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Lesson plan 4 GROUP WORKS ON CYBERBULLYING

Target group

Students of secondary school aged 15-18. No previous knowledge on the topic addressed is required


Duration

3 lessons (60 minutes each)


Learning Environment

Indoor - classroom


Expected learning outcomes

  • Increased knowledge on cyberbullying phenomenon;

  • Reduce social inhibitions among group members

  • Awareness on social and civic competences increased;

  • Awareness on media and digital literacy increased;

  • Creation of a common language

  • Creative and critical thinking developed;

  • Developed listening skills


Subjects and topics covered

cyberbullying, knowledge, reflection, critical attitude Method description

The methodology used during the meetings is an active one. No ex-cathedra meetings, but engaging activities to provide students with firsthand and hands-on experiences. Dynamic activities will allow attendees to experience the content in a new, different and involving way. Lessons based on sharing personal experiences, emotions, and sensations allow students to understand deeper and focus on concepts and topics covered. The students will be stimulated to produce contents. Tools / Materials / Resources

Computer, videos, pens, papers and post-it


Detailed description of the step-by-step description of the activity / sequences of the units

Team working 1 Lead the students work on one or more of the following guided activities:

  • Discovering the roles and characteristics that define each of the actors in cyberbullying and empathizing with each of them

  • Creating a story with the aim of reflecting on the mechanisms that give rise to cyberbullying

  • Staging cyberbullying situations where they can identify the actors and motivations - SHORT PLAY/DRAMA: With the use of dramatization, students will reflect on the various roles involved in cyberbullying by learning to recognize them

Team working 2 Lead the students work on one or more of the following guided activities:

  • Depending on the type of cyberbullying, reflect on possible solutions and learn about existing types of support

  • Depending on the type of cyberbullying reflect on the possible actions or non-actions that contribute to the promotion or implementation of the act of cyberbullying thus learning the types of mechanism

  • Depending on the type of cyberbullying, reflect on the role of the defender and learn how to act and who to contact to report an act of bullying or cyberbullying.

Team working 3 Unifying the class group by creating empathy among all the young people using collaborative problem-solving games. Activities that can be proposed:

  • Create a list of rules for safe and informed surfing

  • Once the class has been divided into groups, guide the pupils to create a slogan and a symbolic image related to cyberbullying. The most original and functional to tell the educational experience will win the realisation of a real object. (such as the mobile phone cover realized for the students involved during the piloting of the workshops of the project)


Sources

There are many movies available on the topic of bullying, some proposals of movies that can be shown in class to raise awareness:

  • Cyberbully Gossip Online - A perfect and realistic film that deals with the consequences of cyberbullying.

  • Nerve - An action film about the dilemma: how far are we willing to go for the judgement of others and our own online projection?

  • Ben X - Inspired by a true story. A young bullied boy finds his only escape in online games.

  • Disconnect - A film to make us reflect on our relationship with real and virtual life.

  • A Girl Like Her - Another very realistic film about the dynamics and pitfalls of cyberbullying in high schools.

  • 13 Reasons Why - A successful TV series that tackles the theme from the side of both victims and perpetrators.

Feedback & assessment

n.a.


Evaluation (for purposes of grading)

n.a.


Intellectual property rights (IPR) / Origin of the activity

This activity may be copied, distributed, modified, and used for non-commercial purposes, specifying the source.

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