How likely are you to...?

Activity Goals

Learners begin by spending time doing pre-work with the teacher by talking about ideas of risk prevention and risk taking. This leads up to the learners completing a survey about how likely they are to do certain activities. These activities give students an opportunity to think about these situations in their lives and talk to others about their experiences and practices. This can also promote valuable discussions about important issues such as health, work, and their rights, and responsibilities.

Key Objectives

SD.3 Describe data and data visuals

SD.9 Use language for asking questions

PD.2 Practice skills of data collection

PD.3 Gather information

PD.4 Summarize information

DS.4 Use strategies to encourage community conversation

DS.10 Speak in other languages

Steps

Scaolding and schema building:

1. Build schema and scaffolds by promoting a class discussion about risk perception, risk prevention, and risk taking- your perspective of risk will determine your risk prevention behaviors and risks you take.

2. Discuss lexical chunks, connotations, and implications of each one. Invite students to provide examples of each one of them and examples of risk perception affecting risk prevention/risk taking- collect and keep record of those examples (to be used when creating community survey)

3. Ask Students to talk about their own personal thoughts and experiences related to risk taking and risk prevention related to different topics. Encourage students to oer their personal feelings, beliefs related to these topics in a whole class discussion. Some examples could be- How do you feel about wearing masks in public places? Do you and your family take public transportation? Is eating healthy important to you?

4. Elicit topics that are relevant to learners -suggest broad categories such as education, immigration, housing, health, motherhood, crime, finances.

5. Teach the question: How likely are you to...? As well as the terms: very unlikely, unlikely, neutral, likely, very likely. Focus on orientation (left to right = negative and positive) by providing visuals that allow learners to connect to these words. Invite them to observe dierent ways to represent this ranking task (Likert Scale)

Survey construction

1. Teach question formation and ask learners to write questions using how likely are you to...(topics elicited during scaffolding) – language focused

2. Create a survey together -paper or digital. Keep in mind layout and language (monolingual, bilingual, multilingual?)

3. Share link to survey with students (if done in person, this works diferently)

4. Learners take surveys and provide feedback on instrument: How did you feel taking this survey? How can we

   make it better and easier to understand before we share it with people? Make necessary changes with learners'

   help.

5. Deciding on number of participants: we want this activity to represent what people in our community think.

   How many people should take this survey? If there are 10 of us, how many surveys should we each have?

Data analysis and interpretation

1. Learners go into their communities and invite community members to take the survey. (This may be done in their homes, neighborhood center, places of worship, kids’ schools (with other parents), wherever learners feel comfortable and again in whichever language/s they think/speak best.)

2. Individually, students compile the information that they have gathered from the survey - Ex: How many people answered this question with this answer?, etc.

3. Begin to analyze the data-Can they see any patterns emerging?

4. In class, Learners can discuss results that they found with one another and teacher, possibly make graphs, charts to show data and compare with one another.

5. Students also discuss their experience of giving the survey to community members-how did they feel?

   Opportunity to teach new vocab if not already learned- excited, nervous, scared, happy, proud, condent, etc.?

Implications (of survey and results for our community)

1. Discussion in class about what the results might suggest. What are some of the beliefs in your immediate community? How do you know this from looking at the surveys?

Action (What do we do with these results?)

1. What needs to happen? Are there ways that we can help to educate our community about certain issues?

2. Teacher then encourages students to develop ideas for their own actions. Some possible ideas: creating signs to

   be put up, hold community meetings (in multiple languages), ask to organize meetings at school.