Understanding road safety in our local community (continued)

<p>Remind students of the research task they were undertaking from last lesson to collect information about the road user behaviour of young people in their local community. Explain how this research task links to the driving question for the project, e.g. we need to understand how young people in our local community use our roads in order to work out the best strategies to use to promote safer road use.</p>
<p>Ask teams to access the process and tools they are going to use to collect more information about how young people use roads in their local community.</p>


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<td>Explain to the class that they will be spending the first 15 minutes of the lesson providing feedback on each other’s processes and tools using a feedback protocol called “Like, Wonder, Next”.</td>
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<p>Explain that each team must complete the following sentence starters in order to provide their feedback:</p>
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<li>I like your process and tool because …..</li>
<li>I wonder if ….</li>
<li>I think the best next steps might be ….</li>
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<p>Pair teams up and give each pair an overview of the Like, Wonder, Next process as a prompt for their discussions.</p>
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<p><strong>Teacher tip:</strong></p>
<p>Adapted from the See Think Wonder visible thinking routine (http://pz.harvard.edu/resources/see-think-wonder)</p>
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<p>Ask each team to share their process and tools with their partner team and allow 5 minutes to review their work and prepare their feedback response. Each team then provides their feedback allowing time for the receiving team to ask questions or clarify any feedback.</p>
<p>Once each team has received their feedback, allow some time to revise their process and tools so they are ready to be used to collect data during the following fortnight ready for use in Activity 5.</p>
<p><strong>What strategies are currently in place to promote safe road use by young people? How effective do you think they are?</strong></p>


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<td><strong>Team relay challenge</strong></td>
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<p>Give each team a pile of post-it notes and ask teams to brainstorm some of the strategies they are aware of that target safe road use amongst young people. Allow teams to access the Internet to identify additional strategies and ideas to include.</p>
<p>Ask teams to record each strategy on a separate post-it note and take it in turns relay-style to run to the front of the class and place each of their post-it’s on a whiteboard or butchers paper.</p>
<p>Once teams have exhausted their ideas, ask 1-2 representatives from each team to work together to categorise strategies into like groups, for example:</p>
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<li><strong>Education</strong> initiatives such as road safety lessons in PDHPE, Safer Drivers Course, driver training.</li>
<li><strong>Law and policy</strong> strategies such as Graduated Licensing Scheme, speed restrictions, licensing restrictions, passenger restrictions, mobile phone use laws.</li>
<li><strong>Awareness raising</strong> initiatives such as TV advertisements, billboards, internet advertising, print and radio advertising.</li>
<li><strong>Road environment</strong> strategies such as fixed speed cameras, reduced speed limits for black spots, increased warning signs, wire barriers, divided highways.</li>
<li><strong>Enforcement</strong> strategies such as random breath testing, mobile drug testing, mobile speed cameras.</li>
<li><strong>Community safety</strong> initiatives such as shuttle buses, Stop Revive Survive stations, designated driver projects.</li>
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<td><strong>Assessment artefact 3: Effective strategies to promote safer road use to young people</strong></td>
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<p>Allow all students to browse through the strategies recorded and ask students to identify the three strategies they believe to be most effective in promoting safer road use amongst young people.</p>
<p>Direct students back to their teams and ask them to determine the strategy which their team believes is the most effective in promoting safe road use amongst young people. </p>


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<td>Ask teams to research their chosen strategy in order to find evidence to justify its effectiveness, such as research reports, newspaper reports, online articles, statistics and data.</td>
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<td>Ask each team to present their findings as an animation, audio recording, picture, presentation or written report.</td>
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<p><strong>Teacher tip:</strong></p>
<p>Students could use programs and apps such as:</p>
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<li><a href="https://www.powtoon.com/home/?" target="_blank">Powtoon</a> or <a href="http://comiclife.com/" target="_blank">ComicLife</a> for creating animations and graphics</li>
<li>iMovie for creating audio and/or video content.</li>
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<p>Set up a Gallery Walk so that other teams can explore the strategies identified by others in the class.</p>
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<p><strong>Gallery Walk set-up:  </strong></p>
<p>Teams display their findings around the classroom. The class then wanders the room taking notes on the findings – Ask students to answer the following questions when recording their impressions.</p>
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<li>what’s something new you have learnt</li>
<li>what’s an interesting piece of information</li>
<li>what’s one question you have about the information.</li>
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<p><strong>Homework reminder:</strong> Remind teams that they need to collect and collate their data on road user behaviour during the next fortnight ready for use in Activity 5.</p>


<p>Please click on the below button to return to Activity page.</p>


Activity 3: Understanding road user behaviour in our local community context (continued)

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