In order to support accessible remote learning while still providing a training experience that is comparable to the 12-hour in-person DO YOU training normally provided, we are asking participants to spend at least 3.5 hours reading, taking notes on, and reflection on the UnCurriculum and the 10 lessons that make up DO YOU. Below, you will find 3-4 reflection questions for each lesson; before the beginning of our 3rd zoom training session, please complete the linked form for each lesson. Your responses will help us as we complete the last training session, as well as help us provide better, individualized technical assistance for you and your agency after the training!
What materials/art supplies do you think would be best for a young person completing "You-Niverse" who says they aren't good at drawing?
How could you utilize your own completed "You-Niverse" to help young people who might struggle with getting started?
What do you like about this lesson as an introduction to the curriculum?
What questions do you have about this lesson and facilitation?
Why do you think the closing visualization activity is so important for this lesson in particular?
What might be important to consider in the creation and sharing of the facilitation's own "I Am From" poem?
Describe how this lesson challenges the risk factors of social isolation/lack of social support.
What questions do you have about this lesson and facilitation?
After reviewing the suggested videos for this lesson, which do you think you would choose and why?
What do you think is the importance of addressing mainstream gender roles and binaries when preventing gender-based violence?
What questions do you have about this lesson and facilitation?
How could this session be used as a way to address the adultism young people experience in their lives?
Have you ever used the 3-part assertive message in your own life? If so, when? If not, why do you think you haven't used it before?
What questions do you have about this lesson and facilitation?
Review the "some things to consider" note: how could you bring this lens into your facilitation? How would you address participants flattening the ways in which power and systemic oppression marginalize certain groups over others?
At the mid-point of this curriculum, where would you hope to be in your DO SOMETHING planning? How would you facilitate those conversations? What questions do you have about DO SOMETHING?
What questions do you have about this lesson and facilitation?
What examples could you give young participants about things they could say they value about their peers? How could you bring in previous lessons to this conversation?
Why do you think it is important for the facilitator to participate in this activity?
How do you think this lesson builds on the development asset of positive peer influence and community valuing youth?
What questions do you have about this lesson and facilitation?
How would you describe/explain the importance of this lesson to a concerned community partner?
How does this lesson approach sexuality differently from a more mainstream approach?
Why do you think healthy sexuality is an important component of violence prevention?
What questions do you have about this lesson and facilitation?
What strategies might you use in your facilitation to encourage the fun and silliness of the auction while also addressing anxieties around scarcity if someone doesn't "win" a value?
Review some of the more surface-level "materialistic" values. If a young person were to bid on one of them, what might that say about a need or feeling that young person might have?
How can you integrate some of the above thoughts in your facilitation before and after the auction?
What questions do you have about this lesson and facilitation?
What are some example songs/lyrics you could bring into this lesson?
What important facilitation strategies could you use to make sure young folks do not feel like they are being judged for the music they might be listening to?
Take one of your favorite songs and answer the key questions used in figure 1:
Who created the message?
What techniques are used to attract my attention?
How might different people understand this message differently from me?
What lifestyles, values, and points of view are represented in; or omitted from, this message?
Why is this message being sent?
What questions do you have about this lesson and facilitation?
Do some research and find something common that is a fractal, that you didn't realize was a fractal before. What does the concepts of fractals illuminate for you in connection to the DO YOU curriculum overall?
Complete this activity and write out a "ripple" of change you'd like to see in your community:
What questions do you have about this lesson and facilitation?