Play, guess, think and act
What I would like to share today is not a game at all, but a misbehaviour which unfortunately affects the whole of our society, starting with our schools; this misbehaviour requires thinking, preventing, educating, and acting, as well as top online respect, but never forbidding the means through which they might take place.
In order to design a class activity to arise awareness on online safety, netiquette and respect, I have completed the Self-Paced Open Online Course entitled "Measures and Actions against Cyberbullying", run in Spanish at the "AprendeINTEF" Spanish open online learning management system, in search for inspiration.
And this is the class activity I have planned: "Play, guess, think and act".
In order to design a class activity to arise awareness on online safety, netiquette and respect, I have completed the Self-Paced Open Online Course entitled "Measures and Actions against Cyberbullying", run in Spanish at the "AprendeINTEF" Spanish open online learning management system, in search for inspiration.
And this is the class activity I have planned: "Play, guess, think and act".
The goals of the activity are:
The skills involved in the activity are: reading comprehension, speaking and writing. Some key competencies will also be tackled, such as the students' digital competence, citizenship and language, as well as promoting civic values and school coexistence.
- Raising awareness of online misbehaviours
- Triggering off prevention and detections measures
- Coming up with agreed actions to take inside and outside the school
The skills involved in the activity are: reading comprehension, speaking and writing. Some key competencies will also be tackled, such as the students' digital competence, citizenship and language, as well as promoting civic values and school coexistence.
Step by step
1. Let's do the quiz:
2. If your guess was right, note how many new words and phrases you have learned. Do you know the meaning of them all? Would you be able to describe them?
3. Look up all those words and phrases from the quiz that you still are not sure about. You can use an online dictionary if you like.
4. Get together into four-peer-groups and give out roles for each member of the workgroup. Think of how many roles you are going to need in order to search, discuss, draft, come out with a digital outcome, and finally share the outcome with the rest of your classmates.
5. Discuss the following introductory questions:
a. Have you heard about this behaviour before? If so, in which context or background?
b. Do you know more examples and what they involve?
b. Have you faced the behaviour in some way? Do you think you might know somebody who has faced it?
c. How do you feel about these misbehaviours?
d. What steps do you think you could take to prevent them and/or to act against them?
e. If you needed help, who do you think can support you?
3. Look up all those words and phrases from the quiz that you still are not sure about. You can use an online dictionary if you like.
4. Get together into four-peer-groups and give out roles for each member of the workgroup. Think of how many roles you are going to need in order to search, discuss, draft, come out with a digital outcome, and finally share the outcome with the rest of your classmates.
5. Discuss the following introductory questions:
a. Have you heard about this behaviour before? If so, in which context or background?
b. Do you know more examples and what they involve?
b. Have you faced the behaviour in some way? Do you think you might know somebody who has faced it?
c. How do you feel about these misbehaviours?
d. What steps do you think you could take to prevent them and/or to act against them?
e. If you needed help, who do you think can support you?
6. After the discussion, browse these sources of information, which might be useful for the next steps. If you know any others, feel free to search them too:
- Office of the eSafety Commissioner
- Rewrite your story
- Tú decides en Internet (in Spanish)
- Block Bullying Online
- Pantallas Amigas (in Spanish)
How have these support resources helped you learn more?
7. Afterwards, get back together and design a school campaign to promote online respect, prevent cyberbullying and move to a better coexistence both inside and outside school.
Agree and what type of campaign you would like to spread across the school, how you would like to share it and include all the items you all agree it should have. Then, reach an agreement on what kind of digital product you are going to design for the campaign: posters, videos, podcasts, infographics, and so forth. Choose the digital tool you are going to use, draft your campaign and start your hands-on work.
8. Before sharing it with the rest of your peers, read the following assessment rubric (in Spanish), which will guide you to know if you are on the right track. Make any adjustments necessary until you all feel it is finished.
9. When you are ready, share your products with the rest of the class.
And last, but not least, think about what you have learned with the activity, how you have learned it, who with, and if it will be helpful to achieve the primary goal: STOP CYBERBULLYING!
- Office of the eSafety Commissioner
- Rewrite your story
- Tú decides en Internet (in Spanish)
- Block Bullying Online
- Pantallas Amigas (in Spanish)
How have these support resources helped you learn more?
7. Afterwards, get back together and design a school campaign to promote online respect, prevent cyberbullying and move to a better coexistence both inside and outside school.
Agree and what type of campaign you would like to spread across the school, how you would like to share it and include all the items you all agree it should have. Then, reach an agreement on what kind of digital product you are going to design for the campaign: posters, videos, podcasts, infographics, and so forth. Choose the digital tool you are going to use, draft your campaign and start your hands-on work.
8. Before sharing it with the rest of your peers, read the following assessment rubric (in Spanish), which will guide you to know if you are on the right track. Make any adjustments necessary until you all feel it is finished.
9. When you are ready, share your products with the rest of the class.
And last, but not least, think about what you have learned with the activity, how you have learned it, who with, and if it will be helpful to achieve the primary goal: STOP CYBERBULLYING!
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