Youth Participatory Action Research Session #3 Training August 18, 2020 Elizabeth Weybright, Ph.D.
Session #3 Overview • Take it Home (and Bring it Back!) • Diving in and diving deeper • Collecting and managing data • Making sense of it all • Sharing your story • Taking action • Reflection and evaluation
Take it Home (and Bring it Back!) • Remember your cake! • Check out: Tables in the Ozer and Douglas article • Apply: How will you ensure you retain the key elements of YPAR (our cake mix)?
Curriculum Components Building a Asking Collecting Making Sense Team Questions Data of it All Reflection, Sharing Your Evaluation, & Taking Action Story Celebration
Collecting and Managing Data • What data should we collect? • Purpose: To identify what data should be collected to best answer the research question. • Activities: • So… You want to do Research • Seeing is Believing • Three-Step Interviews • Creating an Effective Story • Digging Deeper: Focus Groups
Collecting and Managing Data • Example: • So… You want to do Research • Some could be done outside of meeting • Select those most appropriate: • Seeing is Believing • Three-Step Interviews • Creating an Effective Story • Digging Deeper: Focus Groups
Collecting and Managing Data • How do we match research methods to the question we want to answer? • Activity: So… You Want to Do Research! • What kind of data should we collect? • Activity: Seeing is Believing! • Activity: Three-Step Interviews • Activity: Creating an Effective Survey • Activity: Digging Deeper: Focus Groups
So… You Want to Do Research! (p.35) • How do we match research methods to the question we want to answer? • Purpose: To help youth learn about research methods and determine which methods will be most helpful for gathering the data they need to answer their research questions. • Skills developed: • Knowledge of research methods • Critical thinking about design, This Photo by Unknown Author is licensed under CC BY-SA-NC implementation, and analysis of research • Communication • Teamwork/collaboration
Three-Step Interviews (p.39) • What kind of data should we collect? • Purpose: This activity gives participants an opportunity to take turns interviewing each other and exploring the strategies and techniques that make an interview successful. • Skills developed: • Social skills • Communication and listening This Photo by Unknown Author is licensed under CC BY-NC • How to accept differences • Ability to define questions • Data collection • Data analysis
Creating an Effective Survey (p.41) • What kind of data should we collect? • Purpose: If you are looking to assess the thoughts, opinions, and feelings of a lot of people, a survey may be the research tool you need. This activity introduces general concepts about surveys and gives participants a change to design survey questions and test their surveys on their peers. • Skills developed: • Survey development • Critical thinking This Photo by Unknown Author is licensed under CC BY • Teamwork • Communication • Data collection
Let’s practice. • Creating a survey https://www.polleverywhere.com • Activity: Program and test survey items • Prompt: What would you change about your survey now that you have tested it? Was there anything that surprised you about the responses you got?
Curriculum Components Building a Asking Collecting Making Sense Team Questions Data of it All Reflection, Sharing Your Evaluation, & Taking Action Story Celebration
Making Sense of it All • How do we understand and interpret the data we have collected? • Activity: Table Top Graffiti: Analyzing Qualitative Data • Padlet; Virtual post-it notes • Activity: Numbers Don’t lie…Or Do They? Analyzing Quantitative Data • Google sheets
Table Top Graffiti (p.47) • How do we understand and interpret the data we have collected? • Purpose: This activity introduces content analysis as one way to analyze qualitative data in a fun creative way. • Skills developed: • Planning and organizing • Decision-making • Critical thinking • Problem solving
Numbers Don’t Lie…Or Do They (p.49) • How do we understand and interpret the data we have collected? • Purpose: This activity introduces the process of turning raw data into information that is more easily understood by others. • Skills developed: • Quantitative data management • Descriptive analysis • Teamwork in data analysis • Critical thinking
Curriculum Components Building a Asking Collecting Making Sense Team Questions Data of it All Reflection, Sharing Your Evaluation, & Taking Action Story Celebration
Sharing your Story • How do we communicate what we found to the community in formal and informal ways? • Purpose: To summarize and communicate process and results. • Activities • Producing a Research Report • Say It In 60 Seconds! Creating a Great Elevator Speech • Other Ways to Share Your Story
Sharing your Story • Example: • Producing a Research Report • Canva • Say it in 60 Seconds • Other Ways to Share Your Story • Tiktok, Canva, Instagram, etc.
Producing a Research Report (p.53) • How do we communicate what we found to the community in formal and informal ways? • Purpose: This activity – which should be completed once you have collected your YPAR data – is designed to guide youth through the process of creating a research report to share with their communities. • Skills developed: • Experience summarizing the process and results of research • Analysis of appropriate audiences with whom to share the report • Introduction to working with the media • Analysis of recommendations
Let’s talk. • Activity: Producing a research report • Prompt: What do the data mean to you? What conclusions have you drawn from the data and why?
Say It In 60 Seconds! • How do we communicate what we found to the community in formal and informal ways? • Purpose: This activity gets youth thinking about how to present their ideas to others in 60 seconds – or less. • Skills developed: • Communication • Critical thinking • Teamwork • Public speaking
Other Ways to Share Your Story • How do we communicate what we found to the community in formal and informal ways? • Purpose: Written reports are not the only option for presenting research results. The possibilities for how to share your YPAR story are endless—paintings to performances to social, print, and broadcast media, etc. Be creative! • Skills developed: • Knowledge of options for presenting data • Analysis of audience • Creative expression • Teamwork
Curriculum Components Building a Asking Collecting Making Sense Team Questions Data of it All Reflection, Sharing Your Evaluation, & Taking Action Story Celebration
Taking Action • What is our goal and how will we meet it? • Activities: • Salmon and Dams • Games (https://www.mdba.gov.au/education/apps) • Where to Start Chart
Salmon and Dams (p.61) • What is our goal and how will we meet it? • Purpose: This visual activity helps teens think through facilitating factors and barriers as they move into the action phase of their YPAR project. Teens will analyze resources, stakeholders, and problems that might arise as they pursue their goal. • Skills developed: • Communication • Ability to identify resources or facilitating factors • Ability to identify barriers that may slow or stop progress • Ability to identify stakeholders • Ability to identify new actions that will help accomplishing a goal
Project accomplished! Write your idea here! Write your barriers here Planning begins for [your project]
Where to Start Chart (p.63) • How do we set goals and identify priorities? • Purpose: This activity helps teams think through what they want to accomplish and how they will make things happen. • Skills developed: • Communication • Group decision-making • Strategic planning • Teamwork
Issues Total Actions
The Doing of The Thing
Curriculum Components Building a Asking Collecting Making Sense Team Questions Data of it All Reflection, Sharing Your Evaluation, & Taking Action Story Celebration
Reflection and Evaluation • How do I figure out the impact we had on the community? • Activity: Mapping Your Impact on the Community • How can we reflect on this experience? • Activity: Clover Reflection • Activity: Reflection Circle • How do we determine impact on youth participants? • Activity: YPAR Evaluation
Reflection and Evaluation • Example: • Mapping your Impact on the Community • Clover Reflection • Reflection Circle • Evaluation
Mapping Your Impact on the Community (p.67) • How do I figure out the impact we had on the community? • Purpose: This activity is designed to explore community impacts from the point of view of youth and adults who have worked on the project. • Skills developed: • Analytical thinking • Knowledge of Community Capitals Framework
Step 1 – Identify Activities
Step 2 – Review Types of Capital
Step 3 – Brainstorm Changes
Step 4 – Connect to Capital
Step 5 – Who Benefits?
Step 6 – Connect Second Ripple
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