Class levels 5-6

Course planning

Learning unit 1 (45 min.)

Topic / Learning phase	Time	Basic content (What?)	Action/social form	Methodological instructions (Who acts how?)		Media / material
Topic / Learning phase	Time	Basic content (What?)	Action/social form	Expected students' behavior	Teacher's activities	Media / material
Before starting the class	2-3 min.	Presentation of the topic	Didactic teaching	Positive to surprising acceptance of a current topic	Presentation
Explanation of cyberbullying	10 min.	Explanation of the concept by drawing on the blackboard For this purpose draw a cloud and write the word “cyberbullying” inside. Students create a mind map, using brainstorming.	Conversation during the lesson Drawing on the blackboard/mind map brainstorming	Possible answers Insult, threaten, isolate, discredit, Internet, cellphone/smartphone, posting photos/videos, social networks	Helpful questions: → Where and how does it happen?	Blackboard Information sheet (optionally)
Differences between bullying and cyberbullying	5-10 min.	The students compare face-to-face bullying and cyberbullying and find differences	Conversation during the lesson	The students show much more experience and common knowledge than the teacher had supposed	The teacher shows empathy to the stories shared by the students
Sample video	5-10 min.	Sample video watching Direction: Please check the availability of the videos, they may not be online any more! Short video “Show respect - stop cyberbullying!” http://www.youtube.com/watch?v=74yarfxNgAE Also possible: “Protect yourself against cyberbullying” http://www.youtube.com/watch?v=mr83hYL4lbk “Nina asks again - Cyberbullying” http://www.youtube.com/watch?v=5c-Hw4RjSTY Stop cyberbullying!!! http://www.youtube.com/watch?v=8HuxyGjfS78	Video		The teacher shows the video	Computer & projector, video clip
Video analysis	15 min.	Discussion about the content of the video: Perpetrators and impacts as well as reactions provoked by cyberbullying	Conversation during the lesson	Long time conditions Isolation, suicidal thoughts	Speak about the emotional element of the video. Lead the conversation through the target-oriented questions about the perpetrators, impact and reactions provoked by cyberbullying or that are possible for victims and bystanders.	Notes on the blackboard (optional)

Learning unit 2 (45 min.)

Topic / Learning phase	Time	Basic content (What?)	Action/social form	Methodological instructions (Who acts how?)		Media / material
Topic / Learning phase	Time	Basic content (What?)	Action/social form	Expected students' behavior	Teacher's activities	Media / material
Review	5 min.	Review of the most important content from lesson 1 (especially the definitions of the concepts)	Conversation during the lesson	Active participation	Leading of conversation through target-oriented questions
Personal experience of the students	5 min.	Personal life experience of students is being asked and applied	Conversation during the lesson	Anxiety and insecurity, willingness to tell stories	Speak about the emotional element of the video Showing empathy	Personal experience of the students
Elaboration phase 1 Reaction training for victims and bystanders	20 min.	Finding opportunities for victims and bystanders (classmates) to react to.	Classroom discussion based on the stories	The students should stick to the particular statement and stay on one side (right or left side of the rope)	The teacher manages the process with the statements: The students should make a decision The students should express their opinion	Rope and statements
Legal aspects	15 min.	The students should know the legal aspects. Begin with guesses, then learn the rights and violations.	Group work, info sheet. Alternatively: consult a lawyer.	Insecurity, almost no conscience of illegality Surprising results	→ Is this allowed? Clarifying of legal questions: presence of a crime, right to ownership of an image and others. The conversation is provoked by questions about the legal aspects. The teacher gives directions concerning the group work	Slides / projector / worksheet
Legal aspects	→ This task wil be continued in Unit 3

Learning unit 3 (45 min.)

Topic / Learning phase	Time	Basic content (What?)	Action/social form	Methodological instructions (Who acts how?)		Media / material
Topic / Learning phase	Time	Basic content (What?)	Action/social form	Expected students' behavior	Teacher's activities	Media / material
Legal aspects	→ Continuation of the task from Unit 2
Legal aspects	15 min.	The students should know the legal aspects. Begin with guesses, then learn the rights and violations.	Group work, info sheet. Alternatively: consult a lawyer.	Insecurity, almost no conscience of illegality Surprising results	→ Is this allowed? Clarifying of legal questions: presence of a crime, right to ownership of an image and others. The conversation is provoked by questions about the legal aspects. The teacher gives directions concerning the group work	Slides / projector / worksheet
Sample video	10 min.	Movie: “Clicking – Cyberbullying via chat and cellphone” http://www.youtube.com/watch?v=eqsM0hSzwMk Direction: Please check the availability of the videos, they may not be online any more!	Video	Anxiety - uncertainty	Lead an analysis of the movie with the knowledge acquired so far	Video
Elaboration phase 2	15 min.	The content of the movie is discussed according to particular criteria (consequences, impacts, opportunities for action for all the participants)	Conversation during the lesson	Active participation	Stimulating the students to express their opinions and to make guesses	Blackboard

Learning unit 4 (45 min.)

Topic / Learning phase	Time	Basic content (What?)	Action/social form	Methodological instructions (Who acts how?)		Media / material
Topic / Learning phase	Time	Basic content (What?)	Action/social form	Expected students' behavior	Teacher's activities	Media / material
Confirmation of the results	20 min.	Working in groups, the students write down the most significant lessons from the learning stages and complete them: Reaction options for victims and Reaction options for bystanders/classmates Willingness of teachers to act Willingness of parents to act	Rotating group work (each group has 3 min. for each poster/task)	The students collect options for reaction in the case of cyberbullying and write them on prepared posters	The teacher provides assistance devising options, if necessary	Posters
Presentation	25 min.	The students present their posters with reaction options for the victims, bystanders, teachers and parents	Presentations	Concrete options for action are presented	The teacher accompanies the presentation and offers to hang up the posters in the classroom.	Presentations

Learning unit 5 (45 min.)

Topic / Learning phase	Time	Basic content (What?)	Action/social form	Methodological instructions (Who acts how?)		Media / material
Topic / Learning phase	Time	Basic content (What?)	Action/social form	Expected students' behavior	Teacher's activities	Media / material
Short reflection	10 min.	Reflection on the most important and impressive lessons from the previous units. Any questions that remain are answered.	Conversation during the lesson	Active participation	Stimulating the conversation with questions
Creative action development	35 min.	The students develop a plan against cyberbullying in their school	Working in groups	Ideas are collected - active participation	The teacher supports the ideas	Posters

Learning unit 6 (45 min.)

Topic / Learning phase	Time	Basic content (What?)	Action/social form	Methodological instructions (Who acts how?)		Media / material
Topic / Learning phase	Time	Basic content (What?)	Action/social form	Expected students' behavior	Teacher's activities	Media / material
Presentation in front of the school management	20 min.	Presentation of the creative phase	Presentations	Students present their ideas confidently	The teacher and the school management appreciate the diversity of students' ideas	Posters
Discussion	15 min.	Discussion with the school management about the implementation of the ideas	Discussion Conversation during the lesson	Students' requests to the school management	The teachers decide how to implement the ideas in the school	“We against Cyberbullying”
Feedback	10 min.	Fill the feedback forms Each student receives a feedback form	Individual work			Copies from the feedback forms for each student

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