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The link for Lesson Plan: https://v.gd/m8GSUF

The link for Learning Diary is: https://padlet.com/paulo_dionisio/1pduvv6jhnh0

My school is located in the Algarve, Southern Portugal. It is a small school that provides students with various training offers: youth education and training courses, professional courses, continuing education courses and courses for adult education, and also certifies and qualifies adult skills.
My classes are all about continuing education and the students are familarized and the risk arising from the incorrect use of the internet, they know what they can and should do if they witness some cyberbullying situation.

Name: E-Safety

Topic :Cyberbullying,
Learning time: 90 minutes

Designed time: 0 minutes
Number of students: 24 students

Aims: To promote the safe, critical and informed navigation of the Internet and mobile devices; To respect the rights of freedom of expression and the right to privacy; To emphasize that we should taking care of what we do, talk, write and advertise on the Internet; How cyberbullying manifests itself in a variety of ways and means; What participants in cyberbullying and what roles do they play; What are the warning signs of cyberbullying you should be aware of and what the consequences are.

Description:
Photocopies of Internet use material available on the Kit and also on the http://erte.dge.mec.pt/ at http://www.seguranet.pt/. some vídeos at https://www.portalbullying.com.pt/

Methodology:
To promote discussion among students about real-life online hazards that can be life-threatening.
To read of the real cases can facilitate the understanding of the concrete risks and help the contextualization of the problem in the daily life of the students.
To divide the students into three groups for to be chosen similar materials
Then, all groups read the materials, but should take different positions in the debate. For exemple:
● 1 group representing the victim's family members and disoriented netizens (potential victims);
● 1 group representing the authorities that can investigate the case;
● 1 group representing those responsible for the technology companies that offer and host the services used for the practice of aggression and / or crime.
The groups will work on constructing arguments that can identify the points of view of those involved in the case. Finally, the debate can be promoted to understand how the issue involves the whole society and requires the commitment of all (and not one or other specific institution) to promote a safe and ethical environment on the Internet.

Suggestion of a lesson script:

- Explain the functioning of the dynamics before starting, defining the rules of the debate to avoid naming or discussing real cases experienced in school. Avoid using materials that mention someone from the neighborhood or known to the school.
- Divide the students into 3 equal groups and draw the roles that each group should assume: 1 - Victims and relatives, 2 - authorities and 3 - Internet companies)
- Distribute the guide of arguments for each group to discuss and prepare their presentation.
- Start the survey of all doubts about the case to make the clarifications. When in doubt about inaccurate information in the subject, the educator can define a position that will be shared by all groups and used as a reference to avoid confusion and facilitate debate. Also clarify any doubts about the Argumentation Guide.
- Shoot the debate by making 5 minutes for each group in the first round. One way to organize the debate is to elect a coordinator in each group to register those interested in speaking and organizing the speeches.
- Start a second round of arguments for defenses and counter-arguments, with 2 minutes for each group.
- Before starting the last round, let the groups rearrange their arguments to draw up a letter of recommendation to the other groups, indicating what measures should be taken to prevent cases like this from happening again. The groups should direct recommendations to the other 2 groups.

- Start reading the recommendation letters. Each group can have 3 minutes to present their proposals.

- To close the discussion, the teacher highlights the importance of understanding the Internet as a public space in which people interact in a real way. The difference is that on the Internet we are mediated by computers, but the people and the consequences of what we do are real. Report on the work of Public Prosecutors, Police, Justice and civil society organizations to promote a safer, more fun and always open Internet environment. Report on the existence of Cybercrimes against Human Rights. It is very important to highlight how much we need to respect the rights of freedom of expression and the right to privacy. Emphasize that taking care of what we do, talk, write and advertise on the Internet is always better than running after criminals and trying to repair real life damage.

Outcomes:

Knowledge: Define, Identify and recognise the risks of Cyberbulling.

Comprehension: Describe the reasons for and against; Classify and explain  the risks of Cyberbulling.

Analysis: Compare and analyse the diferentes opinions about the Cyberbulling risks.

Synthesis: Argue and explainthe reasons for and against about Cyberbulling risks.

Evaluation: Give the arguments for and  against the risks; Give the feedback about the lesson and the Cyberbulling risks.

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Terms and Conditions

Most of my students usually use Facebook as a social platform because they use this digital tool to communicate with each other, to share materials and ideas, to answer questions about some content of course subjects.
On the other hand, I inform my students about the danger they are having when they share their personal data online and if they become aware of abusive matters about something or about someone, they should report them to the competent official entities.

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Module 5 - 5.4 Counterspeech and other forms of campaigning

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Module 5 - 5.4 Counterspeech and other forms of campaigning

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In Portugal, the "No Hate Speech Movement" project is being developed by the Portuguese Institute of Sports and Youth (IPDJ - http://www.ipdj.pt/), with the support of a commission composed of several organizations representing young people or working to combat discrimination and support for victims, including APAV (Support for Victims).
The portuguese links for No Hate Speech are:
http://www.odionao.com.pt/  -  movement online page;
https://juventude.gov.pt/Cidadania/movimento-contra-o-discurso-do-odio/Paginas/Movimento-Contra-o-Discurso-do-Odio.aspx - youth portal
https://www.facebook.com/Movimento-Contra-o-Discurso-de-Ódio-1647250698823580/ -  facebook page

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Module 5 - 5.2 What is online radicalisation?

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Module 5 - 5.2 What is online radicalisation?

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Voting - System by Mentimeter

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I have never used the resources available onlne to talk about the issue of sexting and sextortion. However, whenever I need to, I talk openly with the students about these issues, alerting them to the dangers we may have when using all the potentialities of using the internet, the care we should take when we give out our personal data or insert the our photos.

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Module 3 - 3.4 My well-being and yours online: Option 1

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Module 3 - 3.4 My well-being and yours online: Option 1

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I consider the activities to be relevant and interesting. So, whenever possible, I will apply some of the activities in the classroom when the subject is approached.

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Module 3 - 3.4 How to set up an effective peer-support scheme

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Module 3 - 3.4 How to set up an effective peer-support scheme

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The most striking challenge is encouraging and encouraging young people to speak openly about sensitive issues, especially when this concerns them. It often happens that before speaking to the group of students or class always ask the student if he wishes to speak in private or public about his problem.

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Module 3 - 3.3 Developing social and emotional learning skills

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Module 3 - 3.3 Developing social and emotional learning skills

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In my opinion, I believe that teaching young people the skills of social and emotional learning promotes how they should relate to one another, respect one another, behave appropriately in society, and know how to act and prevent difficult situations from occurring when confronted.

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Module 3 - 3.1 Different types of (cyber)bullying

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Module 3 - 3.1 Different types of (cyber)bullying

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In my school, until now, I have not yet encountered or experienced any problem related to cyberbullying.

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Module 2 - 2.5 Towards a participatory culture?

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Module 2 - 2.5 Towards a participatory culture?

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The news spread and advertised on social networks are not all false. It is incumbent upon us, teachers, to teach students to select and distinguish between real and false news and to explain that learning in the digital environment is useful as active citizens in society.

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BLUE WHALE, THE SUICIDE GAME: 50 challenges
The danger of the internet !!!! The end goal of the player is to commit suicide. The phenomenon has had enormous proportions in social networks.

I voted on this idea "Cyberbullying for me is the most problematic issue about internet safety. It has lead teenagers to kill themselves, or affect them emotionally." because, nowadays young people and children are easily influenced especially those who show low self-esteem, isolate themselves from friends and family and are ashamed to ask for help. In this way, they seek in social networks the most immediate alternative to solve the problem that afflicts them at the moment.

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Courtesy of globo
http://g1.globo.com/fantastico/noticia/2017/01/noticias-falsas-divulgadas-na-internet-se-tornam-um-problema-mundial.html
At the beginning of the lesson, I tell students that we are bombarded daily with immense news in the media and that it is necessary to distinguish true from false news. Then, I present the link about false news that appear on the internet. The students listen carefully to the various news, analyze the news about its validity, quality and authenticity. The students then debate whether the newspaper and the press have relied on reliable sources. At the end of the class, I advise my students that it is necessary to have a critical spirit, an own opinion about the topic that the journalist publishes in the news and identify the dangers of research and reading false news.

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I'm a math teacher in high school with students ages between 15 and 18 years. I choose the title for the lesson plan: ICT Literacy. In this case I advise my students when they do the search of the online information, they must guarantee the validity and credibility of the websites, be careful in collecting the data, guaranteeing the authenticity of the data, preserving the copyright

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Module 1 - 1.5 Campaign for a safer and better internet!

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Module 1 - 1.5 Campaign for a safer and better internet!

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My school participate in Safer Internet Day every year. We have ITC integrated in our curricula and we teach IT with other subjects. We prepared some activities to all the teachers of the school to do in class and we have some meetings for parents. Also, we have a programme with the police named "School Safe" and the police present sessions on internet insecurity such as cyberbullying, identity theft, Internet threats.
In fact, this year, we win the eSafety Bronze Label.

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I am teacher of the Grouping of Schools of Silves and I teach Mathematics. I am a teacher trainer and I coordinate Erasmus + KA1 project under the theme "Integrated School, Inclusive School". I participate in diferentes MOOCs promoted by School Education Gateway and European Schoolnet. I, also, participate in Seminars and events promoted by Etwinning. I am interested in this course  because I want to learn more to improve my knowledge to in internet safety issues.

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https://www.zeemaps.com/edit/cv0zId_xkFELkn59XQ7Iuov5JbY

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6 February