Lesson Plan for Tech Trainers to use BE STRONG ONLINE. Part of the Be Strong Online Programme

Transcription

1 BE STRONG ONLINE Lesson Plan for Tech Trainers to follow Part of the Be Strong Online Programme 1

2 Congratulations on being part of the tech Trainer team! As a Tech Trainer YOU will be teaching students about how to Be Strong Online. By running this session you will be improving your skills in presentation, public speaking, mentoring, and more just look out for the skills icons next to each activity. In your training session with the staff leader, you will go through this lesson plan and practice running the activities and leading a discussion. After your training, this lesson plan will act as a guide for you to use with your Tech Trainer partner in your 20 minute session with students. The 20 minutes is split into four parts: 1. Intro (2 minutes) 2. Video discussion (5 minutes) 3. One activity (10 minutes) 4. Follow-up activities to take home, and feedback (3 minutes) 2

3 Preparation Your session with younger students will last for 20 minutes. Find out how many students will be in your session and make sure you print off enough information sheets, homework sheets, and extra materials for your chosen activity. There should always be a staff member present during your session. Find out who this will be the bullying Coordinator for the school, year head teacher or someone else and talk to them in advance about your session. They may have some recommendations about which activities from the selection would work well with that particular group. Make sure you arrive minutes early to set up in advance if possible. Load the video on a computer and set up an overhead projector or large computer screen so that the class can watch it. Make sure the sound is working! Set up the room as required (e.g. stick the 'A, B, C, D' sheets on the walls for the Vote with your Feet activity) Ready? Let's get started with the session! Be Strong Online Intro (2 minutes) Introduce yourselves to students and explain what the Tech Trainers aim to do by delivering Be Strong Online sessions in your school or youth group. Write up the following learning objectives on the board: To have a group conversation about cyberbullying Add your activity-specific objective here You could also print the activity sheet these out in advance to save time. Next, explain that this topic is of a sensitive nature and maybe upsetting for some people, and there are some ground rules to follow in the session. To start, ask the tech trainers to ask the group for any ideas around ground rules. Other examples are Everyone has the right to pass on a question if they don t want to answer Everyone has the right to be listened to Don t share any personal stories or name any names if you re talking about bullying experiences Everyone should communicate in a calm and respectful manner Also explain that the form tutor or teacher will be present throughout the session. 3

4 Video discussion (3 minutes) Before playing the video, ask a general question to introduce the topic. Ask for 2 or 3 responses. Question ideas include: Have a group discussion with the class about the video. You could ask the following questions: What does 'Be Strong Online' mean to you? How do you define cyberbullying? (How is it different to other forms of bullying? Is it bullying if it just happens once?) Next, play the video 'Be Strong Online'. The video introduces the topic of cyberbullying by discussing why people send mean tweets to celebrities. Why do you think people send mean tweets to famous people? What advice would you give people receiving these types of messages? What about people sending them? What are examples of negative online behaviour? What about positive? Definition of Bullying Bullying is defined in the Anti-Bullying Procedures for Primary and Post-Primary Schools as "unwanted negative behaviour, verbal, psychological or physical conducted by an individual or group against another person (or persons) and which is repeated over time". How to get students talking If none of the class wants to talk, you could try Asking the group what s your favourite food? Getting the group into pairs to discuss with their partner before coming back to a group discussion Asking describe in one word how you feel about this. Students could even write answers on a piece of paper and hold them up Having a box at the front for questions and reading them out at the end Asking students to elaborate: that s interesting, why do you say that? Can you tell me more about that? 4

5 Activity (10 minutes) There are four activities to choose from. During your training with the staff lead you will try them out and choose your favourite. Activity options 1. Dancing Man case study (Activity sheet at the end of this pack) 2. Vote with your Feet 3. Mean behind the Screen 4. Freeze Frames (Activity Sheet at the end of this pack) 1. Dancing Man Case Study (10 minutes) Presentation skills Research & Writing Reflection Enquiry & evaluation Comment [k1]: Skills icons A Important to note This activity could open up sensitive discussion about body image. Make sure you discuss this activity with the Lead Staff Member or host teacher if you would like to run it to make sure it s appropriate to the group of students you ll be training. The host teacher or Lead Staff Member will be able to offer advice and guidance about whether to go ahead with this activity or to choose from one of the other three. Just remember also, Childline is always here to support 5

6 Learning objective: Students will be able to identify what effect standing up to cyberbullying can have Preparation: Look at the Dancing Man Activity Sheet on page 14. Print out enough copies for each pair in the group. This activity looks at a case study of someone who was body-shamed' online. Don't tell the class until the end that it's a true story - and if somebody in the class already knows what happened, ask them to keep it to themselves! Start the activity by asking by a show of hands who knows what a bystander is, and what an upstander is? You will come back to this at the end of the activity. Give out the sheets to the class and explain that this activity deals with a sensitive topic the effect that cyberbullying can have. Ask them to look at the picture on Dancing Man Activity Sheet and the caption that was posted online. Ask one student to read out the caption. Ask the group the following questions to start a discussion: Do you think this is cyberbullying? Why/why not? Do you think this picture was taken with the man's permission? What do you think the person who posted it was trying to achieve? How do you think they made the man feel? How would you feel if a photo was taken without your permission and posted online? And how would you feel if somebody posted a comment like this one about you? (ask a student to read out the comment) Now it's up to the class to put a stop to these negative comments. Ask them to spend 5 minutes with their partner writing positive comments and ideas in the empty space on their sheet. What would they say to the person who posted this image? What would they say to the dancing man? How would they celebrate this man, instead of shaming him? Ask pairs to present their ideas to the class Explain that this is a true story : a group of girls saw that this picture of Sean O'Brien, a man from Liverpool, had been posted online. They had enough of the body-shaming comments so they decided to try to find him. Through Twitter he became an internet sensation, and he was flown to LA where more than 1,000 people, including a number of celebrities, attended a party thrown in his honour. He then appeared on TV shows, was celebrated by the stars, and threw the first ball at a baseball game. Explain to the class that it only took one person to step in and decide to put a stop to cyberbullying - and thanks to comments and actions like the ones the class have come up with, this story turned from a negative to a positive one! Finally, explain the concept of upstanders and bystanders (see the box below). Ask the class: Which of these two groups have you fallen into in the past? Do you think you d be an upstander in the future? 6

7 Bystander Upstander A bystander is someone who knows about or sees bullying happening to someone else, and does nothing to prevent or stop it An upstander is someone who recognises when something is wrong and acts to make it right. When an upstander sees or hears about someone being bullied, they speak up, and do their best to help, protect and support the person. Discuss with other Tech Trainers: What is happening in the image on the left? What role is each person playing? What should the person on the left do to be an upstander? 2. Vote with your Feet (10 minutes) Digital Literacy Reflection Teamwork Learning objective: Students will discuss the effect cyberbullying can have and be able to identify positive action to take in cyberbullying situations Preparation: Print off and cut out 4 pieces of A4 paper. Each piece should have A, B, C or D written on it. Stick these sheets on the four walls around the room. The idea of this activity is to start a discussion about effective ways to respond to cyberbullying. Some of these scenarios don't necessarily have right or wrong answers - they are just designed to get a debate started in the class. Explain to the class that this activity will look at different scenarios and what 7

8 students would do in these situations. Explain to the students that this isn't a test - they should just choose the answer they feel most strongly that they would choose. There are no right or wrong answers, students should just be honest, respect the answers that others give, and feel comfortable in giving their thoughts. Read out each scenario below. Each letter (ABCD) represents a different answer. After you have read out each scenario, students go to the piece of paper with the letter they would pick. Ask somebody to volunteer why they chose that letter. Could they explain more about what they would do in this situation? If nobody wants to offer their thoughts, ask your Tech Trainer partner to suggest why they think certain answers were more popular than others. Then open up the discussion to the class and ask if they have any more thoughts on the scenario, before moving on to the next one. At the end ask what students have learned from this activity. Hint: there is never one right answer; what s important is to not be a bystander in a bullying situation (see the box above for a defintion). Note: body-shaming refers to making hurtful comments about somebody about their size or shape. Scenarios: 1. You see a comment that your friend has made about someone in school on Facebook. It's funny, but it might be taken the wrong way and hurt that person's feelings. Do you: A - Share it privately with your group of friends B - Ignore it C - Ask your friend to delete it 3. Your friend has become really withdrawn recently and seems upset when they look at their phone. Do you: A - Talk to them B - Investigate on their social media profiles for what might be causing the problem C - Talk to a teacher D - Something else? D - Something else? 2. You see a person being body-shamed on Twitter. You don't know this person and there are a lot of people joining in with hurtful comments. Do you: A - Join in B - Speak out with positive comments 4. You have started receiving hurtful messages from someone at school on social media. Do you: A - Ignore it B - Retaliate with insults C - Report it and block the person D - Something else? C - Report it D - Something else? 8

9 5. Someone at school films a video at a recent birthday party and somebody at the party trips anoer person up. Everyone starts laughing. They send the video around school and you receive it.do you: A - Laugh and pass it on B - Tell someone - a teacher or parent C - Talk to the person in the video D - Something else? Different options for delivery This activity works well in different formats, and it is up to you to decide which would work best with the class you re working with: You could stick give each student a mini whiteboard and pen. They should write their answer (A,B,C or D) on the whiteboard and hold it up. Make a note of which answer was most popular and ask for students to explain their answer. You could get the class to form groups of 3 or 4, and after each scenario the group has to discuss the answers for 30 seconds. They then collectively choose their answer and share it with the rest of the group. This is a good way to encourage discussion with a quieter class. Being an Upstander Look at the Upstander/Bystander definition on page 7. For each scenario, you could ask the class which answer is closest to the definition of upstander or bystander. This is a good way to encourage discussion and to get the class to reflect on which definition most applies to them. 3. Mean behind the Screen Role Play (10 minutes) Please note this will take extra preparation to come up suitable role play so you are ready to go on the day and time to practice it as well. 4. Digital Literacy Public Speaking Reflection Enquiry & evaluation Learning objective: Students will explore the difference between online and offline communication, and be able to identify the impact that things said online can have on others Preparation: Prepare a short role-play before your session to perform in front of your group Work with your Tech Trainer partner before your session to prepare a 1-minute role play which explores the following statement: People can find it easier to write hurtful things to others online than in real life. Without the visual and verbal cues you get from talking to 9

10 another person face to face, you can often feel more powerful because you can be anonymous online. Some ideas to get you started: Perhaps you could act as if you were strangers on the street. One Tech Trainer asks the other to give them a compliment. Then ask them to give you an insult which they refuse to do. You could then ask them to give you an online insult, which the Tech Trainer finds much easier to do when they re behind a screen because they re anonymous. Another idea could be to act out what the person behind the screen feels when they send hurtful comments to someone. Do they realise the impact of their words? How does the person receiving the comments feel? What about if these comments are anonymous? Before you act out your role play, ask students what they think mean behind the screen means? Then say you ll be acting out a scenario which explores this idea. Ask students to make a note of what is happening in this scenario and think about advice to give each person. Act out the role play to the group, and ask: What happened in this scenario? How do you think each person in the scenario feels? What advice would you give to them both? Do you agree that people can feel more powerful when they are anonymous? Why? What do the students think they can learn from this role play? What would they do if they were in either person s position? How is receiving an insult online different to in real life? At the end explain that when people are behind their computer screens, they are detached from the impact of their words. They can't see the person's reaction; with anonymity they feel more powerful. 5. Freeze Frames (10 minutes) Please note this will take extra preparation to come up suitable role play so you are ready to go on the day and time to practice it as well. 6. Presentation skills Digital Literacy Public Speaking Argument formation Reflection Enquiry & evaluation 10

11 Learning objective: Students will be able to identify signs which indicate somebody may be being cyberbullied, and discuss Preparation: Print off one Freeze Frame Activity Sheet per person; Tech Trainers to prepare a scenario in advance to perform in the session. Tech Trainers to discuss their role play with the lead teacher and prepare possible answers to the question sheet based on their scenario. Work with your Tech Trainer partner to prepare a 1-2 minute role play on one of the following scenarios: - You've started to receive nasty messages on your phone - You've started to receive hurtful Facebook messages or tweets - Somebody you don't know has started to send you mean texts or s and you don't know how to find out who they are - A group of people from school have started to be mean about you on social media Make sure you do this in advance so that it is ready to perform in class! Act the role play out to the class. Freeze halfway through the scenario and ask students to intervene and offer their advice in this situation. Ask them to spend 5 minutes answering the questions about the scenario on the worksheet. Then ask for responses. Prompt them with the questions on the sheet, and ask them to explain their answers - what makes them say that? How would they go further to help that person? If there is time at the end of the activity, you could unfreeze the scenario and continue acting it out based on the suggestions made by the class so that it has a positive ending. Make sure you point out the advice given on the info sheet if anybody would like to know more about cyberbullying. Different options for delivery Instead of acting out the scenario yourselves, you could split the group into smaller groups of students and ask them to work together to prepare a mini-freeze frame. Then choose one group to act it out in front of the class. Bear in mind the time constraints and make sure you only choose this option if you think there will be enough time with your group. Follow-Up Activity (2 minutes) There are follow-up activities for students to take home along with the Info and Parent Info sheets. 11

12 Make sure you decide in advance whether you d like to get feedback from students on their follow-up activity, and how you ll do this. Print out one follow-up activity per person in the group. Explain the follow-up activities to the group Let them know when/how you will get their feedback on the activities 12

13 Feedback Finally, it s a good idea to get feedback at the end of the session to see how it could be improved next time. This is a sheet for you, the Tech Trainer, to use to take notes at the end of your session. Go back to the learning objectives you read out at the start of the class, and ask students to put their hands up if they feel these were met. How many hands go up? out of Ask the class what they enjoyed, and what could have been improved. Write down your notes here: We would love to have your feedback! Ask the staff lead to send your responses to Sinead.McKee@ispcc.ie Well done, that s the end of the session! 13

14 ACTIVITY SHEETS DANCING MAN ACTIVITY SHEET 15 FREEZE FRAMES ACTIVTY SHEET 16 BE STRONG ONLINE FOLLOW-UP 17 ACTIVITIES 14

15 Dancing Man Activity Sheet An anonymous person posted this image online with the following caption: Your Ideas What would you say to the person who posted this image? What would they say to the man in the picture? Imagine you decide to try to find this man to celebrate him and raise awareness about cyberbullying. How would you try to find him? How could you raise awareness? (For instance, using social media, hosting an event?) Mean behind the Screen Activity Sheet 15

16 Freeze Frame Activity Sheet Watch the role play and work with your partner to answer the following questions: What would you do if you were in this situation? How would you support your friend if it was happening to them? If you were to share or like a hurtful post that somebody has made towards somebody else on social media, is that the same as bullying? Why/why not? What could you do to make a positive difference in this situation? 16

17 Be Strong Online Follow-Up Activities for students Choose one of the following activities to complete at home: Set your family a kindness challenge! Ask them to send someone in their family a compliment on social media, , or even in person to be passed on to someone else. Their challenge is to try to make it spread as far as possible. Don t forget to include the hashtag #BeStrongOnline and tag us if they re sharing it on social media! Take a family selfie; please ask for consent and permission to take the photo. You could either take a photo and ask your parent or guardian to post it to social media (don t forget to include the hashtag #BeStrongOnline and tag us OR you could draw a self-portrait of the people in your house. Use paint, pencils or collage and label each person in your portrait. Ask them to write their own tip for how to Be Strong Online next to the drawing of themselves Please bring this with you for your next module. Make a Be Strong Online poster featuring advice from the Info sheet as well as ONE thing you learned in the Be Strong Online session. Bring it in to show the Tech Trainers OR post a picture of it to social media using the hashtag above. Don t forget to take an information sheet from the Tech Trainers for more information about cyberbullying. There is also a section of this sheet to give your parents so don t forget to take it home! 17

18 More Information about the Be Strong Online Programme: Diana Award Anti- Bullying Campaign: The Be Strong Online programme is a new resource which is co-created by The Diana Award Anti-Bullying Campaign, Vodafone and edited by ISPCC. The Diana Award is a legacy to Princess Diana s belief that young people have the power to change the world for the better. For more info ISPCC The ISPCC is delighted to introduce the Be Strong Online Programme to Ireland. This is a new resource from Vodafone and ISPCC to help students explore the digital world. The programme will cover everything from gaming and selfies to privacy, apps and social networking. Our fist module in this programme is Be Strong Online which explores the issue of cyberbullying and is divided into three parts Information sheet for students Information sheet for Parents Be Strong Online Staff guide We know from our frontline work with young people across the country, that in order to have an effective approach to Cyberbullying, increased awareness and enhanced skills amongst young people and parents is vital. We need to support all those within the school community including young people and parents and we need to empower them to be part of the solution. The ISPCC feels that these modules will be particularly useful to schools that have already completed the Shield My School Toolkit. The Toolkit can often identify a need for schools to support students and parents on the issue of Cyberbullying. We see the Shield programme and the Be Strong online Programme as two useful resources in helping ensure our children are safer when exploring the digital world. For more details on our Shield Programme please go to and please do not hesitate to contact Sinead our National Anti-Bullying Coordinator on Sinead.Mckee@ispcc.ie or on

19 About ISPCC The Irish Society for the Prevention of Cruelty to Children (ISPCC) is Ireland s oldest and most well-known children s charity. The ISPCC has a long, proud history of service delivery and advocacy on behalf of children. Our Vision An Ireland where all children are safe, heard, and valued. Our Mission To make the protection of children everyone s priority Our Work We listen, we support, we protect. Our Priorities To empower more children to be safe by using the best technology 2. To deliver innovative services for children and families at risk through public and commercial partnerships 3. To equip individuals and organisations to prevent risks to children 4. To change the language and actions of government and society so that child cruelty is unacceptable 5. To build public awareness of risks for children and prevent abuse For more details on please go to and please do not hesitate to contact Sinead our National Anti-Bullying Coordinator on Sinead.Mckee@ispcc.ie or on