World Cafe



Welcome to the Café

Objective: To create an opportunity to have open conversation around questions that matter.

Materials:

Activity Instructions – Found in World Café Folder on Flash Drive

Flipchart paper

Markers

Pens

Stickers

Stress stones

Pipe-cleaners

Candies

(Any type of craft supplies such as feathers, pompoms, jewels can be used)

Time Frame: 60 minutes

Process:

1. Review the Activity Instructions so you are clear on how to host a Café

2. Write down each question on a separate piece of flipchart paper or all your questions on one flipchart/ppt.

3. Explain the process of the Café

4. Host the Café

5. Harvest the information gathered

Welcome to the Café Instructions

What you will need

• Flipchart paper

• Markers

• Candies

• Pipe cleaners

• Stone

• Feathers

• Pompoms

• Glitter

• Flowers

• Toys

Sample Questions for the Café

• If parents or role models use drugs are youth more likely to use? Why or why not?

• How have you seen drugs affect “Relationships”.

• How have you seen drugs affect “Community”.

• How have you seen drugs affect “Family”.

• Long & Short term effects of drug use?

• Why do youth use drugs?

• What are some social impacts of using drugs?

• What is more acceptable, doing drugs or selling drugs?

• What are positive and negative impacts of drug use?

• What are the different categories of drugs, examples of those drugs and some physical affects they have?

Fishbowl

Objective: To encourage participants to listen actively to the experiences and perspectives of each other or a specific group of people. A fishbowl gives participants an opportunity to hear the experiences, ideas, and feedback of youth while giving them the opportunity to be active in the dialogue on youth issues.

Materials:

Activity Instructions (Flash Drive)

Questions (preferably developed by the participants)

Chairs or floor cushions

Cue cards

Pens

Time Frame: 60 Minutes

Process:

1. Review the Activity Instructions and the Facilitator Notes so you are clear on how to host a Fishbowl.

2. Have the participants write down questions on cue cards that pertain to your Fishbowl topic. There are examples in Activity Instructions

3. Establish the role of the Observers

4. Establish the roles of the Participants

5. Discuss the process of the Fishbowl Activity

6. Host the Fishbowl

7. Debrief after the Fishbowl Activity has ended.

Fish Bowl

This activity requires 60 minutes.

Purpose:

Fishbowl activities encourage participants to listen actively to the experiences the perspectives of a specific group of people. A fishbowl gives participants an opportunity to hear the experiences, ideas, and feedback of youth while giving them the opportunity to be active in the dialogue on youth issues.

Preparation:

To prepare for the actual fishbowl dialogue, ask the fishbowl participants to sit in a circle in the middle of the room. Your class or workshop participants, or the "observers," should sit in a larger circle around the fishbowl participants.

Instructions:

The following steps will set the ground rules, then initiate and process the dialogue fishbowl activity:

1. One important ground rule must guide the participation of the observers: During the course of the fishbowl, observers are not allowed to speak. Their job is to listen and learn from the fishbowl students. Mention that the observers will have an opportunity to discuss any issues that emerge in later processing dialogue.

2. If possible, assign one of the fishbowl participants the role of facilitator. It will be her or his responsibility to ask questions, facilitate the fishbowl discussion, and make sure everyone has an opportunity to talk. If necessary, you can play the role of facilitator.

3. The topics to be discussed by the fishbowl can be developed to be relevant to your program or workshop. For the most part, fishbowl participants should have an opportunity to take the conversation where they want - or need - it to go. If it becomes necessary to push the conversation along, possible prompts include the following:

o Is texting addictive?

o Why do people do drugs?

o Do you think talking to youth about drug use is effective?

o Why do people bully others?

o If you are abused at home are you more likely to do drugs?

o What is an unhealthy relationship?

o Do the media and celebrities have an influence on how youth act and what they do? For ex. drugs, drinking, fighting, and starving themselves?

o Are youth able to get through school without being bullied, doing drugs and not be alone?

4. Make sure everybody in the fishbowl has an opportunity to talk. At any time during the discussion one of the observers can quietly go up at tap one of the fishbowl participants on the shoulder and trade roles with them, they now become part of the discussion and the fishbowl participant now becomes and observer (who can tap in again if they wish to not disruptive, argumentative and keeps the flow of the conversation going.

5. Allow the fishbowl discussion to continue for at least 30 minutes. You can allow it to continue longer if time permits.

6. This will be the final processing discussion. A variety of questions can guide this conversation:

o To the observers: Did you hear anything from the fishbowl that surprised you?

o To the fishbowl participants: How did it feel to share your feelings about the topic and was it difficult knowing that people were listening closely?

o To the fishbowl observers & participants: Do you usually have opportunities to share your perspectives on topics like this?

7. To wrap up the exercise, pose a final question, giving everyone an opportunity to answer: What is one thing you have learned from this experience?

Facilitator Notes:

A few simple strategies will help you facilitate this activity smoothly. First, remember that this activity is as much about reminding adults that youth are their most important resource regarding youth issues. As mentioned above, it is crucial that observers show maximum respect to the fishbowl participants by following the silence ground rule. It may take some effort to enforce this ground rule. Consider writing something on the chalkboard or flipchart as a reminder to be respectful and listen.

Participant fishbowl discussions usually are most successful when they are informal. Remember that the fishbowl participants may not have had an opportunity to develop comfort with all the participants at the retreat/training.

Marijuana

Objective:

To raise awareness and educate participants on the facts and issues that surround Marijuana use through an interactive power point presentation.

Materials:

Computer and Projector

The Power Point (Flash Drive in Marijuana Folder)

Facilitators Notes (Flash Drive in Marijuana Folder)

(Optional prizes for trivia questions)

Time Frame: 1hour

Process:

1. Review PowerPoint presentation and Facilitator Notes found on flash drive in the Marijuana folder to familiarize the presenter(s) with the general layout and content. If possible it would be helpful to print off a copy of the facilitator’s notes.

2. Present material on Marijuana on slides 1-9. Allow time for discussion during the presentation.

3. Slides 10-16 are Marijuana Q & A Section.

4. Slides 17-20 are Effects & Myths.

5. Get prizes for Marijuana Q & A (optional).

Club Drugs

Objective: To openly discuss what drugs are classified as “Club Drugs”, why people use them, and what social & physiological affects they have.

Materials:

Computer and Projector

The Power Point (Flash Drive in Club Drug Folder)

Facilitators Notes (Flash Drive in Club Drug Folder)

Newsletters-optional (Flash Drive in Newsletter Folder)

Time Frame: 45 min.-1 hr.

Process:

1. Review PowerPoint presentation and facilitator notes found on flash drive in the Club Drug folder to familiarize the presenter(s) with the general layout and content. If possible it would be helpful to print off a copy of the facilitator’s notes.

2. Read over the Club Drug Newsletter and make copies to hand out to participants (optional)

3. Present material on Club Drugs on slides 1-29. Be sure to allow time for discussion during the presentation.

4. Hand out the Club Drug Newsletter for them to take with them (take time to review it with participants if time allows).

Hallucinogens

Objective:

To raise awareness and educate participants on the facts and issues that surround hallucinogens and their affect on the brain.

Materials:

Computer and Projector

The Power Point (Flash drive in Hallucinogen Folder)

Facilitators Notes (Flash Drive in Hallucinogen Folder)

Hallucinogen Q&A Questions (Flash Drive in Hallucinogen Folder)

(Optional prizes for trivia questions)

Time Frame: 30-45 min

Process:

1. Review PowerPoint presentation and facilitator notes found on flash drive in the Hallucinogen folder to familiarize the presenter(s) with the general layout and content. If possible it would be helpful to print off a copy of the facilitator’s notes.

2. Review hallucinogen Q&A Questions and print off a copy.

3. Get prizes for Hallucinogen Q&A (optional).

4. Present material on Hallucinogens on slides 1-11. Be sure to allow time for discussion during the presentation.

5. Slide 12 & 14 will include the Hallucinogen Q&A Questions.

6. Ask Hallucinogen Q&A Questions.

7. Slide 15 thank you.

Generation Rx

Objective:

• To raise awareness and educate participants on facts and issues that surround prescription drug use through an interactive power point and trivia game.

Materials:

Computer and Projector

The Power Point (found on Flash Drive) – Have an updated version of Quick Time installed in the computer

Facilitator Notes (Flash Drive)

(optional prizes for the participant who has the most correct answers)

Speakers

Time Frame: 45min to 1hr

Process:

• Review power point presentation and facilitator notes found in folder Generation Rx on flash drive to familiarize the presenter with the general layout and content. If possible it may be helpful to print off a copy of the facilitator notes.

Section One: General Prescription Drug Information:

• Present material on slides 1-8. Pause on slide 9 as it indicates that the “Lightning Round” is about to begin. The “Lightning Round” is comprised of five questions that review the material that the facilitator presented.

Section Two: Depressants

• Present material on Depressants on slides 16-22. Slide 17 consists of a short video clip.

• Slide 23 indicates the beginning of the “Lightning Round”. The “Lightning Round” on Depressants consists of eight questions that review the material the facilitator presented.

Stimulants:

• Present material on Stimulants on slides 32- 38.

• Slide 33 consists of a short video clip.

• Slide 39 indicates the beginning of the “Lightning Round”. The “Lightning Round” on Stimulants consists of eight questions that review the material the facilitator presented.

Opiates:

• Present material on Opiates/ Painkillers on slides 48- 58.

• Slide 49 and 52 consists of short video clips.

• Slide 50 is a discussion slide. Pose the suggested question in the facilitator notes to the group. This exercise will just take a minute or two.

• Slide 59 indicates the beginning of the “Lightening Round”. The “Lightening Round” on Opiates consists of nine questions that review the material the facilitator presented.

“The Ripple Effect”: The Impact of Drugs on Society

Objective:

To raise awareness of the impact that illicit drug use has on the three areas of a person’s life; Family and Relationships, Community Welfare, as well as their Physical and Emotional Health.

Materials:

Computer and Projector

“The Ripple Effect” Power Point found on Flash Drive

12 Sheets of Flip Chart Paper (3 Sheets per Group)

Markers

Optional: Materials for youth to play with at tables (i.e.; feathers, pipe cleaners, candies)

Speakers

Time Frame: 45min to 1hr

Process:

1. Review Power Point and facilitator notes labelled “Ripple Effect” on thumb drive to familiarize the presenter to the general layout and content

2. On the flip chart paper write the questions below at the top of each paper. Each table or group would have 3 sheets of paper, have questions wrote out on the top of each sheets beforehand.

a) How does drug use Impact the Family and Relationships?

b) How does drug use Impact the Community? ( school, legal issues)

c) How does drugs use Impact your Physical and Emotional Health?

At slide 12 before beginning the information on Family and Relationships, the presenter engages the youth to answer as a group on their flip chart paper the 1st question. Give the youth between 5-10 minutes to answer this question.

3. Present the material on Family and Relationships. Once finished, select a youth from each group to share a few of their insights. Try to foster some form of discussion around what points the youth shared. Continue this process for Slides 21 on Legal and Community Impact as well as Slide 29 on the Impact on Health.

4. The first 4 slides in the Health section are pictures to illustrate the effects that drug use has had on individuals. The presenter if time allows can ask the group if they know of any other celebrities that have died or been effected by drugs or any personal experience with people in their lives.

5. Once the presenter has reached 43 the material that follows is to help youth ask themselves before engaging in illicit drug use.

Cocaine

Objective:

To raise awareness and educate participants on the facts and issues that surround cocaine use through an interactive power point and trivia game.

Materials:

Computer and Projector

The Power Point (Flash Drive in Cocaine Folder)

Facilitators Notes (Flash Drive in Cocaine Folder)

Cocaine Trivia Game (Flash Drive in Trivia Games Folder)

(Optional prizes for trivia game)

Time Frame: 45 min. - 1hr.

Process:

1. Review Power Point presentation and facilitator notes found on flash drive in the cocaine folder to familiarize the presenter(s) with the general layout and content. If possible it would be helpful to print off a copy of the facilitator’s notes.

2. Review Cocaine Trivia Game.

3. Get prizes for trivia game (optional).

4. Present material on cocaine on slides 1-10. Be sure to allow time for discussion during the presentation.

5. Play Cocaine Trivia Game.

Inhalants Presentation

(École Secondaire de Clare)

Objective:

To enhance the knowledge of inhalants.

Materials:

• A computer – Power Point

• LCD projector

• Inhalants kit

• Prizes (e.g. candy)

Time frame needed: 1 hour

Process:

• Present Inhalants Power Point (includes URL links to two videos)

• Show Inhalants video

• Ask suggested questions, award prizes to those who answer

Resources:

• Inhalants PowerPoint

• Inhalants suggested questions

• Inhalants videos -located in Inhalants Folder on flash drive

Predatory Drugs

Objective:

To raise awareness surrounding the use of Predatory Drugs and the role they play as a means to facilitate sexual assault. The topics covered throughout this presentation are: body image, consent, behaviour, drug facilitated sexual assault, the various types of predatory drugs often used, the prosecution of sexual assault.

Materials:

Predatory Drug PPT. (found on flash drive) – Have an updated version of quick time installed on the computer

Predatory drug Facilitator Notes

6 pieces of chart paper

Markers

Computer

LCD (with sound for videos)

Time Frame needed: 1 hour

Process:

1. At the top of the six pieces of chart paper write one of the following questions:

• What is Hypersexualization and how does it impact body image?

• What is Consent?

• How does society view the role of both women and men?

• What is drug facilitated sexual assault?

• What are Predatory Drugs?

• What are some barriers as to why a victim of sexual assault may not come forward?

2. Place the pages around the room and separate the participants into six groups, assigning

one group to each question. After the facilitator introduces the topic of discussion allow the participants approximately 10 minutes to discuss and record their answers. Their responses will be called upon throughout the presentation before a new topic is discussed. Some adaptations may be required depending on the number of participants and space.

3. Present imbedded video “Body Image and Hypersexualization”.

4. Call upon the group with Question #1 to present their group thoughts surrounding

hypersexualization and body image before presenting the facilitators information on body image.

5. Call upon the group with Question #2 to present their group thoughts on what is consent, before presenting the facilitators information on Consent.

6. Call upon the group with Question #3 to present their group thoughts on how society views both the role of the man and woman, before presenting the facilitators information on behaviour.

7. Present embedded video “Drug Facilitated Sexual Assault”.

8. Call upon the group with Question #4 to present their group thoughts on drug facilitated sexual assault means, before presenting the facilitators information on drug facilitated sexual assault.

9. Call upon the group with Question #5 to present their group thoughts surrounding what are predatory drugs, before presenting the facilitators information on the topic of predatory drugs.

10. Call upon the group with Question #6 to present their group thoughts surrounding what are some of the issues that can occur for a victim of sexual assault before presenting the facilitators information on the accused and victim. Share the prosecution story with the group.

11. Present embedded video “How to Stop Sexual Assault”.

❖ If time permits ask the group if there are any questions or if their opinion has changed from the beginning of the presentation to the end of the topics covered.

Resources:

• Predatory drug order of presentation printout notes

• Body Image and Hypersexualization video

• Drug Facilitated Sexual Assault video

• How To Stop Sexual Assault video

• Pre and post workshop questions sheet (optional)

* For additional resources go to the Youth Truth Matters website at: URL

Designer Drugs

(Digby Regional High School)

Objective:

• To broaden knowledge of designer drugs.

Materials:

• A computer – Power Point

• LCD projector

Time frame needed: 30 minutes

Process:

• Review Facilitator Notes

• Present Bath Salts Notes, show Bath Salts Video

• Present K2/Spice Notes, show K2/Spice Video

Resources:

• Bath Salts Notes and Video

• K2/Spice Notes and Video

(located in the Designer Drugs Folder on the Flash Drive)

Drug Trivia

Objective: To play and interactive trivia game that encourages youth participation while creating awareness and education.

Materials:

Trivia Game (Flash Drive)

Questions and Answers (Flash Drive)

Video -

Computer and Projector

Speakers (If you want to use the video found in folder)

(Optional prizes for trivia game)

Cue Cards – Can be used to put Questions & Answers

Time Frame: 30 min- 1 hr.

Process:

If using a game already developed:

1. Review Trivia Game (if using one on the flash drive)

2. Review Questions and Answers and familiarize yourself with additional information on the topic(s) you are using for the game.

3. Host the game and allow time in between Q & A to have discussions or to elaborate on the answers giving.

4. At the end of the game give prizes for most points (if you are using a point system & prizes)

If using the template to develop your own Trivia Game:

1. Decide on the topic(s) you want to use for your game.

2. Develop your questions and add them to the trivia game template. Make a variety of easy to hard questions, easy being lower points and hard being higher point.

3. Research your answers to make sure they are correct and that you have enough information on each question to discuss the answers to create a deeper understanding for the participants.

Write your answers on cue cards and be sure to have them in order in case you need them to look at to say the answers. It is better to know your material so you do not have to use your cue cards.

Drug Jeopardy Game

(St. Mary’s Bay Academy, École Secondaire de Clare, Shelburne Regional High School)

Objective:

• To broaden knowledge of illicit drugs.

Materials:

• A computer – Power Point

• Bell/Whistle/Noisemaker

• The Jeopardy Games (Illicit Drug Jeopardy, Marijuana Jeopardy, Cocaine Jeopardy)

• It can be one that has already been created or you can create a new

series of questions and categories

Time frame needed: 1 hour

Process:

• Create 2 teams.

• Use noisemaker to determine which team has “buzzed” first

• Have students answer questions their peers have outlined in the jeopardy game.

• Have them discuss what they have learned

• What did they already know? What was new to them?

• How do they feel about the new issue/topic/ information you have been

presented with?

Resources:

• Illicit drug jeopardy game

• Marijuana jeopardy game

• Cocaine jeopardy game

• Additional information for each category

( all located in the Jeopardy folder on the flash drive )

Creating and Administering a Survey

(Digby Regional High School)

Objective:

• To create a survey and administer to participants to obtain data and knowledge.

Materials:

• a computer

• Printed copies of the survey (and/or a link to a URL if you have made it internet accessible)

• Pencils

• A box/envelope for storage of surveys

Time Frame needed:

• Total: 2-5 weeks

• Creation of the survey: 1- 2 weeks

• Administering the survey: 10- 30 minutes

• Tallying the data: 1-3 weeks

Process:

CREATION OF SURVEY

• Identify the objective of the survey:

o What the survey is about

o What you are trying to understand

o “Why do you want to conduct this research”?

• Carefully develop/select questions you would like to have answered about your topic:

o The survey does not have to be any one particular size. However, the shorter and more concise the survey, the more receptive participants will be

o Use open ended questions, avoid guiding the participant.

o Questions can be asked and measured using a scale: asking the question with a number scale below. Stating which spectrum is strongly agree or disagree. (e.g. “on a scale of 1-10, 1 being the least you know about drugs, how much do you know about drugs?”)

o Multiple choice questions can be asked. Participants can be given the option to circle one or all that apply. An “other” category can also be provided. Give the participants the option to either just check other or give the space to write what their “other” may be.

o Open-ended questions can be asked with ample space for participant to answer in detail.

• Remember this will give you the most information from any of the surveys, however, it is harder to quantitatively measure if you are using a computer based analysis tool such as Excel and SPSS. The qualitative component of open-ended questions can complement your quantitative results.

o Your survey outline will depend on the level of information you are hoping to

receive. If you are looking for more detail it may be an idea to conduct interviews in addition to surveys (in which case you will need to create a consent form for all participants).

ADMINISTRATION OF SURVEY

• Get in touch with potential participants.

• Remember to have a good representation:

o Do not choose participants based on the idea that they may answer the way you want them to. For example, if you have a variety of people you will be able to see the break down in what people aged 15 vs. people aged 20 believe in comparison.

o Make sure you have a decent sample size to get the best results and best idea of the broader population you are examining

• If you are administering the survey to a large group in one setting it may be best to have more than one person to hand out and receive surveys.

Resources:

• Sample of Survey

• Additional survey tips

(located on Survey Folder on flash drive)



Did You Know Cards

Objective: To create drug information cards to raise awareness and educate on facts and issues that surround illicit drugs and the impacts they can have.

Materials:

Computer

Drug Guide

Paper

Markers

Pictures

Construction/coloured paper

Glue

Time Frame: 1-2 weeks

Process:

1. Gather information and facts regarding illicit. You can start with the information provided in the appendices called “Did Your Know”.

2. Create a fun design or logo to have on your cards.

3. Take time to pick fun facts and educational facts to use on the cards

4. Either have cards printed professionally, on school/office photocopies or be creative and use colourful paper and write or glue information on handmade cards.

5. Share.

Newsletters

Objective:

To create an informative newsletter with information regarding illicit drugs and their affects.

Materials:

Newsletter Template (To create your own)

Newsletters (found in Newsletter folder)

Time Frame: 2-3 hours

Process:

1. Review newsletters that have been developed to get an idea on layout and content

2. Discuss which drug(s) or topic you wish to create a newsletter about

3. Research you material (be sure to use accurate and current information)

4. Find a Newsletter template that is easy to use

5. Create your Newsletter

6. Copy and Distribute Newsletter

Newsletters are a great information tool to use within a school, online, work environment or within your community.

Display Boards

Objective: To create a visual information board or an interactive information activity board to place in a common area for people to view write on or read to raise awareness and educate on facts and issues that surround illicit drugs and other youth issues.

Materials:

Display board examples (Flash Drive)

Pictures

Paper

Markers

Tape

Velcro

Time Frame: 1-2 Months

Process:

1. Get permission to place your display boards

2. Review the Display board

3. Meet with your group to discuss which topic and how you wish to display your information.

4. Continue to meet with your group once a week if possible to work on the project

5. Research your topic and then delegate who is in charge of what aspect of the display

6. Create your display boards

7. Display them (

Community Discussion Boards

Objective:

To create an interactive tool where the community and school members feel invited and engaged to use their voice for positive change.

Materials:

Large sheets of Plywood Painters tape

Spray Paint (bright colours) Stencil (ONE THING I WOULD CHANGE…)

Chalkboard Paint (black) Gray tinted primer

Chalk (bucket to hold the chalk)

Time Frame: One Week

Process:

1. Decide on a venue in which you would like to display the board and make sure you secure permission before hand. You may want to approach your Town Council or other such agencies to learn of any stipulations or regulations that they may have before you begin.

2. Once permission has been given, you may consider approaching local business’s such as the hardware store on any donations that could be given towards the project. Once supplies have been acquired you are set to begin!

3. Cover plywood with one to two coats of gray primer. Allow to dry. Apply two coats of Chalk board paint. Once dry, measure out amount of space needed for stencil and lines. This part can take a few days and would need to be done in a ventilated area.

4. Once everything is dried and measured begin to spray paint the stencil. Use painters tape to mask out lines. Be careful of over spray from the spray paint. Once it’s dry they are ready for use!

5. Make sure you have chalk on hand and a plan for how often you will erase the messages. Documenting what is written is a great idea and can be done though a simple phone with a camera.

Something to Consider:

• Use a good quality spray paint such as the type that graffiti artists use. This type of paint is easy to control and dries very quickly.

• Depending on the size of boards you chose to use make sure you have adequate transportation available as they can be cumbersome.

• If using them as a permanent fixture is not possible, look for community events in which you could partner with to showcase the Community Discussion Boards.

As a Workshop:

This project would also lend itself to a classroom/school workshop to promote an open dialogue around social issues youth face. The materials needed would be much simpler and affordable. Cover a large area with flip chart paper and write in the centre “One Thing I would Change...” and have students fill it in. This also may be a great lunch time activity for the whole school.

How to Conduct a Focus Group

Objectives:

• Encourage discussion about a particular topic.

• Quick, easy tool to gather information.

• Provide an opportunity to learn more about a topic or issue.

Materials:

• Flip Chart Paper or a tape recorder

• Makers

• Masking Tape

• List of participants

• Watch or clock

Time frame needed: 45 minutes to an hour

Process:

• Determine what problem or need that can be addressed by the information gathered during the session.

• Carefully develop four to six open-ended questions.

• Get in touch with potential participants.

• Remember to have a good representation of diversity – female, male, grade levels and or interests.

• A group of 10 to 15 participants is good

• If you can have two facilitators and a note taker.

Resources:

• Additional Focus Group tips

• Sample Focus Group Questions and Report - Found in Focus Group folder on flash drive.

Tree of Addiction

Objective:

To create a visual illustration or an interactive information tool which raises awareness of why people develop different types of addictions.

Materials:

Tree of Addictions (Found on Flash Drive)

Computer and LCD Projector

1 Sheet of primed canvas (suggested 4x6ft)*

Pencils

Black Paint

Time Frame: 4-5 weeks

Process:

1. Before beginning, make sure you have permission from your school to be able to hang the canvas in a central location when completed.

2. Project image from LCD onto canvas and outline with pencil.

3. Once the outline is complete trace over it again with black paint. If using the Tree as an interactive tool, leave out the words in order to be filled in as part of a workshop.

[pic]

*If canvas is not available using a large rolled out sheets of craft paper would be an easy and affordable alternative

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Youth Truth Matters Tool Kit

SECTION TWO

ACTIVITIES

Setting up the room

Round tables or circle seating on the floor or ground is the ideal seating for this activity. Place a few pieces of flipchart paper in the centre of the table or circle (you can either write the actual questions you want the group to discuss on the flip chart paper or read the questions out loud for the groups to write down once they begin.

Place a few markers and other decoration on the flip chart paper to make the space more fun and inviting. (Youth often enjoy working in this way, it allows them to play with things while in discussion, doodle, or be the note taker or reporter. We all learn and participate in different ways; this seems to be an effective way to engage youth).

Once you invite the participants to take a seat, explain to them that they are free to enjoy the treats, draw, be creative and be open to share their thoughts.

Have one person take charge of capturing all that is said during the discussion on the flipchart paper. Allow for 10-15 min discussions then have the groups go to a new table/circle (not necessarily with the same group they worked with, encourage them to pick a new spot on their own. It is good for them to interact with other youth and hear different perspectives). Do this change up 3 or 4 times depending on if the youth are still participating, if you notice they are getting bored then move on to harvesting their information.

Harvesting – This is when you as the facilitator can gather the flipchart papers and tape them up for all to see or have a participant from each group hold up their own flipchart paper when it is their turn to report back to the whole group what was discussed and captured on their paper.

Have the groups go one at a time reading out what their question is and all the information that was captured on their flipchart paper. This is a good opportunity to have a group discussion in-between each question to allow others to add their thought if they had not had the chance or for you as a facilitator to throw out open ended questions to further explore the original question and answers.

An open-ended question is designed to encourage a full, meaningful answer using the subject's own knowledge and/or feelings. It is the opposite of a closed-ended question, which encourages a short or single-word answer. Open-ended questions also tend to be more objective and less leading than closed-ended questions.

Open-Ended Question- Tell me about your relationship with your teacher.

Closed-Ended Question- Do you get on well with your teacher?

Youth Truth Matters Tool Kit

SECTION TWO

PRESENTATIONS

Youth Truth Matters Tool Kit

SECTION TWO

GAMES

Youth Truth Matters Tool Kit

SECTION TWO

TOOLS

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