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Gymnasium 11 Zaporizhzhia Ukraine Intro Photo

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Gymnasium 11 Zaporizhzhia Ukraine Intro Photo

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Drive folder with all material shared so far

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Drive folder with all material shared so far

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Google Doc to plan pitching (sent by Sarah via email)

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Google Doc to plan pitching (sent by Sarah via email)

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15 seconds - includes a little more info...(might be too long).

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5 seconds - just saying 'hello' & where we are from...

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We also took part in "Fake News and Disinformation" virtual event on 24, January and shared some information about the good practice our school had had before on the related topic

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Gymnasium 11 Zporizhzhia Ukraine cooperation with other teachers

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Gymnasium 11 Zporizhzhia Ukraine cooperation with other teachers

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Our ICT teacher Anastasia Rubekina worked on projects concerning safety on the Internet with students of different ages. One of the aspects was accepting information from the Net. So it was closely connected with our topic. She is currently working with senior students on creating a web site with the materials on our topic.

We have also arranged cooperation with a teacher of Civil Studiies (April 2024)

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After attending the “Fake News and Disinformation” virtual event on Wednesday, 24 January we found out about Dr Orna Young and her organisation 'Fact Check NI'. We hope to make contact with her and see if she would be willing to come to our school on the Wednesday of our Fake News Week. https://factcheckni.org/

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We composed an email to be sent to all the teachers in the school to find out who else would be interested in getting involved in the project. We heard back from Languages, Health & Social Care, Travel & Tourism, Science, Careers, Geography & English.

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We published an article on the school website in December with the intention of informing more people about our project. 

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EUUK Youth Stronger Together Project 2324

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In November, Lurgan College joined the British Council funded EU/UK Youth Stronger Together Project. We have been paired with four other schools located in Birmingham, Spain, Greece and Ukraine.

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Video 4 - This video is to be screened on the Friday of the Fake News Week. It provides information and strategies of how we can protect ourselves against fake news.

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Video 3 - To be screened on Thursday - This video focuses on the psychology behind Fake News/Disinformation and why we are vulnerable.

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Video 2 - (***students still working on this; voice over needs to be added***). To be screened on Tuesday of Fake News Week. This video focuses on fake news and disinformation stories that are relevant to Northern Ireland and Birmingham & Ukraine (we wanted to create a link between some of our partner countries). We'd be happy to add more info if the schools from Greece/Spain can think of anything we could add. (Also, would love someone from Ukraine to check over the Ukraine section to ensure we aren't spreading fake news ourselves).

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Video 1 - To be screened on Monday of Fake News Week - An introduction to the project - the focus on fake news and some baseline discussion questions to encourage discussion.

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Fighting fake news

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Posters, Videos, questionnaires, presentations - involving the community

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How will we keep the project sustainable?

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How will we keep the project sustainable?

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IES Virgen del Espino - Progress Report 

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IES Virgen del Espino - Progress Report 

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We've been using this as a portfolio project. Students have worked in five groups of three or four and have:

Researched the topic and found relevant quotes.

Watched the final year students defend their "Misinformation in Politics" reasearch project.

Created a portfolio document to store their progress for each part and learnt to use Word for automatic covers and contents tables, footnotes, bibliographies and more.

Planned and produced posters

Planned and produced videos

Developed and distrubuted questionnaires, then produced charts and analysed the results.

Are currently planning presentations and class visits in different subjects in Spanish for next week, and English presentations the week after.

The whole project will be wrapped up by 1/3 and all that will be left is the pitching meeting!

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Intercultural High School Evosmos, Thessaloniki

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Intercultural High School Evosmos, Thessaloniki

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Posters to raise awareness about the urgency of the campaign "Fight the Fake"

School trip to an art exhibition

"Fake (f)or Real" (teloglion.gr/ektheseis/ fake-for-real)

Crosscurricular activities in ICT, English and History classes

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Please share:

what you have done already with the students

some photos/videos, impressions and learning outcomes (if any).

which are the next steps

how you have involved the whole school and the local community

Thank you

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Please comment below the pitching ideas and presentation outline of your class

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Candy - IES Virgen del Espino, Soria, Spain

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Candy - IES Virgen del Espino, Soria, Spain

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I have the luxury of being able to adapt my teaching syllabus with the 1st Year Baccalaureate students to incorporate this type of project. Therefore, we're currently using class time to work on the posters and video adverts as part of group projects for this term's work. We'll also be studying examples of fake news and ways of identifying and facing it.

Afterwards, we were hoping to organise Fake news week for mid-February, and to prepare, I'll ask my students to choose departments and be proactive to find teachers who are willing to work with them to produce lessons for the younger year groups.

We need some clarification on the use of questionnaires - are we going to do this in the end?

As for timing, I don't see how we can have an online meeting with the students in early February to plan for pitching when we need all the time we can to actually do Fake News Week and finish the project. We also have to work around everyone's holidays which is becoming even more complicated!

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Our students study only on line and they have just returned from their winter holidays. So, we have not done as much as we have planned yet. We have already had another Zoom meeting with our students. We have also created groups of those students who want to make videos and those who want to create posters. Some teachers of other subjects got inspired to deliver lessons on a realated topic. We are also looking for an expert to deliver a kind of a workshop for senior students of our school.  But we are eager to participate and will do our best.

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Intercultural High school Evosmos, Thessaloniki

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Intercultural High school Evosmos, Thessaloniki

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This is our prompt video so as to encourage students of the school to be creative regarding the threat of Fake News

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I plan to meet the group during their Personal Development session on Wednesday 17th Jan (20 minutes). I hope that some students might take responsibility for the different areas outlined in 'next steps'.

I will check in with the students when they return to school after their mock exams - Wed 7th Feb.

(We have mock exams running from Jan 22nd-Feb 4th & a holiday the week beginning the 12th Feb. If I meet the students on a weekly basis, I only have three available weeks from now, until the end of Feb. This makes everything tricky).

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Please share what you have done already with the students, interesting sources and photos/videos if any.

This will inspire each other and keep us connected

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Produce adverts/posters to make people aware of the dangers of fake news

Organise cross-curricular presentations/activities during Fake News Week in different subjects

Some sort of link to the wider community (visiting primary schools or contact with families?)

Defining objectives for Key Performance Indicators and creating a questionnaire to assess the success of the project.

5. Finding a local expert to address the students. (Do we have time for this? I think here we could find a local journalist...)

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second virtual event on Integration of Refugee Students

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second virtual event on Integration of Refugee Students

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and the accompanied toolkits on our webpage

https://www.britishcouncil.be/programmes/education/stronger-together/social-action

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Needs analyses;

Our main aim is to make young people in our community aware of the danger of fake news. We would like to give them tools to differentiate between true and fake news and think critically.

Step-by-step description of the process:

1) To conduct a research on the problem

2) To organize a survey to understand the opinions of people on this problem

3) To find and to invite an expert

4) Share our ideas

What is the timeline of the project?

Look for information by the end of December

In January, we can work on surveys and invite an expert to share his opinion

In February we will create posters and/or videos

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What can you do to prepare for the project?

-Organise a timeline and what each school/group needs to do

-Research similar programmes that have been carried out in the past

-Put posters up to make people aware of the project

-Discuss examples of fake news and how it affects society

Which tools will you use to organise your work? (Please give examples of specific tools and how they can be used)

-Social media and infographics

-Canva, PowerPoint,Excel,Genially

-Make a video containing the infographics using Capcut

What resources will you need to support your work?

-Some paper, paint, pencils, colours to make some posters

-Email to communicate with the group

-Smartphones and laptops

-Platforms like Zoom, Meetings

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Define the target groups (who are you addressing with this project within the school and out of it– Be specific

The group said that the primary target was fellow students.

There was some discussion whether the focus for the videos/lessons should be one year group or the entire school. They agreed that maybe focusing on students aged 14-16 might be best for the lessons. However, the entire school could be included through general activities running throughout the week itself/or through personal development/form time activities.

Eleni in the feedback session mentioned that through the Fake News Week teachers would also be part of the target group.

In addition, if the project has any reach beyond the school the local community/other schools could be considered part of the target audience.

How will you communicate the results of the project with the community?

After chatting about this, we thought that the school website and social media platforms (twitter, instagram, etc) could be used to spread the news about the results of the project.

Also, it was mentioned that the students involved in the project have a role to play and should aim to spread the word through conversations they have with friends (outside of school), family members, youth group leaders etc.

Some schools have newsletters that already go out into the local community. A section on the project could be included in these newsletters.

The materials created inside school can be shared externally - videos, posters, webinars (depends on what is produced). However, all of these materials are easily sharable on school platforms or in local libraries/youth organisations.

3. How will you measure success? Which are the KPI’s: Key Performance Indicators?

It was mentioned that we need an objective first and only then can we judge if the project has been a success. This could be in terms of reach (we hope to reach ? number of students) or information (we hope to inform ? number of students) or quantity (we hope to create ? number of videos/posters).

Perhaps for monitoring the impact in school, students could be surveyed at the start of the week (or the week before the project starts) through a quiz/task and then something similar at the end to see if they feel more equipped to spot fake news/sources of disinformation.

For social media sharing - monitor hits/likes/shares etc to gauge the reach of the project.

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Title for our project:

THE IMPACT OF FAKE NEWS ON PEOPLE'S LIVES

Colours used in visuals: RED, BLUE, BLACK

How will we work in our group to ensure everyone is active and all voices are heard?

NEGOTIATE IDEAS THROUGH QUESTIONNAIRES AND QUIZZES

MAKE SURE NOONE IS CRITICIZED FOR ANY IDEAS

MAKE INTERACTIVE PRESENATIONS

Which are the expected results from this partnership?

CHANGE PEOPLE'S MINSET ABOUT THE IMPORTANCE OF THE TRUTH

RAISE AWARENESS ABOUT THE DANGERS OF FAKE NEWS

BE MORE DISCERNING LISTENERS, VIEWERS, READERS AND LEARN HOW TO VERIFY THE TRUTH

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6 March, 9.30-11.00 UK time

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Join Zoom Meeting

https://us02web.zoom.us/j/81971640305?pwd=bzFyU3NTNm1NMlBmN1dwUWhmTGlRUT09

Meeting ID: 819 7164 0305

Passcode: 396026

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The meeting started by sharing the brainstorm & forming the groups. We talked about how each teacher worked with each group, the process and the difficulties they encountered.

We started looking at the ideas that received most votes considering whether they can be applied in the reality of each school and if the students would enjoy it.

Idea 2: interviewing/have a talk with local MPs, journalists etc

Idea 7: spreading trivial fake news to see how they spread at school

Idea 8: creating adverts

Idea 11: Social Media Campaigns

Idea 23: Fake News Week.

We proceeded with the voting phase, where Idea 8 was selected. Then, there was the proposal to combine it with idea 23 which was accepted by the partnership.

The idea is to join both parts of:

*Create adverts to make people aware of the dangers of fake news. Create posters with quotes/stories by famous literary figures about the importance of Truth. For example, Aristotle explained that rhetoric (Phronesis) is the counterpart of dialectic (Sophia). Both methods of truth-seeking are necessary to solve political problems and arrive at the truth. Socrates also applied the Triple filter test that is True, Good, Useful

*Have a Fake News/Disinformation week where multiple subjects agree to spend one period on the topic. We could create videos/lessons with an educational appeal that links to Fake News. E.g. Misuse of statistics - that could be shown and discussed in Maths/ History - factual text versus propaganda / Geography - consider GIS Storymap that has logged something to do with fake news / English - students study the language used in fake news articles/posts and then write their own or correct?

Our next meeting will be at 13/12 1pm UK, 2pm CET

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*Have a Fake News/Disinformation week where multiple subjects agree to spend one period on the topic. We could create videos/lessons with an educational appeal that links to Fake News. E.g. Misuse of statistics - that could be shown and discussed in Maths/ History - factual text versus propaganda / Geography - consider GIS Storymap that has logged something to do with fake news / English - students study the language used in fake news articles/posts and then write their own or correct?

*Create adverts to make people aware of the dangers of fake news. Create posters with quotes/stories by famous literary figures about the importance of Truth.

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Make presentation slides that can be used in an assembly in all 5 schools and beyond.

A factsheet/infographic about Fake News

Create a webpage that could then be hosted on the school website.

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Ask Year Heads to post material created on Year Group Google Classroom.

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Have a Fake News/Disinformation week where multiple subjects agree to spend one period on the topic. We could create videos/lessons with an educational appeal that links to Fake News. E.g. Misuse of statistics - that could be shown and discussed in Maths/ History - factual text versus propaganda / Geography - consider GIS Storymap that has logged something to do with fake news / English - students study the language used in fake news articles/posts and then write their own or correct? Quite a few possibilities here.

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An escape room with puzzles/activities connected to Fake News/Disinformation.

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Create a newsletter.

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Create a video game that would highlight the issue. Inspiration - Get bad news. com

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Signposting other credible/educational tiktok (etc) sites and encouraging fellow students to follow them to allow them to consider the issue in their general feeds. Could be posted on a Friday 'Follow Friday' activity - Marianna Spring, Sophia Smith Galer etc.

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A few students expressed an interest in the psychology of fake news and though a video/resource on this might be useful. One student shared the link (in Sarah's post

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Conduct a survey through Google forms or mentimeter about the impact of fake news in young people's lives

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Create a list of tips how to differentiate between true and fake news.

Another student mentioned 'rage bait' and 'rage farming' & why fake news spreads faster than real news and felt info about this would be useful to share with fellow young people & adults.

In terms of specific fake news and disinformation a student mentioned Andrew Tate and how info surrounding him 'swamps teenagers with oceans of fake news'.

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Find out the examples of fake news and understand the aim of the authors and the tricks they use.

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Make some research to find out what age groups are most vulnerable in this aspect (based on some psychological background)

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Create a questionnaire and conduct a survey to find out if (young) people consider disinformation and fake news to be a problem.

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Economic facilities & Scholarships to the people who apply to the degrees of mis/disinformation

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Social media and Publicity Campaigns

Potentially creating a shared social media account/accounts? (Possible name - Truth Defenders) They felt that Instagram and TikTok would be the favoured platform.

They seem to feel that short videos, when done well, can have a significant impact. They favoured moving image over print (though there are some print based ideas below too).

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Have a debate and contrast different news

Use the dialecting art ( searching and testing the truth) as well as the art of rhetoric-debating ( either organizing or participating in school events) in order to educate students on how to exchange ideas and use language as a tool to validate the credibility of arguments compared to facts

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Create a system with the help of AI to filter the fake news before they are published

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Create adverts to make people aware of the dangers of fake news

Create posters with quotes/stories by famous literary figures about the importance of Truth. For example, Aristotle explained that rhetoric (Phronesis) is the counterpart of dialectic (Sophia). Both methods of truth-seeking are necessary to solve political problems and arrive at the truth. Socrates also applied the Triple filter test that is True, Good, Useful

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Spread fake news (nothing serious) in our local school/town and see how it spreads

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Produce a video ‘news report’ using the outcomes of the activities above and upload it on YouTube, then play to all pupils in form time.

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Interview some pupils and write down some of their quotes, perhaps in a focus group style.

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Organise a workshop about disinformation to be delivered to one year group on a collapsed timetable day (our next one in 5th February).

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Set on online quiz or questionnaire about disinformation for pupils to do as homework.  Then present the results.

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Arrange some visiting speakers, for example our local Member of Parliament, to speak to a year group, perhaps in an interview format.

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Produce a presentation to be played in form time to all tutor groups via Teams.

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Firstly, I asked them to share ideas on padlet/google classroom and got:

A few students expressed an interest in the psychology of fake news and though a video/resource on this might be useful. One student shared the link above.

Social media was mentioned as a source of fake news.

Another student mentioned 'rage bait' and 'rage farming' & why fake news spreads faster than real news and felt info about this would be useful to share with fellow young people & adults.

In terms of specific fake news and disinformation a student mentioned Andrew Tate and how info surrounding him 'swamps teenagers with oceans of fake news'.

Students also mentioned the how AI sites, e.g. ChatGPT often generates disinformation related to their studies - E.g. made up literature quotes for English.

In terms of the project itself

My group felt that social media was potentially the best vehicle for attempting to educate/counteract fake news (raise awareness). They described it as a social media campaign.

Potentially creating a shared social media account/accounts? (Possible name - Truth Defenders) They felt that Instagram and TikTok would be the favoured platform.

They seem to feel that short videos, when done well, can have a significant impact. They favoured moving image over print (though there are some print based ideas below too).

There was a strong desire that whatever they created on social media needed to have an interactive dimension. E.g. Questions posed in the video, polls being used, quizzes.

Could feature a spot the difference activity between fake news/real news.

Signposting other credible/educational tiktok (etc) sites and encouraging fellow students to follow them to allow them to consider the issue in their general feeds. Could be posted on a Friday 'Follow Friday' activity - Marianna Spring, Sophia Smith Galer etc.

Encourage young people to to watch more national news e.g. BBC etc.

Some additional ideas that were generated in the brainstorming that could be useful -

Create a YouTube Channel & post videos to it.

Create a Project that could be run in school - maybe in a Personal Development (or equivalent) session.

Perhaps - Each school explores and documents their findings on a shared topic using a different source - allowing them to see how information varies according to the source. Teaching resources could be created to enable this activity to take place in school. Or create an activity to allow students to act like investigative journalists - Investigate a Fake News allegation.

Create a video game that would highlight the issue. Inspiration - Get bad news. com

Hold an online joint conference, and potentially other schools, on the issue. Invite some local people who have some authority on the issue.

Create a newsletter.

Start a campaign for more regulation of fake news/ disinformation.

Make presentation slides that can be used in an assembly in all 5 schools and beyond.

A factsheet/infographic about Fake News

Create a webpage that could then be hosted on the school website.

Ask Year Heads to post material created on Year Group Google Classroom.

Have a Fake News/Disinformation week where multiple subjects agree to spend one period on the topic. We could create videos/lessons with an educational appeal that links to Fake News. E.g. Misuse of statistics - that could be shown and discussed in Maths/ History - factual text versus propaganda / Geography - consider GIS Storymap that has logged something to do with fake news / English - students study the language used in fake news articles/posts and then write their own or correct? Quite a few possibilities here.

An escape room with puzzles/activities connected to Fake News/Disinformation.

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Why People Believe in Conspiracy Theories, with Karen Douglas, PhD

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Intercultural High school of Evosmos, Thessaloniki

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Intercultural High school of Evosmos, Thessaloniki

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Here are our students' ideas about how to handle the spread of Fake news

Conduct a survey through Google forms or mentimeter about the impact of fake news in young people's lives

Produce a canvas presentation based on the results of the survey and spreading awareness on the ways to spot fake news

Use social media ( Instagram, Tiktok) to promote the idea of being a discerning listener/reader/viewer

Organize meetings with experts on media literacy and activate the local department of Educational Affairs to run campaigns on the importance of fighting Disinformation

Use the dialecting art ( searching and testing the truth) as well as the art of rhetoric-debating ( either organizing or participating in school events) in order to educate students on how to exchange ideas and use language as a tool to validate the credibility of arguments compared to facts

Create posters with quotes/stories by famous literary figures about the importance of Truth. For example, Aristotle explained that rhetoric (Phronesis) is the counterpart of dialectic (Sophia). Both methods of truth-seeking are necessary to solve political problems and arrive at the truth. Socrates also applied the Triple filter test that is True, Good, Useful

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IES Virgen del Espino Ideas:                                 

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IES Virgen del Espino Ideas:                                 

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Here are the ideas from my groups. I'm afraid I don't have time to type them out right now but hope the images will do. If you can't read them, ask me for a typed summary, please!

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D.I.S. Disinformation in Society

Disinformation is false information deliberately spread to deceive people. Disinformation is an orchestrated adversarial activity in which actors insert strategic deceptions and media manipulation tactics to advance political, military, or commercial goals.

Project ideas

·         Produce a presentation to be played in form time to all tutor groups via Teams.

·         Arrange some visiting speakers, for example our local Member of Parliament, to speak to a year group, perhaps in an interview format.

·         Set on online quiz or questionnaire about disinformation for pupils to do as homework.  Then present the results.

·         Organise a workshop about disinformation to be delivered to one year group on a collapsed timetable day (our next one in 5th February).

·         Interview some pupils and write down some of their quotes, perhaps in a focus group style.

·         Produce a video ‘news report’ using the outcomes of the activities above and upload it on YouTube, then play to all pupils in form time.

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ΓΕΝΙΚΟ ΛΥΚΕΙΟ ΔΙΑΠΟΛΙΤΙΣΜΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ ΕΥΟΣΜΟΥ - ΓΕΝΙΚΟ ΛΥΚΕΙΟ ΔΙΑΠΟΛΙΤΙΣΜΙΚΗΣ ΕΚΠΑΙΔΕΥΣΗΣ ΕΥΟΣΜΟΥ

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Bienvenido al IES Virgen del Espino, centro de enseñanza de Soria con más de 50 años de historia dedicados a la formación integral de varias generaciones de jóvenes. En nuestra línea de mejora y puesta al día no podía faltar el uso de las nuevas tecnologías, herramienta muy completa con muchas posib…

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In Lurgan College we seek to foster a culture of academic excellence, underpinned by strong pastoral care and support for every pupil.

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Tile Cross Academy in Birmingham, West Midlands is a small and caring 11-16 mixed comprehensive school that was created on 1st May 2017 and is part of Washwood Heath Multi Academy Trust.

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The ladder of participation from Roger Hart

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The ladder of participation from Roger Hart

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Roger Hart’s Ladder of Children’s Participation

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Children and young people centred communication

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Sharing resources and materials can support connection and sustainability of this and future collaborations. Please share here tools, links, books, anything that you enjoy using with your class

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Sharing resources and materials can support connection and sustainability of this and future collaborations. Please share here tools, links, books, anything that you enjoy using with your class

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*Click on + sign on the top right corner of this post to share your response. (next to the name of this section)

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Post the ideas of your group here with your name to keep track of them

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Post the ideas of your group here with your name to keep track of them

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*Click on + sign on the top right corner of this post to share your response. (next to the ideas from the students)