Phase 2: Research

Creating a Phase 2 Plan

Having delivered 4 sessions in Phase 1, it is suggested that sessions 5-9 are now focused on Phase 2. During this phase, the children are mostly working within their groups or on an individual basis (if that has been their choice). They will be carrying out their research work and looking to document their work in a creative manner. The support from the adults during this phase should again be from the background.

The aim is that they are gradually building up the material that will allow them to produce a research artefact or product. This can be in a wide range of formats, from the creative approach that might involve song, art or drama, or a more traditional approach that focuses on a report, presentation or document, or indeed an ICT based approach where the result is a podcast or a video or sound recording.

See here for some examples from completed projects. By showing some of these examples to the class group, it might give them some ideas as to what a finished project might look like or how it can be presented.

Once the initial sessions manage to get across the idea of research and how it can take so many forms, the following session plans during this phase can be seen as outlines in the provision of “invisible” support.

Introducing research skills

It is important as the children have by now identified their “big interest” that we are encouraging them to consider what a possible “research question” that would build on their motivation. The initial session should allow for a discussion and possibly a presentation on how research operates. The children need to understand the importance of having a research question or hypothesis. This question will help them to stay focused through this Phase. It will also allow them to become critical thinkers and analysts as they take a deep dive into the topic.

It may be useful to present a video from completed CEPNET projects, where children speak about their research work and what they discovered. These materials are available in the Student Project section.

A further resource that can be accessed here is a research toolkit. This can possibly be printed out and left within the classroom for students to read if they are seeking specific advice on such approaches as designing a questionnaire or tips in carrying out interviews.

Selecting a Student Council

During this Phase, the aim is to select the members of the Student Council from each school. The aim is that we will have a group of children who can be supported to engage with teachers (and researchers if available) to give feedback and advice on how to capture learning and how to make improvements to the methodology.

They will be encouraged to read any materials, especially those being used to document progress within the project. This may involve contributing to the school based student journalism approach if this was to be carried out. They would also be supported to create a “clinic” whereby other classmates can bring any issues or concerns to them and their representatives could relay these to the teachers if appropriate.

Bringing in external expertise

During this Phase, many of the research teams will want to access external expertise to carry out their research work. This may involve the need to communicate directly with a wide range of local stakeholders, including NGOs, politicians, sports organisations, local businesses or indeed the parent body within the school.

The nature of this communication can be discussed with their teachers. The students should be encouraged to take the initiative in this aspect of the research. The teachers can provide a level of support and oversight in this aspect. This may involve helping to phrase an email, locate a phone number or make initial contact with the relevant body.

If it makes sense to a particular classroom, it might be useful to arrange a specific input during a CEPNET session. For instance, if an NGO with specialist expertise in environmental issues has a spokesperson with an interest in our project, an interview could be arranged to take place with the full class asking questions.

If it is useful or possible to arrange a field trip to support the research of projects, these might be arranged during this phase. The students may be interested in visiting local organisations, businesses or services to carry out their research.

Assisting from a distance

As we have made clear from the outset, a key feature of the project and especially Phase 2 is that the children are taking their own initiative when it comes to the research. The teachers can provide some guidance in explaining the nature of a research question or hypothesis.

It was the experience of previous such projects that the children got to understand this idea very quickly and were happy to then take over. Once they have all identified their question or hypothesis (“if this is the case, then we expect this to happen”) and they have received some instruction on the range of research approaches, they can take their own lead.

Clearly if any groups or individuals are seen to be struggling, some extra support can be provided. But ideally this is in the form of further questions and ideas, rather than direct engagement associated with providing a more teacher-led approach.

Connecting with other schools

During Phase 1, some level of engagement (wither synchronous or asynchronous) with another school or schools will have taken place. The children can give their feedback, maybe through the Children Council representative, as to how this worked and what might be done differently. It will be important where possible to try to match the age groups when linking the schools.

During Phase 2, there will be increased levels of opportunity for cross-pollination of ideas between schools and the groups of young researchers. The teachers can assist by creating any linkages by maintaining a list of projects and research approaches. So where the theme or approach overlaps, there may be an opportunity for a Zoom call involving fewer numbers of children rather than the class as a whole.

Documenting Phase 2

As well as documenting the results of the student work in Phase 2, there are also a number of key elements that we need to try and better understand. These include the following:

• Research questions into projects: How have the students managed this step? Did they need more support or less?
• Examining research approaches: Did the students seize on one particular approach and run with it, e.g. survey? Did some struggle to decide on how they would find answers?
• Progression in relation to competencies: Have we been able to get the students to look at how they are learning and the outcomes? Have they got examples that they can relate to the competencies’ or values as explained to them in Phase 1 (voice, debate, analysis, worldview, action)?
• Engagement with other children internationally: Has the interaction with other schools acted to inspire and encourage new mind-sets or ideas?
• Use of ICTs: Have the children embraced opportunities of using the online or digital world to access information and record results?

The 360 evaluation process can support how we can address these questions. By updating the evaluation templates at the end of each phase, this can assist in capturing reflections and learning points. The use of classroom reporting through this phase can allow for a bottom up view as to how the students are getting on in their groups or on their own.