. Tools for Consultation with Young People

From OER in Education
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The first step is to ensure that you are following the Guidelines for Consultation that we have presented in the previous page. The next step is to decide what you what to consult on and how. The following pages provide a basket of tools that can be used for consultation. Click on the tool names (e.g focus group) in the menu to the left to look at the different tools.

After the tools have been presented, the next section 'How we used these in our research' describes how we used some of the tools. Suggestions are then given for how some of the tools can be used for different purposes under the following headings:

Click on the tool numbers in the menu to skip to these sections

Use the player below to listen to this section:

AUDIO

https://oer.opendeved.net/images/8/81/ASKAIDS_8_Tools_for_consultation.mp3

Tools for consultation

Tools for consultation

ASKAIDS 8 Tools for consultation.mp3, mm:ss,(Series: ASKAIDS media, episode 08)

Focus Group

Icon activity.gif Focus Group Focus groups are a way of getting a group of young people to share their ideas together and to help them build on each others ideas.

Please refer to the suggestions offered in Guidelines for Consultation for more information.

Materials Needed:

  • Paper with questions to guide each groups' discussion
  • Pencil and paper to record significant discussion points

Instructions:

  • It might be better to have single sex groups i.e. all girls together or all boys together.
  • Decide what key questions you want to ask before hand.
  • Ask the questions and let the group talk about them. You can use general statements below to get the discussion started. Or you could make up your own questions.
    • We know all we need to know about HIV/Aids, or,
    • We would like a different sort of HIV/AIDS education in our school
  • Decide how you will record the answers. Will you tape record them or take notes?
  • If you are taking notes ask the group if your notes are correct by checking the main points with them.

We have suggested some more questions which you can use in this activity in the section 'Tool 1: Finding out Young People’s Sources of Knowledge '

Use the player below to listen to this section:

Suggestion Box

Icon activity.gif Suggestion box Pupils may be embarrassed to ask some personal or sensitive questions, or may fear repercussions if they give critical feedback. A suggestion box is a safe way for them to drop in any questions or comments or share their concerns. It is anonymous and confidential and thus may encourage pupils to ask about anything at any convenient time.

Materials Needed:

  • A suggestion box. This could use local resources or recycled material like a sealed wooden box, old suitcase, sealed carton box etc – all with a slot where the pupils drop their comments
  • Pencil and paper

Instructions:

  • Get the suggestion box and label it
  • Put the suggestion box at a corner in the classroom. You can negotiate with the pupils where’s best to place it.
  • Explain that they are welcome to give any feedback or ask questions about HIV/AIDS related issues
  • Instruct them not to write their names, but that they are welcome to indicate their age and sex
  • Allow them to use the language that they are most comfortable with
  • Agree on when they would like their questions to be answered and by whom (depending on whether there’s another appropriate person available)

We have suggested some questions which you can use in this activity in the section 'Tool 2: The HIV/AIDS education that pupils want'.

Use the player below to listen to this section:

Group Survey

Icon activity.gif Group Survey A survey can be used to ascertain what the pupils know or to rate the quality of a HIV/AIDS lesson. A survey can be done at the beginning, middle and end of the term to monitor change in knowledges and lesson quality.

Materials Needed:

  • A questionnaire, either closed or open ended
  • Pen and pencils

Instructions:

  • Distribute the questionnaires to the pupils and give them time to answer the questions
  • You can either tally the responses yourself or allow the pupils to exchange questionnaires amongst themselves so as mark and tally themselves. You will have to read out the answers to them. The pupils then report back to the class.

We have suggested some questions which you can use in this activity in the section 'Tool 1: Finding out Young People’s Sources of Knowledge’.

Use the player below to listen to this section:

Spot Check

Icon activity.gif Spot Check A spot check activity can give the teacher instant feedback on the efficacy of his/her approach. It helps you evaluate pupils' motivation, concentration, understanding and engagement with the lesson.

Materials Needed:

  • A paper
  • Pen and pencils

Instructions:

  • List the attributes you want to spot check e.g. concentrating, interested, relevant to me, not relevant to me, wanting to ask a question or not
  • Do the spot check
  • Rate the observation from 1-3, with 3 being the best rating.
  • Feedback to the pupils and discuss the situation e.g. if the pupils are tired and sleepy, is it because they are hungry? If they are silent, is it because the lesson is too abstract?

Use the player below to listen to this section:

Drawing

Icon activity.gif Drawing Pupils can draw pictures of what they want or of what they know. Each group should create a poster on the manila paper provided for this activity.

Please refer to the suggestions offered in Guidelines for Consultation for more information.

Materials needed:

  • pencils
  • paintbrushes
  • paint
  • manila paper
  • tape
  • containers (recycled tin, etc) for the paint and water

We have suggested some questions which you can use in the activity in the section 'Tool 1': Finding out Young People's Sources of Knowledge'.

Use the player below to listen to this section:

Role Play

Icon activity.gif Role Play Role plays are effective in finding out what young people know and want. You could ask them to role play a typical pupil or role play what sort of HIV/AIDS education they want and have now. Please refer to the suggestions offered in Guidelines for Consultation for more information.

Instructions:

  • Organise the pupils in to groups.
  • Discuss the theme of the play with the pupils.
  • Brainstorm the various roles they might play, and how these roles illustrate the theme of the play.
  • Tell the pupils how long they have to create the play, organise themselves and be ready to perform.
  • Leave the pupils to come up with the storyline and share out the roles.
  • When they are ready (and within the allocated time) the pupils should present the role play to the rest of the class.
  • After watching the role play, the class can ask the group questions and this is entry point to a class' discussion.
  • You, the teacher, should debrief the role play activity using the debriefing activity below.

Debriefing Activity for the Role Play

  • How realistic was this role play?
  • What features does this role play highlight?
  • Is there anything with which you disagree?
  • What has been left out?

See the videos in Section C. 'Pupils' suggestions of the HIV/AIDS education they want to receive'. They are examples of role plays done by the pupils in our study.

Use the player below to listen to this section:

Pupil to Pupil Interview

Icon activity.gif Pupil to pupil Interviews

Pupils become their own researchers. This activity should be done after extensive group work. For this activity to be successful, a high level of trust must be established among the pupils.

Please refer to the suggestions offered in Guidelines for Consultation for more information.

Materials Needed:

  • Paper with questions to guide each groups' discussion
  • Pencil and paper to record significant discussion points

Instructions:

  • Organise the pupils in pairs
  • Assign one to be the interviewer and the other to be the interviewee
  • Eventually the pupils should swap roles so that each asks the same questions
  • Record the responses
  • Present the findings to the class

We have suggested some questions which you can use in this activity in the section 'Tool 2: The HIV/AIDS education that pupils want'

Use the player below to listen to this section:

Voting Sticks or Cards

Icon activity.gif Voting Sticks or Cards

Teachers can also get the pupils to vote and rate the quality of the class. Give the pupils paper or cards and ask them to rate the quality of the lesson e.g. did they enjoy it? Did they find it relevant? They can score from 1-5, with 5 being the highest vote. The results can be used as an entry point to discuss about how to improve the lesson further.

Materials Needed:

  • A paper
  • Pen and pencils

Instructions:

  • Distribute papers/cards to pupils
  • Ask them to rate the lesson from 1-5, with 5 being the best rate
  • Ask them to
    • hold up their cards and you will see the votes
    • drop them in a ‘ballot box’
    • hand them over to one pupil who will tally the votes for you and feedback the results to the class

Use the player below to listen to this section:

Working Group with Student Representatives and Stakeholders

Icon activity.gif Working Group with Student Representatives and Stakeholders

Set up a group made up of pupils and stakeholders to dialogue about HIV/AIDS education and other related issues in the school and community. This will sensitise the relevant adults on what the children know about HIV/AIDS and also how they want the HIV/AIDS education to be improved. Dialogue within this group would then focus on how to develop the current HIV/AIDS education offered with the aim to make it more indigenous and relevant to the pupils.

We have suggested some questions which you can use in this activity in the section 'Tool 3: Working with community members' and 'Tool 4: Working with fellow teachers'.

Use the player below to listen to this section:

Photography

Icon activity.gif Photography This activity can be done by the teacher and pupils. If you have a camera, you can take photos of the pupils doing the activities mentioned above, or examples of interactive learning or something new and different happening in your HIV/AIDS education lesson. The pupils too can have access to the camera and can be tasked to take pictures on themes related to HIV/AIDS e.g. their sources of sexual knowledges. The photos can be discussed in the classroom with the pupils. With pupils' permission, the photos may be discussed with other relevant stakeholders.

Materials needed

  • Camera
  • Batteries
  • Memory cards

Instructions:

  • For teachers - take photos of new practices in your new HIV/AIDS lessons.
  • For pupils - take photos of a theme discussed with the teacher.
  • The teachers and pupils photos will be entry points to discussions.

We have suggested some questions which you can use in this activity in the section 'Tool 1: Finding out Young People's Sources of Knowledge'

Use the player below to listen to this section:

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