Creating an Introduction

Objectives

  • To create a standard introduction to the survey
  • To practice the survey introduction
  • To receive feedback

Materials

  • “Creating an Introduction” handout (1 per participant)
  • “Introduction Rubric” handout (2 per participant)
  • Pens or pencils

Prepare Before

N/A


Warm Up

Why are we administering a survey?  Why is this topic important to us?

Experience

In small groups, create an introduction you can use to be read before administering the survey. It should include the following:

  • A brief explanation of the class or your project
  • Why you are giving the survey (e.g., getting youth voice in creating change)
  • How you want them to approach it (e.g., be thoughtful, answer thoroughly, give examples)
  • How they will benefit from this survey (e.g., get to have input, what they identify as problems may get addressed)
  • What you will do next in the project
  • Any other instructions  (e.g., no talking while taking the survey, where to put the survey when they are finished)

Divide into groups of 3, and distribute one worksheet for each group.   Once the group has completed the worksheet, they should divide up parts and practice.  In addition to giving the directions, they should practice working together and all the non-verbal and communication skills we have used.  Once the introduction is done satisfactorily, one person should write it the final version.

Each group should demonstrate their introduction.

Reflect

After each group goes, ask the following reflection questions:

  • What’s one thing they did well?
  • What one thing they said well?  (Note: try to capture exact words)
  • What’s one thing to improve on?

Summarize

Having a uniform introduction that is read to each group taking the survey is of utmost importance.  It is important that everyone has a similar experience in taking the survey so that the results aren’t skewed because one group got a different kind of introduction or was in a different kind of environment.  It is also important that the people administering the survey have a similar kind of energy when reading the intro.  If the administrator is bored and monotone, the attitude of the students taking the survey may be different than if the administrator was peppy and enthusiastic.

Demonstrate

PART 1:

From what you learned from everyone’s demonstration, create a uniform introduction to the survey as a full group. Once the group has the introduction the way they want it, divide the group into pairs.  Each pair will practice the introduction.

PART 2:

Distribute 2 copies of the rubric to all participants.  Pick one pair to be the first test.  In this example, everyone will score them on the rubric.  After everyone has scored this first pair, go through each category:

  • For Energy, how many 3’s? 2’s? 1’s?
  • For Diction, how many 3’s? 2’s? 1’s?
  • For Professionalism, how many 3’s? 2’s? 1’s?
  • For Body Language, how many 3’s? 2’s? 1’s?

If there are large discrepancies, discuss this as a class so that you have a standard definition of what these ratings mean. From now on, the pair who has just gone will rate the pair who are presenting, with each person focusing on one member of the presenting team.  (Facilitator’s note: You should also do a rubric for each person.)