2.3 Take action

Well-being issues

This is the well-being issues brainstorm and inquiry set up for the taking action projects. Use these slides to support you with developing an inqury question. Once you have developed an inquiry question you can use the resource tabs above to access learning resources to support you in developing understanding on your topic and action plans.

What might this look like for me in PEHT

Completing my Student learning template (On Google classroom) to develop and inquiry question "I wonder...."
Applying the SMART goal acronym to your inquiry question to ensure it meets the specific, measureable, actionable, relevant and time bound factors of a SMART goal
Creating an action plan and taking action with this (Leading up to and in the Health Expo week)
Evaluating and reflecting on this action that has been taken

Smart goals

The first part of taking action in the inquiry project is to set a SMART goal. Use this video to support you in learning more about what SMART goals are and how they can be applied to your taking action project.

Specific: is your goal specific, consider the two goals in the video "to get health" or "to lose 10 pounds". The more general the goal the longer it may take to achieve

Measurable: How can you measure the goal and what determines success for this?

Actionable: Creating and implementing an action plan

Relevant: using the 80/20 rule or the time vs effort matrix

Time bound: setting a time fram can help to achieve the goal. Open ended goals are harder to accomplish and provide less incentive

Goal setting is an ongoing process of taking action, evaluation and reflection. This is the process that we will be undertaking as part of your inquiry learning process in PEHT this semester.

Action Competence Learning Process (Step 1 - 6)

Step 1

Developing knowledge and insight

(Critical thinking)

How did the wellbeing issue arise (history, values, beliefs, and consider the social determinants of health)?

What is its importance for people’s wellbeing, now and in the future?

Who benefits and who is disadvantaged by the current situation? Why and how? What’s our evidence for this?

Personal research

Step 2

Developing a vision

(Creative thinking)

What alternatives are there to the situation that currently exists?

How are conditions different in other classes, schools, cultures, communities, or societies?

What needs to happen to ensure social justice?

Group work!

Step 3

Understanding

(Gathering, analysing and evaluating evidence and ideas)

What changes will bring us closer to our vision? Consider changes within ourselves, our classroom, school, community, and society.
What are the possibilities for action to achieve the change? Therefore, what needs to change to improve people’s wellbeing?
What is our goal?
What do our actions aim to achieve?

Step 4

Planning

(Action planning)

How do we know we have decided a SMART goal?
What action(s) will we initiate and implement?
How are our actions aligned with our goal(s)?
What are the barriers and enablers in relation to taking action or making a change? How can we mobilise the enablers and reduce or mitigate the barriers?

(Linked above for guidance)

Step 5

Ethically, respectfully, and responsively to implement planned actions

Create a journal to present every day of your take action week!

Step 6

Reflecting and evaluating

How effective were our actions? What does evidence show has been the impact of our actions on people’s wellbeing?
How effective was the process of implementing our actions based on participant feedback and our observations and reflections?
What has been learned?
What could be done differently?
How far have we realised our vision? What still needs to be achieved? What could we do better or differently? What are our next steps?

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