinking metaphor), learning how to empathize.The exercise of empathy is considered an abstract thinking ability. 90003 90002 Many of the tasks students perform in school are tied to abstract thinking. Math skills are often abstract. They rely on the ability to conceptualize numbers and operations without always putting your hands on physical objects. 90003 90002 The study of language often involves analyzing and expressing abstract ideas, making generalizations about human nature and conflict, and learning to write figurative comparisons like metaphors and similes.90003 90002 History, social studies, philosophy, and politics all require the ability to think generally about social problems and use ethical judgment. Science requires students to propose, test, and revise hypotheses and theories. 90003 90002 Apart from the academic aspects of school, navigating the complex social situations presented during a typical school day also involves abstract thinking. 90003 90002 People who are able to think abstractly are often good at: 90003 90019 90020 taking intelligence tests 90021 90020 solving complex problems 90021 90020 creating art of all types 90021 90020 coming up with novel options and directions (divergent thinking) 90021 90034 90002 If you want to improve your abstract thinking skills, here are some things you can try: 90003 90014 90015 easy ways to improve your abstract thinking 90016 90019 90020 90015 Improvise.90016 If there’s an improvisational theater group in your area, consider taking a workshop that allows you to explore this open-ended form of performance play. 90021 90020 90015 Solve puzzles. 90016 3D, visual, and word puzzles will train you to think of alternatives beyond those that occur to you immediately. 90021 90020 90015 Build 3D models. 90016 Research has shown that people in science, technology, engineering, and math professions enhance their abstract thinking abilities by doing arts and crafts projects.90021 90020 90015 Explore optical illusions. 90016 Some researchers use art and photographs with optical illusions to train students to see things in multiple ways, which is a hallmark of abstract reasoning. 90021 90020 90015 Play with figurative language. 90016 The ability to write similes, metaphors, analogies, and even pieces of personification can stimulate abstract thinking. Think of something concrete and relate it to something abstract: «On the day he was sentenced, rain fell continuously, as if Justice were weeping.»Or» The psychologist made a sexist remark, saying women’s minds were like bowls of spaghetti. » 90021 90034 90035 90002 Some neurological conditions may interfere with your ability to think abstractly. 90003 90019 90020 90015 Autism spectrum disorder. 90016 Researchers have found that some people with autism spectrum disorder may have trouble with concepts and problem-solving. 90021 90020 90015 Schizophrenia. 90016 Some forms of abstract thinking, particularly those involved in interpreting social situations, may be limited by schizophrenia.90021 90020 90015 Traumatic or organic brain injuries 90016. Injuries from accidents and prenatal exposures, including fetal alcohol spectrum disorders, can impact the areas of the brain that make abstract thinking possible. 90021 90020 90015 Intellectual disabilities. 90016 Individuals with intellectual impairment often have difficulties using and understanding abstract thinking skills. 90021 90020 90015 Dementia. 90016 Often the parts of the brain involved in many types of dementia are the same parts that control abstract thinking skills.90021 90034 90002 Sometimes the ability to imagine, predict, and make connections interferes with healthy functioning. 90003 90002 Take the cognitive distortion known as catastrophizing, for example. If you habitually imagine worse case scenarios, you may increase your anxiety level or worsen depression symptoms. 90003 90002 Overgeneralization is another example. If you experience a setback as proof that you’re a failure, your ability to generalize is reaching an inaccurate and counterproductive conclusion.Research has shown that this kind of abstraction is common with anxiety and depression. 90003 90002 If you have one of these conditions, you may find that abstract thinking is occasionally problematic: 90003 90002 The good news is that researchers have found that you can practice concrete thinking skills and use them to improve depression symptoms and even help you with decision -making during periods of depression. 90003 90002 Abstract thinking is the ability to consider concepts beyond what we observe physically.Recognizing patterns, analyzing ideas, synthesizing information, solving problems, and creating things all involve abstract thinking. 90003 90002 The ability to think abstractly develops as we mature, and we can intentionally improve our abstract thinking ability by improvising and playing with puzzles, models, and language. 90003 90002 Striking a healthy balance between abstract and concrete thinking is important for maintaining good mental health and daily functioning. 90003.90000 5 Stages in the Design Thinking Process 90001 90002 90003 Design Thinking is a design methodology that provides a solution-based approach to solving problems. It’s extremely useful in tackling complex problems that are ill-defined or unknown, by understanding the human needs involved, by re-framing the problem in human-centric ways, by creating many ideas in brainstorming sessions, and by adopting a hands-on approach in prototyping and testing. Understanding these five stages of Design Thinking will empower anyone to apply the Design Thinking methods in order to solve complex problems that occur around us — in our companies, in our countries, and even on the scale of our planet.90004 90005 90002 We will focus on the five-stage Design Thinking model proposed by the Hasso-Plattner Institute of Design at Stanford (d.school). d.school is the leading university when it comes to teaching Design Thinking. The five stages of Design Thinking, according to d.school, are as follows: Empathise, Define (the problem), Ideate, Prototype, and Test. Let’s take a closer look at the five different stages of Design Thinking. 90005 90008 1. Empathise 90009 90002 90011 90003 Author / Copyright holder: Teo Yu Siang and Interaction Design Foundation.Copyright licence: CC BY-NC-SA 3.0 90004 90014 90005 90002 The first stage of the Design Thinking process is to gain an empathic understanding of the problem you are trying to solve. This involves consulting experts to find out more about the area of ​​concern through observing, engaging and empathizing with people to understand their experiences and motivations, as well as immersing yourself in the physical environment so you can gain a deeper personal understanding of the issues involved.Empathy is crucial to a human-centered design process such as Design Thinking, and empathy allows design thinkers to set aside their own assumptions about the world in order to gain insight into users and their needs. 90005 90002 Depending on time constraints, a substantial amount of information is gathered at this stage to use during the next stage and to develop the best possible understanding of the users, their needs, and the problems that underlie the development of that particular product.90005 90008 2. Define (the Problem) 90009 90002 90011 90003 Author / Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 90004 90014 90005 90002 During the Define stage, you put together the information you have created and gathered during the Empathise stage. This is where you will analyse your observations and synthesise them in order to define the core problems that you and your team have identified up to this point. You should seek to define the problem as a problem statement in a human-centred manner.90005 90002 To illustrate, instead of defining the problem as your own wish or a need of the company such as, «We need to increase our food-product market share among young teenage girls by 5%,» a much better way to define the problem would be, «Teenage girls need to eat nutritious food in order to thrive, be healthy and grow.» 90005 90002 The Define stage will help the designers in your team gather great ideas to establish features, functions, and any other elements that will allow them to solve the problems or, at the very least, allow users to resolve issues themselves with the minimum of difficulty.In the Define stage you will start to progress to the third stage, Ideate, by asking questions which can help you look for ideas for solutions by asking: «How might we … encourage teenage girls to perform an action that benefits them and also involves your company’s food-product or service? » 90005 90008 3. Ideate 90009 90002 90011 90003 Author / Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 90004 90014 90005 90002 During the third stage of the Design Thinking process, designers are ready to start generating ideas.You’ve grown to understand your users and their needs in the Empathise stage, and you’ve analysed and synthesised your observations in the Define stage, and ended up with a human-centered problem statement. With this solid background, you and your team members can start to «think outside the box» to identify new solutions to the problem statement you’ve created, and you can start to look for alternative ways of viewing the problem. There are hundreds of Ideation techniques such as Brainstorm, Brainwrite, Worst Possible Idea, and SCAMPER.Brainstorm and Worst Possible Idea sessions are typically used to stimulate free thinking and to expand the problem space. It is important to get as many ideas or problem solutions as possible at the beginning of the Ideation phase. You should pick some other Ideation techniques by the end of the Ideation phase to help you investigate and test your ideas so you can find the best way to either solve a problem or provide the elements required to circumvent it. 90005 90008 4. Prototype 90009 90002 90011 90003 Author / Copyright holder: Teo Yu Siang and Interaction Design Foundation.Copyright licence: CC BY-NC-SA 3.0 90004 90014 90005 90002 The design team will now produce a number of inexpensive, scaled down versions of the product or specific features found within the product, so they can investigate the problem solutions generated in the previous stage. Prototypes may be shared and tested within the team itself, in other departments, or on a small group of people outside the design team. This is an experimental phase, and the aim is to identify the best possible solution for each of the problems identified during the first three stages.The solutions are implemented within the prototypes, and, one by one, they are investigated and either accepted, improved and re-examined, or rejected on the basis of the users ‘experiences. By the end of this stage, the design team will have a better idea of ​​the constraints inherent to the product and the problems that are present, and have a clearer view of how real users would behave, think, and feel when interacting with the end product. 90005 90008 5. Test 90009 90002 90011 90003 Author / Copyright holder: Teo Yu Siang and Interaction Design Foundation.Copyright licence: CC BY-NC-SA 3.0 90004 90014 90005 90002 Designers or evaluators rigorously test the complete product using the best solutions identified during the prototyping phase. This is the final stage of the 5 stage-model, but in an iterative process, the results generated during the testing phase are often used to 90003 redefine 90004 one or more problems and inform the 90003 understanding 90004 of the users, the conditions of use , how people think, behave, and feel, and to empathise.Even during this phase, alterations and refinements are made in order to rule out problem solutions and derive as deep an understanding of the product and its users as possible. 90005 90008 The Non-Linear Nature of Design Thinking 90009 90002 We may have outlined a direct and linear Design Thinking process in which one stage seemingly leads to the next with a logical conclusion at user testing. However, in practice, the process is carried out in a more flexible and non-linear fashion. For example, different groups within the design team may conduct more than one stage concurrently, or the designers may collect information and prototype during the entire project so as to enable them to bring their ideas to life and visualise the problem solutions.Also, results from the testing phase may reveal some insights about users, which in turn may lead to another brainstorming session (Ideate) or the development of new prototypes (Prototype). 90005 90002 90011 90003 Author / Copyright holder: Teo Yu Siang and Interaction Design Foundation. Copyright licence: CC BY-NC-SA 3.0 90004 90014 90005 90002 90003 It is important to note that the five stages are not always sequential — they do not have to follow any specific order and they can often occur in parallel and be repeated iteratively.As such, the stages should be understood as different modes that contribute to a project, rather than sequential steps. However, the amazing thing about the five-stage Design Thinking model is that it systematises and identifies the 5 stages / modes you would expect to carry out in a design project — and in any innovative problem-solving project. Every project will involve activities specific to the product under development, but the central idea behind each stage remains the same. 90004 90005 90002 Design Thinking should not be seen as a concrete and inflexible approach to design; the component stages identified in the illustration above serve as a guide to the activities that you would typically carry out.In order to gain the purest and most informative insights for your particular project, these stages might be switched, conducted concurrently and repeated several times in order to expand the solution space, and zero in on the best possible solutions. 90005 90002 As you will note from the illustration above, one of the main benefits of the five-stage model is the way in which knowledge acquired at the later stages can feedback to earlier stages. Information is continually used both to inform the understanding of the problem and solution spaces, and to redefine the problem (s).This creates a perpetual loop, in which the designers continue to gain new insights, develop new ways of viewing the product and its possible uses, and develop a far more profound understanding of the users and the problems they face. 90005 90008 The Origin of the 5-Stage Model 90009 90002 In his тисяча дев’ятсот шістьдесят-дев’ять seminal text on design methods, «90003 The Sciences of the Artificial 90004,» Nobel Prize laureate Herbert Simon outlined one of the first formal models of the Design Thinking process. Simon’s model consists of seven major stages, each with component stages and activities, and was largely influential in shaping some of the most widely used Design Thinking process models today.There are many variants of the Design Thinking process in use in the 21 90091 st 90092 century, and while they may have different numbers of stages ranging from three to seven, they are all based upon the same principles featured in Simon’s тисяча дев’ятсот шістьдесят дев’ять model. We focus on the five-stage Design Thinking model proposed by the Hasso-Plattner Institute of Design at Stanford (d.school). 90093 90005 90008 The Take Away 90009 90002 In essence, the Design Thinking process is iterative, flexible and focused on collaboration between designers and users, with an emphasis on bringing ideas to life based on how real users think, feel and behave.90003 90004 90005 90002 Design Thinking tackles complex problems by: 90005 90103 90104 Empathising: Understanding the human needs involved. 90105 90104 Defining: Re-framing and defining the problem in human-centric ways. 90105 90104 Ideating: Creating many ideas in ideation sessions. 90105 90104 Prototyping: Adopting a hands-on approach in prototyping. 90105 90104 Testing: Developing a prototype / solution to the problem. 90105 90114 90008 References & Where to Learn More 90009 90002 Course: Design Thinking — The Beginner’s Guide: 90093 https: // www.interaction-design.org/courses/design-thinking-the-beginner-s-guide 90093 90005 90002 Herbert Simon, 90003 The Sciences of the Artificial (3 90091 rd 90092 Edition) 90004, 1996: https://monoskop.org/ images / 9 / 9c / Simon_Herbert_A_The_Sciences_of_the_Artificial_3rd_ed.pdf 90005 Gerd Waloszek, 90003 Introduction to Design Thinking 90004, 2012: https://experience.sap.com/skillup/introduction-to-design-thinking/ .90000 Applying Lean Thinking to Software Development 90001 90002 90003 Lean Thinking 90004 has been around for a very long time. The basics were laid out in the beginning of the 20 90005 th 90006 century. Taking a few minor modifications into account, Toyota originally created this system in the mid 70s (back then it was called the Toyota Production System). Lean is also often used in combination with Six Sigma techniques for statistical control and has been widely accepted as a standard in the manufacturing industry.But it is only in the past few years that Lean has gained some popularity in the service industry, such as hospitals, banking and software factories. 90007 90008 What exactly is Lean Thinking? 90009 90002 Some of you may already know what Lean Thinking is all about, but some of you will not, so let me clarify a few things here. Lean’s major concept is about 90003 reducing waste, meaning anything in your production cycle that is not adding value to the customer is considered waste and should therefore be removed from the process 90004.90007 90002 Now some waste is necessary to keep your business running, such as certain approval cycles, additional quality assurance validations etc. But most of the so-called waste is actual waste of time and effort and should be removed all together. Ideally, you would end up with a 100% waste free production process, but we’re not living in a perfect world, so that’s going to prove to be pretty damn impossible. 90007 90002 Detecting waste in a production environment is relatively easy (if any manufacturing people are reading this, I know that is not always the case, but the concept of waste is mush simpler to picture in a manufacturing environment): imagine you have a production process where you create cardboard boxes.To create those boxes, you have to cut away some parts of the cardboard. Those pieces can not be used in the final product, so they are in fact waste. A solution such as choosing a different box shape or layout may reduce such waste, or eliminate it all together. Looking at a pharmacy company, there is a lot of waste in the approval process of a new medicine, but would you want to take the medication if it was not approved by the FDA or equivalent agency in other countries? That is therefore considered to be necessary waste.90007 90008 Use the Scrum board 90009 90002 90003 Now, how do you apply these Lean principles in an IT environment? 90004 Well, most of the IT guys out there are already using Lean in their daily routines. The widely accepted Scrum board is actually a Kanban, a tool which Scrum has borrowed from Lean. That means that our starting point is that Lean is not a replacement for Scrum (it can be if you want it to), but rather a complementary methodology, because Scrum is created to help control a software development cycle, Lean looks at the entire process and includes more than the development cycle alone.However, you can use Scrum as a tool in any Lean project if you really want to. 90007 90008 Set up a pull system 90009 90002 Another tool from Lean that I’m quite fond of and which has proven to be very effective in my current project is setting up a 90003 pull system 90004. In short, a pull system is a system wherein you only start the next task when another task has been finished. This is meant to 90003 reduce the amount of Work In Progress (WIP) 90004. Little’s Law, which I’ll discuss in detail in just a minute, is a valuable formula to use to determine you optimal WIP count.90007 90002 So a pull system might seem quite the opposite from Scrum at first, since Scrum advocates committing to a certain number of tasks to be delivered in a sprint. But if you look deeper you will discover that committing those tasks to upper management does not mean you have to put all of them on the board at once! 90003 In fact, reducing the amount of tasks at hand will help your team to focus on specific tasks and not run around from one task to another without adding any value and thus adding to the amount of waste 90004 (I’ll come back to this later too).And of course you’re team is not stressed out from the beginning, seeing the huge amount of work that needs to be done. So there’s a psychological factor in here as well, which should not be underestimated … 90007 90008 Reduce the setup time 90009 90002 In the previous paragraph I already talked briefly about developers running everywhere, not contributing to any tasks but still spending time on them. Well, this is one of the wastes you have to be aware of and it’s called setup time. 90003 The best way to describe setup time in an IT development environment is to describe the actions a developer has to take when (re) commencing work on a certain task.90004 First he has to clear his mind from the previous task (yes, this might seem like some Bruce Lee talk, but it is actually true), then he probably needs to start logging his time in some kind of time tracking system, he needs to read up on the new task, might have to pull the code in question from the GIT server, find the proper file and then get cracking at it. 90003 That is a lot of work to get set up for the task, which of course takes time, which we appropriately call setup time. 90004 90007 90002 Now, imagine when a developer constantly has to do this because he is asked to «quickly» look at another issue, or stop working on a certain task in favor of starting a new one.That is a lot of time you’re losing in a day! 90003 Reducing setup time is one of the most effective measures you can take when applying Lean Thinking in an IT development environment. 90004 It’s low hanging fruit, a thing that gives many benefits with the least amount of effort. But of course, the system in place has to work with you. If you have sluggish time tracking systems, or no way to get an overview of what has been done and what needs to be done, that will work against you and will increase the setup time.If that is the case, you’ve already found you first improvement project! 90007 90008 Lean helps you get the job done! 90009 90002 90003 All of these techniques (setup time reduction, pull system etc.) help your team to focus on getting the job done and not getting distracted by things they should not be focusing on. 90004 That means that the so-called Process Lead Time or PLT will reduce as well. 90003 Process Lead Time is the time a task takes to get through the entire process, from request to production.90004 90007 90002 Little’s Law says that your process throughput is defined by dividing the amount of work in progress by the process lead time. That means that if you make the process lead time smaller by reducing the waste, you increase the throughput. But this also happens when you reduce the amount of work in progress. That’s exactly where the pull system comes to life. 90007 90008 The 7 wastes of IT 90009 90002 Of course, increased setup time can be caused by a lot of circumstances.After all, constantly switching tasks is not something you’d do naturally, so this is often introduced by some other forms of waste. 90007 90002 In a manufacturing environment, 90003 these are considered to be the 7 wastes 90004: 90007 90066 90067 Transport 90068 90067 Inventory 90068 90067 Motion 90068 90067 Waiting 90068 90067 Overproduction 90068 90067 Overprocessing 90068 90067 Defects 90068 90081 90002 While some of these may sound obvious in your development environment, for others you may have to change the way you look at things to actually see the waste.To help you change your point of view, allow me to clarify how these manufacturing wastes translate to a software factory. 90007 90084 Waste # 1: Transport 90085 90002 Transport is probably the hardest waste to discover in a software development environment. When you think of an IT department, the end product is a virtual thing. It’s a piece of software that resides on some server. How on earth will this be transported? Copy on a CD / DVD and ship it to the customer? It could be, but that it completely at the end of the line in your process and most of the time, this has nothing to do with de IT department itself.So how exactly can tasks or bug fixes be transported during the development process? 90007 90002 90003 Instead of thinking about a physical transport, you have to think about how tasks get from one developer to the next, from designer to developer, from the analyst to the designer etc. 90004 A practical example of transport waste is when a developer has finished a task and does a hand-over to a tester. Let’s assume the tester has just finished another task and the task can be picked up immediately.The tester first has to look at the task to understand what it is supposed to do or fix. Then he has to start up the application and get to the proper step in the application to test what has been programmed. I’m sure you can imagine that it takes some time to get to that point (and I’m still leaving out the possibility that the task needs to be deployed on a test environment first). 90007 90002 This is what is called setup time and in this case it is generated by the hand-over to the next step.Of course, there are many other situations where the setup time comes into play, but this is just one example to demonstrate a point. 90003 Another clear example where transport is a waste is the fact that when you hand over a certain task, it usually does not get treated immediately by the next person in the process chain. 90004 So, in a way, transport also introduces additional waiting time, which I’ll discuss in detail later on. 90007 90084 Waste # 2: Inventory 90085 90002 Inventory is another form of waste in a software factory that might not seem obvious when you first think about it.It’s software! You do not stack software somewhere in a warehouse where it can result in overstock, right? Actually, you kind of do that, with the only difference that you call it a backlog. 90003 The more items you have waiting to be tackled, the more stock or inventory you’re building. 90004 90007 90002 Now, backlog is not the only type of inventory you have in your software development environment. How many items, tickets, feature requests have you begun working on, only to have to put them on hold for a while because you have a higher priority, you are waiting for another piece of software to be installed first, you have to wait for a customer’s response, etc.? 90003 Starting a task and not finishing it straight away for whatever reason — the other 6 wastes can be reasons for this to happen — also results in inventory building up. 90004 90007 90084 Waste # 3: Motion 90085 90002 Motion together with Transport is the hardest waste to discover at first. You really need to start thinking about the tasks and processes differently. When you talk about motion in a software environment, you automatically start thinking about how a task, which is a virtual item, can actually move.But that’s just a wrong point of view. 90007 90002 90003 Motion is all about physical motion: people or objects that are moving. 90004 And when they are moving, they are not contributing anything to the Value Added time. However, not all motion can be considered waste. If you look at manufacturing, there motion can easily be identified by people having to get materials in different locations, or the product having to be moved to a storage room or even to the client’s location. Movement is logical and easy to understand in that kind of environment.90007 90002 90003 But what about motion in a software environment? 90116 One of the motion wastes you might not consider at all is the motion the end user has to perform to work with your software. 90004 They may have to perform numerous keystrokes or mouse movements to fulfill a task. For example: just compare what you need to do in Word to get a copy paste between 2 documents when you only use the menus. Do not you love those little icons, or even better: the shortcut keys? 90007 90002 90003 Also, people do not sit at their desk all day long 90004 (ok, some of you might think so, specifically for the software industry).But the truth is that people are actually running around in the office quite a bit. A couple of examples: 90007 90123 90067 Getting and updating tasks on the Scrum board 90068 90067 Unavoidable meetings 90068 90067 Talking to other developers / testers / managers 90068 90067 … 90068 90132 90002 You would be amazed at the distance your team members are actually walking each and every day. Now, how do you eliminate the waste of motion as much as possible? Well, you probably know this instinctively, but 90003 putting people that are working on the same project in the same room works more effectively than when they are separated by a wall, floor or sometimes even another building 90004.Why is that? One reason is simply that communication is a big factor in performance optimization, and with shorter communication lines (literally) communication comes more natural, more direct and more instantaneous. Which brings us automatically to our next waste: Waiting 90007 90084 Waste # 4: Waiting 90085 90002 When Work In Progress (WIP) sits around, waiting for the next step in the process, it is not being handled efficiently. 90003 Tasks that are waiting on something or someone are adding Non-Value Added (NVA) time to your process, delaying the delivery of not only that item, but of all items, because sooner or later, this task will have to be picked up again.90004 90007 90002 Non-Value Added time can best be described as the time you spend on a task for which the customer is not willing to pay. Good examples are bug fixes, quality control steps (e.g. testing) etc. Some of this NVA should be eliminated all together, but some of it can be classified as Business Value Added (BVA) time, meaning it is time the client is not willing to pay for, but is necessary to keep the system running at a certain quality level. Examples in software development are the creation of release notes, maintaining the task management system, implementing changes throughout the company to create a better service etc.90007 90084 Waste # 5: Overproduction 90085 90002 Overproduction is a typical waste within a software development environment. In my opinion, it exists on 2 levels. 90003 The first level of overproduction is scope creep. 90004 Scope creep happens when you set off with a defined set of features when you start developing, but after a while additional features need to be implemented as well, or the features change. This will result in additional work that was not foreseen at the start, which in turn leads to longer Process Lead Time (PLT) and longer delivery cycles.90007 90002 The second level of overproduction can be made aware of by applying the Pareto principle. If we apply this principle, we can say that 80% of your target audience will only use 20% of the features. 90003 You will probably spend a lot of time developing features that will hardly ever be used. 90004 Does that mean you should not develop them at all? Definitely not! These bells and whistles are often delighters; things that make clients happy. They may result in having an advantage over the competition, attracting more clients.And since you’re in business to earn some money, attracting more clients is always a good thing. 90007 90084 Waste # 6: Overprocessing 90085 90002 Every software development department has some kind of process that describes and guides the way tasks, feature requests or bug fixes are handled. Having this documentation readily available and understood by the team is a necessity to keep the workflow moving. 90003 However, with all good intentions of breaking the process up into many different defined steps for clarity and strictly defined responsibilities, you run into the risk of overprocessing the entire development process.90004 90007 90002 A process flow needs to be defined, but too many sub-processes or steps within your process will only make it more complex. Increasing complexity causes confusion and sometimes frustration amongst the people that have to follow the process. Everybody hates the government’s red tape, but on the other hand, with overprocessing you introduce red tape in your own working environment! 90003 This adds waste to your process because people spent time on things like figuring out the next step, getting all worked up because a colleague has to handle a certain subtask and he’s not available at the moment etc.90004 90007 90002 90003 Another thing that happens when you have a very complex process flow is that you will have overlapping tasks or responsibilities. 90004 Sometimes 2 people will undertake the same action in different steps of the process. Is that really necessary? Can not you simply eliminate one of those tasks? Sometimes you can not, because they add an additional quality control step. But I’m pretty sure that in a software development environment you usually can eliminate one of the 2 tasks, avoiding duplicate work and speeding up your process.90007 90002 90003 The best way to determine overlapping responsibilities is using a Value Stream Map (VSM). 90004 In drawing up this VSM, you draw the different process steps and add the responsibilities of each individual for each of these steps. 90003 When doing this, 90004 90003 it is imperative that you create this map with the entire team 90004. That is the only way you can be sure you are drawing the actual process and not what you think the process is. Thinking the process is exactly the way you think it is, is one of the most common mistakes in creating the VSM.90007 90084 Waste # 7: Defects 90085 90002 Defects are probably the easiest to recognize as a waste. Defects is a concept that is well known in the software development business and very easy to explain. A d 90007.90000 Website Development Process: Full Guide in 7 Steps 90001 90002 Despite conventional wisdom, the core part of website development and design is not necessary for the coding process. Indeed, such technologies as HTML, CSS, and JavaScript give the web we know its shape and define the way we interact with the information. But what usually stays behind the scenes and, at the same time, remains the crucial part of the website development life cycle are the stages of preliminary information gathering, detailed planning, and post-launch maintenance.90003 90002 In this article, we’ll take a look at how the general website development process may look like. The overall number of development stages usually varies from five to eight, but every time the whole picture stays pretty much the same. Let’s choose the average value. So, here are seven main steps: 90005 1) Information Gathering, 2) Planning, 3) Design, 4) Content Writing and Assembly, 5) Coding, 6) Testing, Review and Launch, 7) Maintenance. 90006 90003 90008 Website Development Timeline 90009 90002 When you think of building a website, your thoughts rotate around two main issues — price and time.These two values ​​depend largely on the size and scope of the project. To outline the whole development process, you can create a website development timeline, adding tasks, and establishing milestones for your project. It is the best way to track your project implementation to make sure you keep up with the deadline. 90003 90002 For this purpose, we prefer to use GanttPRO — a convenient, intuitive Gantt chart for online project planning. See the screenshot below: 90003 90002 90015 90003 90002 We’ve prepared a detailed description of the whole website development process, estimated time for each step, and a checklist to double check you do not miss anything.90003 90008 Website Development Life Cycle 90009 90021 Step 1. Gathering Information: Purpose, Main Goals, and Target Audience 90022 90002 This stage, the stage of discovering and researching, determines how the subsequent steps will look like. The most important task at this point is to get a clear understanding of your future website purposes, the main goals you wish to get, and the target audience you want to attract to your site. Such kind of a website development questionnaire helps to develop the best strategy for further project management.90003 90002 News portal differs from the entertainment websites, and online resources for teenagers look different than sites for adults. Different types of websites provide visitors with different functionality, which means that different technologies should be used according to purposes. A well-described and detailed plan based on this pre-development data can protect you from spending extra resources on solving the unexpected issues such as design changing or adding the functionality that was not initially planned.90003 90002 90005 Estimated time: from 1 to 2 weeks 90006 90003 90021 Step 2. Planning: Sitemap and Wireframe Creation 90022 90002 At this stage of the website development cycle, the developer creates the data that allows a customer to judge how the entire site will look like. 90003 90002 Based on the information that was gathered together in the previous phase, the 90005 sitemap 90006 is created. Here is the sitemap of the XB Software website: 90003 90002 90040 90003 90002 The sitemap should describe the relations between the main areas of your website.Such representation could help understand how usable the final product will be. It can show you the «relationship» between the different pages of a website, so you can judge how easy it will be for the end-user to find the required information or service if he starts from the main page. The main reason behind the sitemap creation is to build a user-friendly and easy to navigate website. 90003 90002 The sitemap allows you to understand how the inner structure of a website looks like but does not describe the user interface.Sometimes, before you start to code or even work on a design, there’s a necessity to get approval from a customer that everything looks fine so you can begin the next phase of developing. In this case, a 90005 wireframe 90006 or 90005 mock-up 90006 is created. A wireframe is a visual representation of the user interface that you’re going to create. But it does not contain any design elements such as colors, logos, etc. It only describes the elements that will be added to the page and their location.It’s artless and cheap in production sketch. 90003 90002 You can use any mockup for this purpose. We used Moqups. Here’s how the wireframe can look like: 90003 90002 90053 90003 90002 The other important thing is select technology stack — programming language, frameworks, CMS that you’re going to use. 90003 90002 90005 Estimated time: from 2 to 6 weeks 90006 90003 90021 Step 3. Design: Page Layouts, Review, and Approval Cycle 90022 90002 During the design phase, your website takes shape.All the visual content, such as images, photos, and videos is created at this step. Once again, all the info that was gathered through the first phase is crucial. The customer and target audience must be kept in mind while you work on a design. 90003 90002 90005 The website layout 90006 is the result of a designer’s work. It can be a graphic sketch or an actual graphic design. The primary function of the layout is to represent the information structure, visualize the content, and demonstrate the basic functionality.Layouts contain colors, logos, images and can give a general understanding of the future product. 90003 90002 After that, the customer can review the layout and send you his feedback. If the client is not sure about some aspects of your design, you should change the layout and send it back to him. This cycle should be repeated until the customer is completely satisfied. 90003 90002 90005 Estimated time: from 4 to 12 weeks 90006 90003 90021 Step 4. Content Writing and Assembly 90022 90002 Content writing and compiling usually overlaps with other stages of website creation, and its role can not be underestimated.At this step, it is necessary to put in writing the very essence you’d like to communicate to the audience of your website and add calls-to-action. Content writing also involves the creation of catching headlines, text editing, writing new text, compiling the existing text, etc., which takes time and effort. As a rule, the client undertakes to provide website content ready to migrate to the site. It is better when all website content is provided before or during website coding. 90003 90002 90005 Estimated time: from 5 to 15 weeks 90006 90003 90021 Step 5.Coding 90022 90002 At this step, you can finally start creating the website itself. Graphic elements that have been designed during the previous stages should be used to create an actual website. Usually, the home page is created first, and then all sub-pages are added, according to the website hierarchy that was previously created in the form of a sitemap. Frameworks and CMS should be implemented to make sure that the server can handle the installation and set-up smoothly. 90003 90002 All static web page elements that were designed during the mock-up and layout creation should be created and tested.Then, special features and interactivity should be added. A deep understanding of every website development technology that you’re going to use is crucial at this phase. 90003 90002 When you use CMS for site creation, you can also install CMS plugins at this step if there’s a need. The other important step is SEO (Search Engine Optimization). SEO is the optimization of website elements (e.g., title, description, keyword) that can help your site achieve higher rankings in the search engines. And, once again, valid code is pretty important for SEO.90003 90002 90005 Estimated time: from 6 to 15 weeks 90006 90003 90021 Step 6. Testing, Review, and Launch 90022 90002 Testing is probably the most routine part of a process. Every single link should be tested to make sure that there are no broken ones among them. You should check every form, every script, run a spell-checking software to find possible typos. Use code validators to check if your code follows the current web standards. Valid code is necessary, for example, if cross-browser compatibility is crucial for you.90003 90002 After you check and re-check your website, it’s time to upload it to a server. An FTP (File Transfer Protocol) software is used for that purpose. After you deployed the files, you should run yet another, final test to be sure that all your files have been installed correctly. 90003 90002 90005 Estimated time: from 2 to 4 weeks 90006 90003 90021 Step 7. Maintenance: Opinion Monitoring and Regular Updating 90022 90002 What’s important to remember is that a website is more of a service than a product.It’s not enough to «deliver» a website to a user. You should also make sure that everything works fine, and everybody is satisfied and always be prepared to make changes in another case. 90003 90002 The feedback system added to the site will allow you to detect possible problems the end-users face. The highest priority task, in this case, is to fix the problem as fast as you can. If you will not, you may find one day that your users prefer to use another website rather than put up with the inconvenience.90003 90002 The other important thing is keeping your website up to date. If you use a CMS, regular updates will prevent you from bugs and decrease security risks. 90003 90002 90005 Estimated time: ongoing 90006 90003 90008 Bonus: Website Development Checklist 90009 90002 To make sure you do not miss anything and do work on time, grab this checklist: 90003 90002 90122 90003 90008 Conclusions 90009 90002 90127 You should always keep in mind that the website development project does not start with coding and does not end after the day you finally launch your website.The phase of preparation affects all subsequent stages, defining how productive the development process will be. A profound and in-depth discovery of such aspects like age, sex, and interests of your end-user may become the key to success. The post-launch period is rather significant. Your project should be agile and flexible enough to have a possibility to change your website according to users ‘feedback or spirit of the time. Keeping in mind that there’s no such thing as insignificant website development phase will prevent you from unexpected troubles and give you confidence that everything flows as it should, and you have full control over the project.90128 90003 90002 90005 Hopefully, this article provided you with valuable information, and you can develop your website with ease. 90006 90003 90002 90135 90003 .