Manual for Peer Educators by AEGEE-Europe

Manual for Peer Educators September 2019

Contents 1

Introduction ..................................................................................................................................... 4 1.1 What is Under Pressure? ............................................................................................................... 4

Objectives and methodology .......................................................................................................... 5 2.1 Project background ....................................................................................................................... 5 2.2 Objectives ...................................................................................................................................... 5 2.3 Target group .................................................................................................................................. 5 2.4 Methodology ................................................................................................................................. 6 2.4.1 Peer Education ....................................................................................................................... 6 2.4.2 Interactive Game .................................................................................................................... 7 2.5 Teacher’s role ................................................................................................................................ 7 2.6 Lesson plan structure .................................................................................................................... 7

3 Before the lesson .................................................................................................................................. 9 3.1 Important points ........................................................................................................................... 9 3.2 Preparation with your fellow peer educator ................................................................................. 9 3.3 Material ......................................................................................................................................... 9 3.4 Meeting the teacher .................................................................................................................... 10 4 During the lesson ................................................................................................................................ 11 4.1 Important points ......................................................................................................................... 11 4.2 Cooperation ................................................................................................................................. 11 5 After the lesson .................................................................................................................................. 12 5.1 Important points ......................................................................................................................... 12 5.2 Discussion & evaluation .............................................................................................................. 12 5.3 Feedback to Diversion ................................................................................................................. 12 6 The Lessons ........................................................................................................................................ 14 6.1 Teacher’s lesson .......................................................................................................................... 14 6.2 Peer lesson 1 – Introduction, opinion bubbles & disinformation ............................................... 15 1. Getting to know each other – 15 min........................................................................................ 15 2. Online and offline filter bubbles - 20 min ................................................................................. 16 3. Game - 10 min ........................................................................................................................... 18 4. Wrap-up 5 min........................................................................................................................... 19 6.3 Peer lesson 2 – Disinformation, fake news and personal responsibility ..................................... 20 1 Recap and introduction – 5 min ................................................................................................. 20 2. The Under Pressure game - 30 min ........................................................................................... 20 3. Personal experience story about disinformation & personal responsibility - 8 min ................. 21 4 Wrap-up - 7 min.......................................................................................................................... 22 2

6.4 Peer lesson 3 - Media and you! ................................................................................................... 24 1 Recap and introduction – 5 min ................................................................................................. 24 2 Editorial game – 15 min .............................................................................................................. 24 3. Freedom of speech and of the press, unrestricted or not? - 15 min ........................................ 27 4. Will you join? – 5-10 min ........................................................................................................... 29 5. Wrap-up - 5 min......................................................................................................................... 30 7 Important information ....................................................................................................................... 31 7.1

Terminology........................................................................................................................... 31

7.2 Didactic tips ................................................................................................................................. 32 7.3 Difficult teaching situations ......................................................................................................... 33 7.3.1 What if you do not get along with your fellow peer educator? ........................................... 33 7.3.2 How do you deal with challenging students?....................................................................... 33 7.3.3 What do you do if a class does not participate? .................................................................. 34 7.3.4 What if it is a very unruly class? ........................................................................................... 34 7.3.5 What do you do if you do not get along with the teacher? ................................................. 34 7.3.6 What do you do when students use their phones during class? ......................................... 34 7.3.7 What do you do when a student reacts harshly in lesson 3 during the discussion about freedom of the press and possibly says things that are legally inadmissible?.............................. 35 7.3.8 What is a conspiracy theory and how can you talk to students about it? ........................... 35 7.4 Rules ............................................................................................................................................ 35 7.5 Contact with Diversion ................................................................................................................ 36

1 Introduction It is great to see you are about to work as a peer educator for the Under Pressure curriculum! This manual will contain all the information you need about Under pressure. It will explain the curriculum, the objectives and the assignments related to them. You will also find didactic tips and tricks that can be of help during different situations in class and the contact details of Diversion. Consider this manual your support guide in your role as a peer educator. In addition to this manual, you will receive a special game manual about the Under Pressure game. Make sure to bring both manuals to each lesson!

1.1 What is Under Pressure? The media landscape and news consumption has changed dramatically over the past decade and is under pressure from both social and technological developments. As a result of social media, we have not only become a media user, but we are also more frequently a distributor of media. News is within our reach online and is shared faster and more often. As a result, young people are more often exposed to disinformation. At the same time, we notice that more and more different groups of young people in society do not find themselves represented in the media. They feel they are either not or negatively represented and that the topics discussed in the news do not fit their world. This has negative consequences: some young people disengage passively, others follow news sources of dubious quality, and others distrust the media and are even hostile towards journalists. This dynamic, in combination with the (online) distribution of disinformation, makes young people vulnerable to news coverage that encourages polarisation. It also puts the development of democratic values among young people under pressure. Under Pressure therefore aims to stimulate critical thinking and media literacy among young people. In this way, we make them resilient to the harmful effects of disinformation and strengthen democratic citizenship among young people, especially when it comes to democratic values, such as freedom of the press and freedom of speech. Our programme is innovative because it not only focuses on how the media work, but also on how they themselves can constructively relate to the media. Media literacy is more than just responsible media usage. That is why this programme is also about the influence of media and social tensions on the formation of democratic values. What is your background and what effect does this have on your news usage? If you do not recognise yourself in the media or disagree with the coverage, how can you react in a constructive way? These questions will not remain unanswered during the curriculum. The innovative character of the programme is also reflected in the combination of two tried and tested methods: the Under Pressure game and peer education. The Under Pressure game gives young people a psychological â&#x20AC;&#x2DC;vaccinationâ&#x20AC;&#x2122; against disinformation by putting students in the shoes of someone who makes fake news and distributes it online. Furthermore, as young role models, you will engage with the students to talk about their media use, democratic values and the challenges of today's media landscape. Because of your shared frame of reference, you will be able to enter the students' world and effectively discuss the complex subject matter.

2 Objectives and methodology 2.1 Project background The Under Pressure curriculum is part of our European Peer Education And Gamification Against Polarisation (PEGAP) project. This project is co-funded by the Erasmus+ programme of the European Union and aims to develop the curriculum in the best possible way and then to spread it as widely as possible across Europe. The University of Uppsala in Sweden will therefore carry out an academic evaluation of the curriculum through a survey among students before and after the curriculum. We will then evaluate and improve the programme, after which there will be another series of lessons in the Netherlands, and our partners in Sweden and Germany will roll out the improved curriculum there. In the long term, we will spread the project throughout Europe with our European partners. As the current curriculum is being further developed, we are looking forward to your feedback and evaluation. So, always e-mail or call us if you have any comments, questions or feedback! Diversion has over 15 years of experience in peer education projects that touch upon a wide range of subject matters, including media literacy, financial literacy, exclusion and discrimination. Under Pressure is not Diversion's first media literacy programme, it is a continued development of Newsroom, which we implemented in 2015. Furthermore, the Under Pressure game is a continued development of the Bad News Game, which can be played in multiple European languages and was previously played in classes throughout Europe during guest classes. In addition to EU funding, the programme in the Netherlands is also funded by the Municipality of Rotterdam and Fonds 21.

2.2 Objectives Under Pressure has two main objectives for strengthening critical thinking and media literacy among young people: â&#x2014;?

Strengthening resilience to disinformation that can potentially lead to polarisation, extremism or isolation. In doing so: o We encourage critical thinking so that young people can assess and evaluate the correctness of information. o We increase knowledge of the way disinformation works and what the consequences of disinformation are. o We strengthen young people's self-confidence in the use of media.

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Strengthening democratic citizenship among young people, with a focus on freedom of the press and freedom of speech. In doing so: o We teach young people the importance of using different sources to form their opinions. o We create insight into the importance of a free press and freedom of speech. o We increase knowledge of the way the media work.

Everything you do in class is ultimately aimed at achieving these objectives. Keep these objectives in mind throughout the lessons.

2.3 Target group Under Pressure is organised for the senior secondary education classes (pre-vocational secondary education students/VMBO, senior general secondary education/HAVO, and pre-university education/VWO) and junior secondary vocational education classes (MBO). This means there is a big difference in the educational level of the classes you will be teaching. Before starting the first lesson, you will receive a briefing from us with more information about the school, including lesson times, the educational level, and if necessary, specific information per class. Please read these carefully and adapt your lessons accordingly!

In general, pre-vocational secondary education students (VMBO) often have a shorter concentration span and need a little more guidance. Pre-university education students (VWO), for example, can work more independently and be challenged on a more substantive level. In a pre-university education (VWO) class, however, students are often less open about their own experiences, doubts and questions, and the discussion is more likely to be difficult to get going. Pre-vocational secondary education students (VMBO), on the other hand, see this as an interesting challenge and think it is great fun to talk about it. We have created the teaching material to match the educational level as much as possible. Depending on the class, we expect you and your fellow peer educator to adapt the lesson accordingly. Furthermore, you can take the following into account: ● ● ● ● ●

Adjusting language use and pace. Note: do not act 'popular', for example, by using slang or swear words. You are still a role model! Provide a clear framework and regularly check whether students have understood the assignment. Make it clear to them that they can always ask questions and ask for more clarification if necessary. Play into what the students come up with; the information you get from the classes are what guide the discussion. Make it clear that they are allowed to ask anything, and take their questions seriously.

In addition to taking the difference in level into account, it is also important that you take into account the living environment of these young people. Make sure you are up to date on what is going on among the young people and on social media. Frequently give examples during the lessons with which students can identify. Make sure you reach everyone by involving the entire class in a situation. For example, ask for responses, whether they are aware, recognise something or not at all. Be aware of the atmosphere in the classroom and try to create a 'safe' environment for sharing personal stories. Students should feel comfortable when discussing personal situations. If the situation is too emotional/sensitive, do not discuss it in class. You can always take a student aside after class to discuss the situation further. You can also leave this up to the teacher, they know the students best. Always discuss this kind of situation with the teacher.

2.4 Methodology Under Pressure combines two methods: peer education and the interactive Under Pressure game.

2.4.1 Peer Education Under Pressure is a peer education project. The peer education methodology is based on the power of young people to educate other young people. Literally, peer education means learning from peers. In their search for their own identity, young people in this phase of life mainly mirror themselves to people with a similar world experience. Knowledge originating from people who are close to them in terms of age, language use and (cultural) background is more readily accepted. A peer educator is one such role model who can easily translate information and experiences to match the world of a certain target group and, in this way, put subjects up for discussion. Peer educators, like no other, are able to reduce the distance between teacher and student. The large overlap between the frame of reference of the peer educator and that of the students provides a safe environment in which an open discussion is possible, controversial opinions and prejudices can be discussed and an opposing attitude of the students is avoided. A peer education project differs from a regular curriculum because the opinions and questions of the young people themselves are made the subject of discussion in a peer education project. Their very world is taken as a starting point; their ideas and questions on the subject form the basis and what they know, think and have experienced is at the centre. The peer educator understands their world and can empathise with their ideas. At the same time, they have also mastered the theory. This enables them to switch between two worlds and make connections between students' ideas and the subject matter. In addition, peer educators can supplement the teaching material with their own experiences and examples that are relevant to the lives of these young people.

2.4.2 Interactive Game During the curriculum, students will play the interactive Under Pressure game on their smartphones. In this game, they put themselves in the shoes of someone who makes fake news and distributes it online. More than 14,000 people have already played the precursor of the Under Pressure game, the Bad News Game. Research at the University of Cambridge shows that people are better able to recognise fake news after playing the game. The game has been adapted to fit in well with the curriculum, the peer educators and the classroom. Through various themes, the students will get to know frequently used tactics behind disinformation, such as overplaying emotion and spreading unsubstantiated suspicions. Students play the game in pairs while standing in front of a kind of scoreboard and discuss the theme after each game chapter. The game has its origins in social psychology and is based on the principle of inoculation. According to this theory, people can build up a resistance to misleading and untrue news by being confronted with a weakened version of it – the same way vaccination works. In this way, people build up resistance and are more likely to be resilient to disinformation when confronted with it in real life. This is exactly what the game is trying to achieve with the students. By actively working as a distributor of disinformation, they will be able to recognise the techniques they learn in the game more quickly in real life and perhaps re-examine their own behaviour. We call this prebunking (pre-emptive debunking) because it allows us to be one step ahead of disinformation: if children learn to look at news items more critically and not blindly accept everything they read, we no longer need to intervene afterwards.

2.5 Teacher’s role The very moment you stand in front of the class, you and your fellow peer educator are responsible for the lesson. However, the teacher will also be present in the classroom. They know a lot about the class and can help if there are issues with maintaining order. The teacher is aware that they must be present during the lesson. It is highly recommended having another talk with the teacher about their role prior to the lesson. You can discuss the rules in the classroom, which role you would like the teacher to play, or agree on a signal if you want the teacher to intervene. You can also agree on a plan in case a discussion escalates. In that case, it is advisable to let the teacher intervene if there are any issues with maintaining order so that you can concentrate on the content of the lesson as much as possible. This also ensures that the division between teacher and peer educators remains clear.

2.6 Lesson plan structure Under Pressure consists of four lessons. The introductory lesson is given by the teacher. The three lessons that follow will be given by you, the peer educators. The lessons will last 50 or 60 minutes, depending on the schedule of the school. The lessons consist of interactive games, personal stories, discussion, individual and classroom assignments. During the peer educator lessons, the regular teacher will be present to maintain order in the classroom. The series of lessons you will teach are part of a pilot. During the pilot, we will investigate the effectiveness of the teaching method. To this end, an evaluation survey will be conducted during the teacher's lesson and during a lesson hour after the curriculum has concluded. ●

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Lesson 1: Teacher’s lesson In this lesson, the project and the most important concepts are explained by the teacher. The first evaluation survey will also be completed during this lesson. No peer educators are present, and this lesson will take place in the week before the peer education lessons start. Lesson 2: Peer educators In this lesson, the class and peer educators get to know each other and a safe atmosphere is created. The media use of the class is the focal point of the lesson. You give students insight into what the media are, discuss how the students use media and how (social) media use is linked to opinion formation and polarisation (one-sided or otherwise). This class also includes a personal experience story of a peer educator about one-sided opinion formation. Lesson 3: Peer educators

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In this lesson, the class plays the game in which the students learn to recognise disinformation and fake news.1 You also discuss the mechanics and consequences of disinformation. This lesson also includes a personal experience story of a peer educator. Lesson 4: Peer educators In this lesson, 'mainstream' media and press freedom are the main focus. By means of an editorial simulation, students learn how mainstream media work. In a learning discussion about democratic values such as freedom of the press, you underline the importance of a free press. After this, you give the students tips for an active, critical and constructive attitude towards the media.

Evaluation Because Under Pressure is a pilot programme, it is necessary to briefly take the time to complete the evaluation. This is done by means of an online survey and will take about ten minutes. This evaluation will also be done by peer educators. You will receive information about this in due time.

More about the theory behind the game? See: McGuire, W. J. (1961a). The effectiveness of supportive and refutational defenses in immunizing and restoring beliefs against persuasion. Sociometry 24, 184â&#x20AC;&#x201C;197.

3 Before the lesson Good preparation is vital for teaching a successful lesson. This chapter describes the most important points for preparation that you can use as a guide during your personal planning. Overview and structure are not only necessary to teach a successful lesson, but also ensure that you and your fellow peer educator are more confident and relaxed in front of the class.

3.1 Important points • •

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Make sure you are well prepared and know the teaching material. Take this peer manual with you. A prerequisite for a successful lesson is the right connection to the level and living environment of the young people. Be aware of this when preparing lessons so that you can respond to the specific questions, needs and interests of your class. It is essential to review the briefing we will send you by email about the class. It contains important information about the class, the school and any particularities. To ensure that the lesson fits in with the world of the young people, you should listen carefully to the class and gather information. Give accessible examples from your own experience and find common ground with the class. Know where to go and be on time. Be at the school no later than 20 minutes before class starts so that you have enough time to set everything up and meet the teacher. Make clear agreements with the teacher in question prior to the lesson about, for example, maintaining order. Make sure that the teacher is aware of their role. Inform the teacher what you are going to do during the lesson and ask if there are any specific things you need to know about the class. You are required to contact your fellow peer educator in advance. Make sure you have met each other at some point, perhaps over the phone, and have discussed the lessons beforehand. Really take the time for this, including the second and third lesson. This will help you be a lot more confident and effective in front of the class. Be aware of the duration of the lesson. A lesson lasts 50 or 60 minutes. Make sure you know in advance which materials you will need, such as lesson cards, and that they are present. We will have sent the materials to the school by post, it should be ready for you if all goes well. Check this with the teacher. Wi-Fi or a reliable 4G/3G connection is necessary for the game components of the curriculum. We have checked with the school whether this is present, but we always double-check with the teacher whether the mobile internet actually works.

3.2 Preparation with your fellow peer educator Make sure that you are not only familiar with the curriculum but that you actually have a good command of the assignments. You will reap the benefits of this during the lesson. That is why you and your fellow peer educator should ensure a clear division of the lesson during preparation. Such a division means, for example, that another peer is alternately responsible for the assignment. He or she explains this assignment and supervises it. It is also useful to discuss which personal experience story or assignment suits you better (lesson sections 1.2, 2.3 and 3.3). A division of roles does not mean that the other peer educator can sit back and relax. As a fellow peer educator, you will provide support during the assignment where necessary, such as walking around in the classroom during the assignments and asking the students if you can help. In doing so, you emphasise and embody teamwork. Make sure you are well prepared and have discussed what to do in difficult situations beforehand.

3.3 Material A lesson card has been developed for all students, which will be used during all three lessons. These will be sent to the school. The teacher will have also received their own teacher's manual, and you will have received this manual and the game manual as a peer educator. You will digitally receive the PowerPoints that are needed per lesson. Make sure you read these carefully before each lesson, and if necessary, print out an overview of the slides. It is also necessary to bring a mobile phone for the lessons. Always make sure it is sufficiently charged. When extra material needs to be brought along, Diversion will inform you.

3.4 Meeting the teacher Take the time to meet the teacher. Teachers know their class best, so they are an important source of information for you. While you will, of course, know a lot about the class thanks to our briefing e-mail, it is still worth asking the teacher about the students, the atmosphere in the class, the class level and whether it is an active or a calm class. Ask if there are any particular things you should pay attention to and how they generally deal with difficult situations: do students get punished, are they sent out of class? Make arrangements about how the teacher will behave during the lesson. As described above, the role of the teacher during all peer lessons is the same: the teacher should be present during the entire lesson at all times to support you in maintaining order and to signal and hear what is going on and happening in the classroom.

4 During the lesson You have made all the necessary preparations. Now it is time to teach! Chapter 6 discusses the specific content of the lessons. This chapter deals with a number of important points that apply to each lesson.

4.1 Important points ▪ ▪ ▪

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Make sure that you are in the classroom on time and that all practical preparations have been made. This will help you avoid any fumbling during the lesson. Always be aware of the objectives of the lesson. The objectives can be found in the text box at the beginning of each lesson. Also, be aware of the objectives of the individual assignments. Pay attention to the time during the lesson! In the briefing e-mail you will receive before your lesson, you can find out whether the school has a 50 or 60-minute lesson. Keep this in mind. A lesson may seem long, but time flies while teaching. When one student makes an interesting remark and you want to discuss it further, make sure you involve the entire class. This is done by repeating the comment or question and asking other students what they think about it/how they view it. End an exercise/discussion/debate with a conclusion in which you briefly summarise what has been discussed. Do this before you start something new. End the lesson on a positive note. This is very important for a good start of the next lesson.

4.2 Cooperation The quality of the Under Pressure curriculum depends on the successful cooperation between the two peer educators standing in front of the class. The extent to which you have already become acquainted with each other and how well you have prepared determines the impact the lesson has on the students. Difficult topics may be covered during the discussions. It is therefore important that you complement and support your fellow peer educator and that, together, you start a conversation with the class during which you can practically put anything up for discussion. Discuss how you will structure the lesson in advance. Who is going to carry on which assignment, and who feels more comfortable with which peer-experience assignment? Make sure this is clear before the lesson. Oftentimes, you are in front of the class with a combined amount of teaching experience. This is actually preferable because it allows you to support each other. As an experienced peer, make sure you give the new peer space. If you are going to do everything, you will not give the new peer a chance to learn and gain experience. The same applies to the new peer: try to create your own space. If, as a new peer educator, you notice that it is difficult to interject when working with an experienced peer educator, mention this to your peer afterwards and ensure a better division for the next lesson. It is up to the experienced peer educator to take responsibility for the new peer educator and create space during the lesson. Take the time and space to prepare and evaluate your cooperation in practice. This evaluation after each lesson ensures that you, as a pair, are better prepared for the next lesson.

5 After the lesson Almost done! The lesson went well, but a good wrap-up is just as important. In this chapter, you will not only read which steps you can take for a good wrap-up, but also how to evaluate the lesson with your fellow peer educator. After the lesson, you and your fellow peer educator can also discuss and prepare the next lesson.

5.1 Important points ● ● ● ●

Evaluate the lesson together, as peers, as well as with the teacher. Make agreements for the next lesson. Coordinate with the other peer who will contact Diversion after a lesson for an evaluation by phone. In case of pressing questions or emergencies, always contact Diversion by phone!

5.2 Discussion & evaluation After each lesson, take some time for a brief evaluation with the teacher and your fellow peer educator. You can do this by using the following guidelines: • • • • • • • •

What went well, what could have gone better? How do you think the lesson went? How did you like the collaboration? How do you think you did? What are points for improvement for the next lesson? Were there students who were very dominant, and how do you make sure that the more hesitant students are included? Give your fellow peer educator positive feedback and tips for improvement. Make agreements about the next lesson.

Positive and constructive feedback is very important! Because collaboration is so essential during teaching, it is important that your fellow peer educator remains respected. Therefore, focus on a tip and a compliment.

5.3 Feedback to Diversion As a peer educator, you are also our eyes and ears. Your input is our way of keeping up to date on how the lessons are going and for picking up new trends and indications. That is why we always have a brief phone call after class and evaluate more extensively after a whole series of lessons. Important indications to pass on to us are: • Effect of the lessons: are we achieving our goals with the Under Pressure lessons? (See also objectives). Did you notice any change in the classroom during the series? In what regard? What made it apparent? If you hear certain views in the classroom that make up a good quote, we would love to hear it! • Are you noticing that the students are becoming more media savvy? Are they more aware of their media use, and do they manage to adopt a critical-constructive attitude? Are they better able to recognise disinformation? Dare they talk more openly about their opinions? Have you been able to inspire them through your personal experience story? • Trends and indications that play a role in the classroom(s): what is going on in the class/among young people that is not yet on the radar? You will be the first to know what the new trends are among the target group. If we are aware of them, we can move along with the theme and make sure that you will be able to respond even better to these trends later on in future lessons. • Any difficulties and challenges, but certainly also great stories and expressive quotes from the class. • How did the collaboration with the teacher go: did they support you in creating a safe learning environment,

or did the teacher share a special story? We also appreciate feedback from the teacher. â&#x20AC;˘ The absence or shortage of lesson cards at the school. If these are missing, and you are able to call us before the lesson starts, we will send you a digital version of the lesson card. Perhaps the teacher can print this out. â&#x20AC;˘ The cooperation with your fellow peer educator, for example: what feedback did you give and receive? We use your input for an even more fun and effective curriculum! As a peer educator, you can always call Diversion if you need advice or have a pressing question. For example, if a class is really not willing to participate, if you are dealing with a difficult teacher or if you have heard something from a student and are not sure what to do with it. For these kinds of matters or questions about the timetable, you can always call one of the staff members.

6 The Lessons In chapter 2, we already discussed the background of the project. The common thread of the lessons is as follows: ● ● ●

In the first lesson, we give students insight into what the media are, we discuss how they use media and how (social) media is connected to filter bubbles and one-sided opinion formation. In the second lesson, we subsequently discuss how disinformation works and what the individual and social consequences of disinformation are. In the final lesson, you will pay attention to the importance of freedom of the press and freedom of speech and you will show how mainstream media work. You also give students tips so they can constructively relate to media coverage.

As discussed in chapter 2, the objectives are to strengthen young people's critical thinking and media literacy. Keep the common thread and objectives in mind: does the way you approach this assignment run parallel to the common thread and objectives of the project?

! NOTE: the peer lessons are made for a 50-minute lesson. If the school has a lesson schedule of 60 minutes, it is up to you and your fellow peer to adjust the lesson accordingly.

6.1 Teacher’s lesson In the teacher's lesson, the teacher will give an introduction to the project. The teacher will also deal with the most important concepts and terms of the project. These concepts and terms can also be found at the back of this manual. Finally, the teacher will conduct a pre-assessment, which is essential for the evaluation of the project.

6.2 Peer lesson 1 – Introduction, opinion bubbles & disinformation Duration: 50 – 60 minutes. Subject: Introduction and awareness of media use. Lesson objectives After this lesson, the students will be able to: ● ● ●

Feel at ease with the peer educators and therefore share their opinions more easily Explain how their opinions can be reinforced one-sidedly by (social) media use and its risks Use social media more consciously and critically

Necessities: Wi-Fi or 3G/4G, interactive whiteboard (IWB), charged smartphone, lesson card. Teacher’s Role: Taking care of the name tags and help maintain order in the classroom.

1. Getting to know each other – 15 min Objective: Warming up the class, getting to know each other and putting them at ease. You will also jointly create a frame of reference and gain insight into students' use of media. Before you start, have the students complete their name tags. The name tag also serves as a lesson card, so make sure they keep it for all Under Pressure lessons. Teachers are often asked if they can keep the lesson cards with them. You can discuss this with the teacher beforehand. Introduce the curriculum: tell them you are going to discuss media and their own media use that in the coming weeks. Tell them you are going to talk to them about how media work, about fake news and about freedom of the press. To break the ice and create a relaxed atmosphere, introduce yourselves (assignment 1.1). You will also play the introduction game together (assignment 1.2). This game is meant to get to know each other better, to make connections between the students and between the students and yourselves, and to gain insight into the media use of the students. Depending on the class and the estimation of the time, you can ask the students to form half a circle, but it is also fine to leave the students sitting in their seats.

Assignment 1.1 Introduction Write your names on the board and introduce yourselves. Make it clear that you are not teachers. The students do not have to call you miss or mister but may address you by your first name. Share something personal about yourself that appeals to the students or that they themselves may relate to. Make it clear that you share the students' experiences! You can do this by telling them which sports you do or who your favourite artist is. Maybe there are students who share the same interests.

Assignment 1.2 The introduction game To get to know the students better, you will start with a statement game. Ask the students to stand up when the question applies to them. Join in on the game and perhaps invite the teacher to participate in the game as well. For some questions, briefly take the time to respond. Do keep a close eye on the time: decide for yourself whether to ask all the questions or to pick out a number of questions. Start with a few simple statements, then move on to some more difficult ones. Each time, give one or two students the floor to clarify their answer. Clarify your own answer as well. Keep the discussion short; this is really just meant to get acquainted. At the end, you will be able to summarise in about two sentences how the class uses media. You can use the following statements: ● ●

I like cheese. I like to dance.

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I am aware of what is happening in my own town. I am aware of what is happening in the Netherlands. I am aware of what is happening worldwide. I sometimes watch the eight o'clock news. I sometimes read the newspaper. I keep up to date with what is happening through social media.

Indicate that more difficult statements are about to come up: ● ● ● ● ● ●

I am up to date on the latest news because I read or listen to several news sources (such as De Telegraaf, NOS, Nu.nl). I think the news sometimes pays more attention to one side of a story. I think the news sometimes divides society. I can easily determine whether news is real or fake. I understand that fake news can be dangerous. I sometimes feel personally hurt by something I hear or read in the news.

2. Online and offline filter bubbles - 20 min Objective: Teaching students how their opinions can be reinforced one-sidedly through (social) media use and its associated risks One of the aims of Under Pressure is to make students aware of the way social media work and how they provide users with information that may potentially one-sidedly shape their opinions. In order to make students more resilient to one-sided opinion formation, it is important that they become aware of these filter bubbles. That is why you start by helping students see for themselves that online social media content is pre-sorted for everyone individually (assignment 2.1). Filter bubbles do not only occur on social media; they occur offline as well. This is another way of becoming so strongly convinced of a belief that you seek out specific news, become entangled in a bubble and have little empathy for others. To convey the dangers of this, you will share a personal story about one-sided opinion formation (assignment 2.2). This helps students learn that it is important to always form a nuanced opinion and to consciously use media (social or traditional). This personal story should be about an experience that you now look back on differently and have learned something from. Discuss with your fellow peer educator who will be the one to share their experience. Lastly, you and the students will think about ways in which they can avoid ending up in a filter bubble (assignment 2.3). This could be by consulting multiple sources and talking to others about what they are reading online. They will use the lesson card for this.

Assignment 2.1 Filter bubbles - 5 min -

Remind them there was a statement about social media during the previous assignment. Question: 'Who stays up to date on what is happening in society through social media?' Ask who has Instagram and ask one or two students what kind of accounts they are following. Ask students to take out their phones and open their Instagram app. Make it clear that the phone should only be used for the assignment. If a student does not have the Instagram app, you can suggest they follow along with the student next to them. Ask the students to go to the ‘explore page’, or the page with the magnifying glass. Ask students to summarise their personal explore page in three words and to write this down on the lesson card. Each student will write different words depending on their personal interests reflected on the explore page. Make sure to briefly allow time for this so that the students do not do other things on Instagram. Then ask the students to put their phones away again. Briefly give the students time to compare the answers with the student next to them. Then discuss the answers in the classroom. Give some students a turn to share what can be seen on their explore page. You can write down the answers on the IWB or discuss them in class, depending on the class.

Next, you explain the concept of a filter bubble: you talk about the way social media work and that they are increasingly catering to what we like or find interesting. Based on the things you often like or follow a lot, what you get to see is already determined for you. As a result, you are shown much less or no information that you would ‘like’ less or that contradicts your own point of view. This can be quite innocent because you get to see a lot about, for example, make-up or sports, but this also applies to more serious subjects, such as politics or religion. Because of these so-called filter bubbles people can remain stuck in their own way of thinking and the understanding for people who think differently decreases. This can be dangerous: society may become further divided, or people may even be so strongly convinced of their beliefs that they are capable of becoming a member of a violent or extremist group. It is therefore important that when you use social media, you are aware of the ways in which they serve your personal interests.

CONCEPTS: A filter bubble is a bubble of similar messages that are personally selected for you based on information your device or computer has stored, such as locations, likes, browsing and search history and previous clickbehaviour. As a result, you are not shown any information that contradicts your own point of view. This keeps you isolated in your own political bubble.

Assignment 2.2 One-sided opinion formation - 10 min -

Share a personal experience in which your opinion about something was reinforced by your media use. Keep the purpose of your story in mind: you want students to understand the dangers of one-sided opinion formation and how media use is related to it. ! Note: The story you share has to be a real-life example. If you have not experienced anything yourself in that sense, there may be someone in your environment who has, so you can also share their story. To give you some guidance during this assignment, you can think of a story about: o Being stuck in an (online) opinion bubble in which you or someone around you had little empathy for other opinions, became socially isolated, more and more extreme, or believed in conspiracy theories. o Strong distrust of traditional media and/or aversion to traditional media. When sharing your story, you can discuss the following elements: o Start by saying you are going to share a personal story about your experience with a real-life filter bubble. This introduction bridges assignments 2.1 and 2.2. o Which conviction you had about a certain theme or event and how this was reflected in your (social) media use. o How you consumed similar content that reinforced your interest or opinion. o What the negative consequences of this were, e.g. a lack of understanding for others and becoming isolated from others (social isolation). o The moment you realised that your media use was taking place in a ‘bubble’. When you talk about someone in your environment, you can share when they first realised they were in a 'bubble', or when you realised they were. o How did this change your media use? What did you learn from this? In what ways do you look at the media differently now? After your story, ask the students about their thoughts on the story and whether they find it recognizable, if anyone in class has experienced something similar themselves or knows someone else who has. If the class finds it difficult to respond from personal experience, you can ask questions that go back to the assignment about filter bubbles in general (2.1): o Who was already aware that social media shows us what matches what we already like? o Who feels they keep seeing the same thing over and over again, e.g. only news about showbiz? Or one-sided messages about certain news topics? Keep an eye on the time and wrap up the discussion on time. End the lesson by telling them in which way you now look critically at news and make sure you do not get caught up in an opinion bubble again. You can share what it means to you to read the news critically: as always, consulting multiple sources.

Assignment 2.3 Wrap-up one-sided opinion formation â&#x20AC;&#x201C; 5 min -

Ask students to grab the lesson card and write down what they have learned about online and offline filter bubbles, and what they can pay attention to from now to avoid ending up in a filter bubble. Depending on the time and type of class, you can either discuss this in the classroom or let the students fill out the lesson card individually and discuss the answers in the classroom later on.

3. Game - 10 min Objective: Introducing students to the disinformation theme and the game To warm up the students and introduce them to the game, you will play the first chapter of the game. Detailed information about the game, its background and solutions for possible technical problems can be found in the game manual. The aim of this part is to introduce the students to the game. By creating their own account, students are encouraged to think about which name, logo and style can get the most followers and come across as the most credible. Students decide on their own online background â&#x20AC;&#x201C; Are they posing as a real news channel? A blog? A person? â&#x20AC;&#x201C; and how they want to establish credibility in the minds of their followers.

Assignment 3.1 Introducing the game - 5 min -

Tell students that one-sided opinion formation online is not the only challenge: disinformation is also very common. Ask them if they remember what disinformation means (this was dealt with in the teacher's lesson). You could ask a student to explain this in their own words. Do they remember the difference between fake news and disinformation? The difference has to do with the intention. Both words are used to describe inaccurate or untrue information, but disinformation is information that is deliberately distributed with malicious intent: to harm someone, a group of people, an organisation or a country, or to make money. o To give an example of the difference, you can ask if an April Fools' Day prank is disinformation or fake news. The Dutch news programme for kids, de Jeugdjournaal, often shares news on the 1st of April that is actually a joke. This April 1st news is often not true, but it is intended to make people laugh or think. So, it is fake news but not disinformation; there is no ill intent.

CONCEPTS Disinformation is incorrect or inaccurate information distributed with malicious intent, such as damaging a group of people, an organisation or a country. Disinformation is also used to make money. Disinformation is a form of fake news. Fake news is any report or news that is incorrect. This does not always have to be deliberately with bad intentions, such as satirical publications by De Speld or The Onion. Some fake news is spread with malicious intent. This is called disinformation. -

Explain that disinformation can be dangerous because it can knowingly or unknowingly pit people against each other by spreading false information. Explain that this is why we are going to learn to recognise disinformation. To understand that, you need to know how it is made. And by playing the Under Pressure game, you will learn exactly how disinformation is created and, consequently, how to recognise it. o Emphasise that the roles are reversed. Instead of recognising disinformation, the students will start recognising the techniques behind it by being the ones to spread disinformation, influence people and pit them against each other. Think of it as a kind of vaccination: if you come into contact with disinformation in a controlled setting, you can recognise it much quicker 'in the wild'.

The aim of this lesson is for students to disguise themselves and become disinformation distributors. The goal is to mislead as many people as possible, build a fake news empire on Instagram that is as credible as possible and thereby attract as many followers as possible. Tell them that they will briefly familiarise themselves with the game today and that they will play it in its entirety next week.

Assignment 3.2 Playing the game – 5 min ● ● ● ●

●

Have the students form groups of two. Make sure each group has at least one charged phone or tablet. Start the game on the IWB by going to the URL you received in the briefing. As you start, another URL will appear on the home screen. Students will use this URL to play the game on their smartphone. Once everyone is connected, click on the start button. The students will play the first chapter of the game in which they have to disguise themselves. Next, they pick a name for their team that they will use in the next lesson. As soon as they have done this, their team and preliminary score will appear on the IWB. Once everyone is finished, you can conclude the chapter on the IWB by clicking the finish button. A mini-report will appear on the board with a short summary of the most important points in the chapter. This can be used to discuss the choices the students have made and their reasons. More information can be found in the game manual.

It is important that the students continue to work in the same teams in the next lesson. It is helpful if you write down all teams and names. Perhaps the teacher can help with this, as well.

4. Wrap-up 5 min Objective: Summarising the lesson and previewing the next one The wrap-up is perhaps the most important part of the lesson. It allows you to summarise what you have done and preview the next lesson.

Assignment 4.1 Preparing for the next lesson – 3 min -

Filling out the lesson card is essentially meant to summarise the lesson. If you think something is still missing, you can mention it. As the game will continue to be played in the next lesson, it is important that the students come prepared with their phones fully charged. Make sure they are aware that they will be sitting next to the same classmates in the next lesson so they can continue playing the game in the same teams.

If possible, evaluate the lesson briefly with the teacher. Make sure to review the lesson afterwards with your fellow peer educator (substantively and practically). Do not forget to contact Diversion by phone to discuss the lesson.

6.3 Peer lesson 2 – Disinformation, fake news and personal responsibility Duration: 50 – 60 minutes. Subject: Disinformation, fake news and our personal responsibility in countering the distribution of fake news. Lesson objectives After this lesson, the students will be able to: ● ● ●

Recognise disinformation and the different mechanisms behind disinformation Explain the dangers of disinformation Understand their own role and responsibility in countering the distribution of disinformation

Necessities: Wi-Fi, interactive whiteboard (IWB), charged smartphone, lesson card. Teacher’s Role: Ensuring materials are present in class and help maintain order in the classroom.

1 Recap and introduction – 5 min Objective: Reactivating, recalling prior knowledge Reflect on the previous lesson and what the students learned in it. You can do this by asking: "Do you remember what we talked about last time?" Then tell them what you are going to do in this lesson and discuss the most important concepts again: disinformation and fake news. These concepts have already been discussed with the class during the previous lesson. Involve the students' prior knowledge and make it interactive. For example, you can ask the following questions: -

Who remembers what disinformation is? And what is fake news again? And what was the difference between those two again? Explain that disinformation is not a new phenomenon, but that the onset of the digital age has made it much more widespread. In a pre-university education class (VWO), you can emphasise the historical aspect by saying that propaganda is also a form of disinformation.

2. The Under Pressure game - 30 min Objective: Teach students to recognise disinformation and the different mechanisms behind disinformation. Students also learn about the dangers of disinformation In order to make students resilient to disinformation, you will play the other chapters of the game in this part of the lesson. In the next lesson, you will discuss what they have learned during the game and you will share your own personal experience. This will help remind the students of their own responsibility in countering the distribution of disinformation. Detailed information about the game and discussion statements after each game chapter can be found in the game manual. This includes the background of the game as well as solutions to any technical problems.

Assignment 2.1 – Starting the game – 5 min -

Go to the unique URL of the game on the IWB.

Start the game on the IWB and allow time for the students to get connected, in the same teams as last week. The teams will reappear on the board. o

To get connected, students need to click the URL on the home screen on the IWB. They will select the same team name they created last week and rejoin the game.

As the students connect, ask the teams why they have chosen their name. Had they thought about the fact that a catchy name is already a very decisive part of the credibility of news distributors? The first chapter of the game showed how easy it is to fabricate authority and a good reputation.

Emphasise that the students are going to be taking it a step further today and that they may feel a little uncomfortable with the questions they get in the game. This can happen, but it is not a bad thing. It is one of the ‘side effects’ of the vaccine, it means that the game works!

If there is time left, you can ask them about what they think is the best approach to get as many followers as possible. Is this done by means of thorough journalism? Pictures of cats? Clickbait? Fake news?

Assignment 2.2 Continuing the game - 25 min -

You can start the game as soon as all students are connected and all teams have appeared on the IWB.

The students now play the remaining chapters. Each chapter takes about 5 minutes and the students play each chapter at their own pace. While the students are playing the game, there is nothing else you need to do as a peer educator. If necessary, you can help students who have trouble with the game. The intermediate score remains visible on the IWB during the game. This can be used as a reference to encourage students and stimulate competition.

The game starts at chapter 2 in this lesson. Click on the finish button when everyone has finished the chapter. The students are then unable to continue playing, and the most important points appear in a mini-report on the IWB. This will be briefly discussed with the class.

After you have discussed all the most important points with the class, you start the next chapter by clicking on the start button.

When all chapters have been played and the most interesting things have been discussed, you exit the game. Due to time constraints, it will not be possible to discuss all report cards. This is not a problem as long as you have been able to have an interesting discussion.

The high score will appear on the board together with a permanent URL. This is where the scores will remain with a link to the PDF information package together with a link to the original BadNewsGame so that students can play the game again themselves or at home with their parents.

3. Personal experience story about disinformation & personal responsibility - 8 min Objective: making students aware of their own responsibility in countering the distribution of disinformation The game explains the problem of disinformation well, and students are now a lot more resilient to disinformation. An important development is that media users do not just simply read the news as they used to and perhaps only discuss it with a few friends. On the contrary, because of the share-features on social media, media users often share news items with a larger audience themselves. In this way, they become ‘news distributors’. If young people are aware of this, they can personally play a role in countering disinformation. In order to make this clear, it is important to appeal to students' empathy. You do this by having one of you share a personal story about yourself or a family member who fell for disinformation or unintentionally spread disinformation. This gives students a better understanding of their own role in countering the distribution of disinformation.

Assignment 3.1 – Personal experience story about disinformation -

Once the game is finished, discuss it with them. Ask what they thought of being the ‘bad guy’. The game constantly challenges you to cross your own ethical boundaries. What did they think of that, and did they have a problem with it? Do they recognise certain techniques they saw in the game from personal experience? Share a personal experience about believing disinformation and distributing it.

! Note: the story you share has to be a real-life example. If you have not experienced anything yourself, there may be someone in your environment who has experienced something. -

While sharing your story, you can discuss the following elements: o o o o o o o

Talk about 'falling for' disinformation or believing fake news. How was this spread? Why did this happen? How did this change your media use? Are you now aware that you are also a distributor of messages? Tell them that with the emergence of social media we are "making and distributing news ourselves" much more than we used to. Tell them it is even more important to check whether the news is real. This can be done, for example, by checking who sent the message and whether this sender is real. Then ask if anyone has had a similar experience.

After this, you and the students will think of ways to recognise disinformation in the final part. Make sure to have plenty of time for this.

4 Wrap-up - 7 min Objective: Summarising the lesson, providing tools for recognising fake news and previewing the next lesson The wrap-up is perhaps the most important part of the lesson because it links the different goals of the lesson. Through the game and the discussion, the students have already learned a lot about disinformation and fake news. This assignment is meant for all this information to be really absorbed.

Assignment 4.1 Recognising fake news? â&#x20AC;&#x201C; 5 min -

The assignment can be challenging for certain classes, so be prepared for this. For example, choose to discuss it with the entire class rather than individually. Ask students to write down possible ways to recognise fake news on the lesson card. Briefly give them time for this and then discuss their ideas. You can add the ideas below, which are also on the slide. Ask students to write down the options they had not thought of themselves as clearly as possible on their lesson card.

How to recognise fake news: 1. Read the entire message, not just the title. 2. Check who the source of the message is and if this sender is real, for example by examining the contact details. 3. Check who the writer is and if they are credible or real. 4. Where did the article come from? Can you find the same message from multiple reliable sources? Does the message have a reliable title? 5. Check the date of the original message. 6. Find out why this person wrote the article and for whom. Is it satire or is it meant to be funny? Does the writer have a stake in writing this article, e.g. political or financial interests? An advertising leaflet, for example, is clearly intended to persuade people to buy items. 7. Does the article indicate the source of the news? Check the source(s). Sometimes, for example, there is talk about an investigation that does not exist. 8. Are they telling the whole story? Fake news can indeed contain truths; this is convincing. That is why you should check whether the whole story has been told and not just a part of it. 9. Check photos or videos for editing and their original source. This can be done by uploading the images on Google. It will show you the online origin of the image. You can also critically look at photos or videos.

Assignment 4.2 Preparing the next lesson â&#x20AC;&#x201C; 2 min -

Assignment 4.1 is essentially intended to summarise the lesson. If you think something is still missing, you can mention it.

Inform them that the next lesson will be the last one.

6.4 Peer lesson 3 - Media and you! Duration: 50 – 60 minutes Subject: The practices of mainstream media, democratic values and a constructive attitude Lesson objectives After this lesson, the students will be able to: ● ● ●

Explain how journalists make their choices and what the function of mainstream media is Explain the importance of democratic values, such as freedom of speech and freedom of the press Actively engage with the media and express their views on media coverage in a constructive way

Necessities: Interactive whiteboard (IWB), lesson card Teacher’s Role: Ensuring materials are present in class and help maintain order in the classroom.

1 Recap and introduction – 5 min Reflect on the previous lesson and what the students learned in it. Explain what you are going to do in this lesson and discuss the concept of editorials. This concept has already been discussed with the class during the teacher's lesson. Make it interactive by involving the students' prior knowledge.

Assignment 1.1 Discussing concepts – 5 min Ask students if they remember what an editorial is. Then show the definition on the slide and ask a student to read it out loud. -

Ask another student to explain this in their own words.

Note that the previous lesson dealt with disinformation and fake news, but that does not mean that reporting is inherently unreliable. Media also have an enormously important function in a democratic society. The media give you information, ensure that the rulers of a country are scrutinised and create room for discussion on important issues in society. It is therefore important to understand how media work. This will also be covered in the next section.

CONCEPTS Editorial: an editorial is often the work of an editorial board, made up of journalists from a newspaper, website, TV or radio programme. Together they determine how and what is published: in other words, what is written or said in a news report. In the Netherlands, the largest editorial board is that of the NOS Journaal, where the NOS radio and TV broadcasts are made. Freedom of the press: when there is freedom of the press in a country, the media can publish what they want without fear of threats or violence from those in power, for example. The Dutch Constitution states, for example, that the government may not interfere in what journalists say or write.

2 Editorial game – 15 min Objective: Students will understand how mainstream media work and consequently have a better understanding of how journalists make certain journalistic choices

To understand how news items are created and the difficult choices journalists face, it is important to appeal to students' empathy. During this assignment, the students imitate the editorial board of a newsroom for one day and experience which choices journalists face each day when delivering a story. These choices are usually made under time constraints, competition, exclusivity and speed. By creating this awareness among the students, you stimulate their empathy and reduce chances of a negative attitude towards the media, and they consider freedom of the press to be of greater importance.

Assignment 2.1 â&#x20AC;&#x201C; Editorial game â&#x20AC;&#x201C; 15 min Set up -

Explain that you are all going to reenact an editorial board. The game will start with the announcement that a serious event has taken place and that we, (name of the school) News, will be reporting on it. In doing so, the team will be presented with a choice three times, and they will have to deliver the news in the best and most professional way possible. Divide the group into two. The editorial board of the newspaper, (name of the school) News, consists of people with different roles. Divide the roles: one group is an editor, the other a reporter. These two roles do not need to be fleshed out, they are basically just nice team names. Make it clear that this is under time constraints. An editorial team often competes with other editorial teams to be the first to deliver news. At each moment of choice, the 'editor' group and the 'reporter' group are given one minute to make a choice in the way they deliver the news. This choice will appear on the slide. Read it out loud or give a student a turn to do so. Each peer accompanies a group during their internal discussion. Subsequently, a peer also supervises the classroom discussion between the 'editor-in-chief' group and the 'journalist' group, who must come to a final decision together within a minute and a half. Start the countdown clock on the IWB. After each choice, click on the button for the choice made, this will take you to the correct new slide.

Execution -

Start the game and read out loud: It is 10 o'clock in the morning and the editorial board receives a message that a 15-year-old boy committed suicide. The boy from The Hague had been missing for a week. This news is very distressing and has to be released in a sensitive way. On the one hand, it is a sensitive matter for the boy's next of kin, think of his family, friends and the school. On the other hand, you do not want to give other people the idea that suicide is a good way to end life. In general, this is why reports of suicide are generally withholding. Furthermore, nothing is known about why the boy committed suicide. However, (name of the school) News wants to report the news. Now show the first option and ask which headline they would publish.

Moment of choice 1 - Ethical boundary? -

Option 1: Missing boy, 15 years old, found dead, cause unknown. Option 2: Missing boy, 15 years old, commits suicide, the reason is as yet unclear.

Moment of choice 2 - Public journalism/Social media Option 1.1 is selected: - Option 1: Despite the fact that the editorial board withheld from mentioning suicide, other newspapers, the competitors, did not do so. As a result, it seems that you did not do a good job as an editorial board. Furthermore, it has become clear in the meantime that the boy had been seriously bullied for a long time. Multiple videos are circulating on social media that show how the boy is bullied and even abused. The family has expressed they do not want the videos to be shared. The videos do give a lot of insight into the boy's situation and the cause: bullying. Because of this, you decide to share the videos anyway. -

Option 2: Despite the fact that the editorial board withheld from mentioning suicide, other newspapers, the competitors, did not do so. As a result, it seems that you did not do a good job as an editorial board.

Furthermore, it has become clear in the meantime that the boy had been seriously bullied for a long time. Multiple videos are circulating on social media that show how the boy is bullied and even abused. The family has expressed they do not want the videos to be shared. The editorial board understands this because the images are extremely intense. The perpetrators are also clearly pictured and there is a chance that they will become victims of retaliation as a result. That is why you decide not to broadcast the videos and call on people to stop sharing them via social media. The fact that the boy was bullied, however, is discussed thoroughly. Option 1.2 is selected: -

Option 1: In the meantime, it has become clear that the boy was seriously bullied for a long time. However, you do not want to pay too much media attention to the fact that the boy committed suicide to prevent people from getting inspired by the boy's story. The decision is made to focus on the causes that led to his choice. Multiple videos are circulating on social media that show how the boy is bullied and even abused. The family has expressed they do not want the videos to be shared. The videos do give a lot of insight into the boy's situation and the cause: bullying. Because of this, you decide to share the videos anyway.

Option 2: In the meantime, it has become clear that the boy was seriously bullied for a long time. However, you do not want to pay too much media attention to the fact that the boy committed suicide to prevent people from getting inspired by the boy's story. The decision is made to focus on the causes that led to his choice. Multiple videos are circulating on social media that show how the boy is bullied and even abused. The family has expressed they do not want the videos to be shared. The editorial board understands this because the images are extremely intense. The perpetrators are also clearly pictured and there is a chance that they will become victims of retaliation as a result. That is why you decide not to broadcast the videos and call on people to stop sharing them via social media. The fact that the boy was bullied, however, is discussed thoroughly.

Moment of choice 3: Sensation or explanation? Option 2.1 is selected: - Option 1: The bullying videos shared by the media have put the bullies at risk. They have been threatened several times. The story has changed from a tragic story about suicide and bullying to one that is sensationalised. You decide to go to the boy's school to allow the students to speak. It soon turns out that the whole situation has left a big impression on the students, and not just the boy's story. In fact, one of the bullies was not only threatened but also beaten up. You doubt whether you want to report this because it will become sensationalised. However, you decide to do so anyway because this is also news. -

Option 2: The bullying videos shared by the media have put the bullies at risk. They have been threatened several times. The story has changed from a tragic story about suicide and bullying to one that is sensationalised. You want a less sensational angle. That is why you decide to shift the attention from the perpetrators to the victim. In doing so, you pay specific attention to the causes of the boy's suicide. It turns out that the parents are not aware that their son was bullied to such an extent. The editorial board has the opportunity to have an exclusive interview with the family, in which you can ask questions about bullying among children and how parents can deal with this.

Option 2.2 is selected: - Option 1: Despite the fact that the editorial board did not share the videos, the influence of social media appears to be significant. Because the videos went viral on the internet, one of the bullies seems to have been beaten up. The editorial board decides to go to the boy's school to allow the students to speak. It soon turns out that the whole situation has left a big impression on the students. In fact, one of the bullies was not only threatened but also beaten up. You doubt whether you want to report this because it will become sensationalised. However, you decide to do so anyway because this is also news.

Option 2: Despite the fact that the editorial board did not share the videos, the influence of social media appears to be significant. Because the videos went viral on the internet, the bullies have been threatened and one of them was even beaten up. The story has changed from a tragic story about suicide and bullying to one that is sensationalised. You want a less sensational angle. That is why you decide to shift the attention from the perpetrators to the victim. In doing so, you pay specific attention to the causes of the boy's suicide. It turns out that the parents are not aware that their son was bullied to such an extent. The editorial board has the opportunity to have an exclusive interview with the family, in which you can ask questions about bullying among children and how parents can deal with this.

The editorial board has finished making the choices and have released their own story. You now explain that the story really happened and use the IWB to show the screenshot of the report that EenVandaag published about 15-year-old Marwan committing suicide. You explain that EenVandaag decided to mention the suicide but to also focus on bullying and what parents can do. The editorial board also allowed a friend of the family to speak out. The videos were mentioned, as were the threats made to the bullies, but the focus was mainly on the causes of bullying, the impact and possible solutions. You can let the students know that they can look it up themselves.

Briefly go into how they felt about being in the shoes of an editorial board. You can use the following elements: o What did you think was the hardest choice to make? o Can you imagine that you can sometimes make the wrong choice as a journalist? This discussion can seamlessly transition into the next lesson exercise.

3. Freedom of speech and of the press, unrestricted or not? - 15 min Objective: Students acknowledge the importance of democratic values such as freedom of the press and freedom of speech During the editorial game, the students learned that journalists sometimes face difficult choices. Sometimes people disagree with those choices. The boundaries of freedom of speech have been legally established, but this legislation offers room for interpretation. What can you say and what can you not say? This question will recur when we talk about the media. The next assignment is intended to make students understand that freedom of speech and freedom of the press are essential to our society. Furthermore, the assignment is intended to stimulate critical thinking and an open attitude. This is why we inform students that while someone may disagree with media coverage, which is allowed of course, it is still extremely important that everyone in our society, and especially the media, can express themselves freely within the boundaries of the law. You can adapt this assignment to the level of the class you are teaching. You can start off the exercise more calmly and differently if you are teaching a pre-vocational secondary education (VMBO)/secondary vocational education (MBO) class or a quieter class. It is important for students at this educational level to work through the topic before they can form an opinion. Assignment 3.1 â&#x20AC;&#x201C; Educational talk about fundamental rights â&#x20AC;&#x201C; 15 min -

Introduce the assignment: explain to the class that you have all just experienced the difficulties journalists sometimes have in making choices that people disagree with. Now you are going to talk about important rights in a democracy. o Now take the step to make it a bit more personal: Suppose you see something you disagree with on a news site or an Instagram page of a news site? What does that do to you? And how do you react? You can also give an example based on prior knowledge of the class: for example, if you teach in Rotterdam, ask how young people react when someone online says something nasty about Feyenoord or the city of Rotterdam. If you have a good relationship with the class, you could possibly use a slightly more daring example. Students may react strongly or even angrily to this. If so, revert to the tips set out in 7.3.7.

Do they have trouble with this? Or are you teaching a pre-vocational secondary education (VMBO)/secondary vocational education (MBO) class? Then start by asking: "When was the last time you saw something on TV or on the internet that you did not agree with or that made you angry?" Ask for examples. Then ask if they thought that what was said was allowed to be said. Tell them how you react when you disagree with something in the media or get angry about something. Make sure you give as concrete an example as possible. Briefly describe the constructive way in which you dealt with your emotions or anger at the time and how you acted. Then explain that in the Netherlands, and many other democracies, we have freedom of speech. This means that you are allowed to say a lot in the Netherlands. Now show the definition of freedom of speech on the slide and let a student read out the definition. Ask the student to explain this in their own words. If the student has difficulty doing so, give another student a turn. As a peer educator, you can correct or supplement where necessary. Clarify that it does not mean you can just say anything. Now show the legal restrictions on the slide and let another student read it out. Let another student formulate it in their own words, and correct or supplement where necessary. Now show the example of 'lese-majesty' on the slide, in which the Dutch king is insulted. Ask the class to raise their hand if they think the same. Explain that this is not allowed because you are not allowed to offend the king. You could also explain that this restriction will be abolished. Then ask the students themselves, individually, to write an example on the lesson card of something that is not allowed within the legal limits. Now ask a few students to read out their example. If a student says something that is not quite correct, first ask other students to correct it by asking: â&#x20AC;&#x153;Is it correct that this is not allowed?â&#x20AC;? If necessary, you can correct it yourself with your fellow peer educator. If the students have difficulty figuring this out, you can show the example of slander or defamation on the slide and explain it is not allowed to tell lies about someone in order to smear them. Tell the students that we are now going to talk about freedom of speech for journalists, the so-called freedom of the press. Show the definition again on the IWB and have a student read it out. Ask a student to summarise this in their own words. If they have difficulties with this, tell them this means that journalists are allowed to publish almost anything. Explain why freedom of the press is important: freedom of the press allows journalists to scrutinise the people in power, such as ministers and the prime minister, and to address problems in society. Now show the example of the journalists who revealed that the U.S. Government was wiretapping its own citizens. This example shows the purpose of press freedom. Now ask students to write down, in their own words, why they think freedom of the press is important. Give them a minute to do this and give a few students a turn to speak. Now show the headline of the article about the attack on the Telegraaf. Briefly ask what they think of this. Ask what this has to do with freedom of the press. Explain that criminals were angry about what the Telegraaf wrote and therefore attacked the Telegraaf. Explain that this restricts the freedom of the press because journalists may no longer dare to write about everything. Explain that the freedom of the press is not guaranteed. An increasing number of journalists in the Netherlands are under threat as well, so they may not dare to publish on some subjects. That is the beginning of the end of freedom of the press. Now tell the students that freedom of the press does not mean we should not be critical of the press and media, that is actually a good thing. But it is important to always keep in mind that the press is allowed to write almost anything, for the reasons we have previously mentioned. Now, while smoothly transitioning into the next part of the lesson, discuss this with the students by referring back to the first question at the beginning of the exercise, but now talk more about how you can react positively in concrete terms: o Suppose you see something you disagree with on a news site or an Instagram page of a news site? What does that do to you? And how do you react? You can also give an example based on prior knowledge of the class: for example, if you teach in Rotterdam, ask how young people react when someone online says something nasty about Feyenoord or the city of Rotterdam. If you have a good relationship with the class, you could possibly use a slightly more daring example. Students may react strongly or even angrily to this. If so, revert to the tips set out in 7.3.7.

Tell them that we are now going to discuss ways in which they can react if they disagree with something in the media. Then move on to the next part of the lesson.

CONCEPTS Freedom of speech is regulated in article 7 of the Dutch Constitution, which states that you have the right to say and write whatever you want, without having to ask permission from the government. This is important because it allows citizens to criticise those in power and government agencies. It also gives citizens room to express opinions that many others and the government disagree with. Even if expressions are hurtful or shocking, they are allowed to be expressed. The law does set some limits: • offending groups of people based on their race, religion, philosophy of life, sexual orientation or disability • inciting hatred, discrimination or violence • incite to commit crimes • defamation and slander: smearing someone. This can be done by saying something you know is not true to insult persons, public servants or the king. The judge decides whether these limits have been exceeded. Freedom of the press: When a country has freedom of the press, the media can publish whatever they want, without fear of threats or violence from those in power, for example. This is regulated in the Netherlands in article 7.1 of the Constitution and is part of the Freedom of Speech. Sometimes people go to court because they feel that a journalist has damaged their reputation, or has made private information public. In the Netherlands, however, the media are rarely convicted of violation of the freedom of the press. These freedoms are not only regulated in the Constitution, but also in various European and international treaties that the Netherlands has signed.

Freedom of the press - essential background information for peer educators Freedom of the press is essential for a democracy because it enables journalists to scrutinise those in power and to properly inform citizens. Journalists themselves have drawn up rules for good and ethically responsible journalism, such as the Guidelines of the Netherlands Press Council, or the Journalism Code of the Netherlands Society of Chief Editors. Despite these codes, people can feel hurt by certain reporting and react innocently and less innocently. These reactions can be innocent, such as complaining on Twitter, but also extreme, such as the increasing threats to journalists or attacks on news editorial staff, such as the attacks on Charlie Hebdo in Paris. In recent years, the freedom of the press has come under increasing pressure at national and international level. In Russia and other undemocratic countries, journalists are sometimes arrested and prosecuted. But also closer to home, in Eastern European countries such as Hungary and Poland, journalists are severely hampered in their work. In the Netherlands, freedom of the press is also under increasing pressure. As a result of increasing threats from the public, journalists indicate that they are applying more and more self-censorship for fear of provoking violent reactions.

4. Will you join? – 5-10 min Objective: Students learn to relate actively to the media and to express their views on media coverage in a constructive way In the previous lesson exercise, we ended with the critical attitude of students. The goal of the curriculum is to change the students into critical and conscious media users. That is why this assignment focuses on activating students to make them aware of their voice in (the) social debate. They are asked what kind of tips they would give to better engage in the debate about what is happening in society and what the media are reporting about.

This assignment can be difficult for some classes or students. So, make sure you are always on the alert and choose, for example, to discuss the assignment as a group. Assignment 4.1 â&#x20AC;&#x201C; A positive attitude - 5-10 min -

Start the conversation by linking back to the previous part of the lesson. Explain to them that there are many opportunities to express your opinion about media and society if you disagree with something. You may want to remind them that we are no longer just media users these days, but that social media makes it easier to create media. Give an example that shows you express your thoughts about what is happening in society, or that you have expressed yourself critically but constructively about media coverage. In doing so, you can refer to the story in the previous lesson exercise and once more talk about a personal experience with certain media coverage with which you disagreed and how you dealt with it. Direct students to the lesson card and ask them to think briefly about tips they want to give themselves and others to make their voices heard about what is happening in society and the way the media report on what is happening in society. The concrete question is: "How can you make yourself heard in a positive way if you disagree with something or something makes you angry?" Select a few students to briefly explain their answers. Point students to the tips we have printed on the lesson card, such as starting your own blog or vlog, going to the Journalism Council, or writing an opinion piece to the newspaper, or becoming a journalist yourself.

5. Wrap-up - 5 min Objective: You look back at the series of lessons and evaluate the lessons with the students The wrap-up is perhaps the most important part of the lesson. It allows you to go back over the goals and see if they have been achieved. Make sure you have enough time to get into this! Because this is the last lesson of the series, you can evaluate how the students experienced the lessons. What did they like, for example, and what did they like less? Do they feel like they will now consume media more consciously? Tell the students that they will soon complete an evaluation. Finish the lesson appropriately. Thank the students!

7 Important information This chapter contains important information to help you make the most of the lessons. The chapter starts with a list of terms/concepts. Some terms are described in more detail in this chapter than in the lesson overview of chapter 6. You will also find important tips and tricks for teaching, including an overview of all the rules for peer educators and, lastly, the contact details of Diversion and Connexie.

7.1 Terminology ●

Media: Media (plural) are all means by which information can be distributed. Media, as a term, is often used to refer to news media: newspapers or TV, radio and magazines. 'The media' does not exist. In fact, 'the media' consists of many different types of editorial boards, people, forms of expression and perspectives.

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Editorial: an editorial is often the work of an editorial board, made up of journalists from a newspaper, website, TV or radio programme. Together they determine how and what is published; in other words, what is written or said in a news report. In the Netherlands, the largest editorial board is that of the NOS Journaal, where the NOS radio and TV broadcasts are made. Journalist: A journalist is someone who compiles news and reports through newspapers, magazines, websites or on television and radio. Social media: a collective term for online platforms where its users decide for themselves what is written or posted, without or with minimal intervention of a professional editorial team. These platforms were originally intended to facilitate contact, but nowadays they are also extensively used to spread news. Disinformation is incorrect or inaccurate information distributed with malicious intent, such as damaging a group of people, an organisation or a country. Disinformation is also used to make money. Disinformation is a form of fake news Fake news is any report or news that is incorrect. This does not always have to be deliberate with bad intentions, such as satirical publications by De Speld or The Onion. Some fake news is spread with malicious intent. This is called disinformation. A filter bubble is a bubble of similar messages that are personally selected for you based on information your device or computer has stored, such as locations, likes, browsing and search history and previous click-behaviour. As a result, you are not shown any information that contradicts your own point of view. This keeps you isolated in your own political bubble. Freedom of speech is regulated in article 7 of the Dutch Constitution, which states that you have the right to say and write whatever you want, without having to ask permission from the government. This is important because it allows citizens to criticise those in power and government agencies. It also gives citizens room to express opinions that many others and the government disagree with. Even if expressions are hurtful or shocking, they are allowed to be expressed.

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The law does set some limits: o

offending groups of people based on their race, religion, philosophy of life, sexual orientation or disability

inciting hatred, discrimination or violence

incite to commit crimes

defamation and slander: smearing someone. This can be done by saying something you know is not true to insult persons, public servants or the king.

The judge decides whether these limits have been exceeded. ●

Freedom of the press: When a country has freedom of the press, the media can publish whatever they want, without fear of threats or violence from those in power, for example. This is regulated in the

Netherlands in article 7.1 of the Constitution and is part of the Freedom of Speech. Sometimes people go to court because they feel that a journalist has damaged their reputation, or has made private information public. In the Netherlands, however, the media are rarely convicted of violation of the freedom of the press.

7.2 Didactic tips Teaching can be tricky sometimes, so here are a few useful tools to help you take your lessons to the next level . ●

Manage and adapt your expectations; a class changes by the hour and by the day. Sometimes the students are very enthusiastic, other times they are reluctant and have little interest in the lesson. Teaching hardly ever follows a certain step-by-step plan. So, it is possible that there are times when you are unable to get everything you want out of a class. However, this does not mean that they have learned nothing.

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Explain that there is no right or wrong answer, that a discussion or debate is a wonderful thing. Their opinions and experiences are the focal point.

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To help students on their way, you can give your own examples. If you notice that students remain stuck in a certain way for too long, you can give a few examples yourself in order to broaden the scope of associations a bit.

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Do not always settle for an answer, but dare to ask them more questions and to prod further. Why does someone think like that and what does the rest of the class think about certain views, for example?

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Try to have as many students speak as possible.

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As soon as there is ridicule or bullying, speak to the students in question about their behaviour. If necessary, ask the teacher for help.

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Repeat the question or the answer of the student so that everyone can hear it. This also helps structure the discussion.

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Make sure you do not present yourself as an 'oracle'. You do not have to have the answer to everything. Moderate the discussion, present other students' opinions and comments to the class, or ask counterquestions without explicitly stating what your opinion is.

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Be sincere/honest when you do not know the answer to a question. Compliment the question, say you do not know the answer either and ask the class. If they do not know, tell them you are going to find it out for them.

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Let students explain things to each other.

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Make exercises concise and interactive. For example, you can set a time limit when you put students to work by saying, "You have X minutes."

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Make sure the quieter students get a turn as well. It is often easier to keep the more active students talking, but even the more low-key students often have very sensible things to add to the discussion, they just need a little more time. You can involve students in the lesson by pointing them out and having them share what they think or what comes to mind. You can also choose to ask for an explicit reaction from the students who have not yet spoken.

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Keep the class focused by asking specific questions. Do not be too hesitant, but address someone directly, for example.

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Do not focus too much attention on that one difficult student. If you do not succeed in playfully calling them to attention, feel free to ask the teacher for help.

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If a student is not interested or talks about another subject, make sure to give them a turn in a playful way by expressing your interest in their story.

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Do not force anything. If a topic does not appeal, do not put too much strain on getting an answer. Ask the entire class a new question or ask about things they have experienced or are curious about.

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If attention is waning and students start talking and/or pay less attention, point this out. Take a short break and start again.

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Visualise the theory when you notice that students need it. Draw something on the board, for example.

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When more of a challenge is needed, try digging deeper into the subject matter. Do not be afraid to take a sidetrack.

7.3 Difficult teaching situations As each class is different, you may experience a bit of a challenge while teaching. There are several tips listed below you can apply in certain situations.

7.3.1 What if you do not get along with your fellow peer educator? ●

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When you are facing an unruly class together, it is essential that you are pretty well attuned to each other. Some people get along right away, others need some time to get used to each other. It helps to talk to each other. Find out what your strengths and weaknesses are and utilise them. In practice, there is often a kind of division of roles: one is particularly strong in terms of content and can explain complex situations, while the other is good at motivating and engaging students during discussions. Remember that you are a role model for the students! It is important that you clearly demonstrate to the students that you respect each other and that you are able to talk about difficult topics together in a good way. So, it is important that you never undermine each other in class. Line up as much as possible. If you are still finding it difficult, discuss this with your fellow peer educator. Find solutions together to improve cooperation. In practice, this almost always works out in the end. If you are really unable to work it out together and repeatedly run into problems, it is wise to bring someone else in. Always contact Diversion so you can vent and we can look for a solution together.

7.3.2 How do you deal with challenging students? ●

If a student mentions something you do not agree with, that is allowed, of course. Part of the curriculum is for students to have a discussion with each other and with you. Do not shy away from a topic that you yourself find unpleasant. A tip is to throw it back to the students and have them discuss it: "What do you think about it?" Or make connections to society at large: "What if everyone would think or do that? Would that also apply to ...? But what about freedom of speech? Or freedom of the press?" In any case, let the student explain why they have this opinion and ask if there are more students who think the same way. Make sure to also ask who disagrees.

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When a student behaves rudely, you can clearly show that you do not accept this type of behaviour. The teacher is expected to intervene, but if not, you may ask for help.

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Now and then, a student tries to constantly outsmart you by asking difficult questions. Do not be intimidated. Do not be ashamed to say you do not know something. Reward the student for asking a good question and say you do not have an answer now. You can ask if one of the other students knows the answer. Say you will look up the answer and come back with the answer in the next lesson. Make sure you actually do this, do not forget!

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Try to ignore negative behaviour and reward positive behaviour.

7.3.3 What do you do if a class does not participate? ●

The manual often mentions optional statements that you can use when you are working with a quieter class. You can also mention your own experiences and ask whether they identify with it.

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Make sure you know their names so you can involve the students personally. That is why it is important to write down their names on the lesson card. Give someone a turn and ask them directly about their opinion. Sometimes, it helps to playfully give troublemakers a turn and involve them directly in the lesson, but make sure that they are not the only ones getting attention.

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If the discussion does not get going, you can say something personal or refer to, for example, an article you have read in the newspaper or a discussion you have had with friends or family. Coming up with examples is always a good thing.

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Sometimes, the material is either too difficult or too easy for the class. If students do not understand it or are bored, they will disengage more quickly. If that is the case, try to adjust the level a little. If in doubt, just ask the students if they find the assignment too difficult or too easy.

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You can put the students at ease by stopping the lesson for a moment and talking about something else or starting to talk about yourself. Another idea is to spur them on with a joke or by expressing an opinion that you think they will disagree with.

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Sometimes, you just cannot get a class to engage in discussion, no matter what you try. In such cases, it is best to accept that and continue teaching. It might work better if you delve a little deeper into the content of the assignments in such a class.

7.3.4 What if it is a very unruly class? ●

Very important: try to stay calm and not to panic. Make sure to clearly ask for silence.

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You can expect the teacher to help you. If necessary, signal them.

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As a last resort: raise your voice, or directly address the behaviour of the students who are unruly. In this case, it is good to know the names of the students and to use them.

7.3.5 What do you do if you do not get along with the teacher? ●

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Try to establish a good relationship with the teacher. They know the class best and will be able to assess certain situations better. Use that knowledge: take their advice seriously and ask questions. Accept the rules of the school and do not question them. If you feel that the teacher interferes too much during the lesson or intervenes in situations in which you do not really think is necessary, discuss this with the teacher after the lesson, not during the lesson! Make agreements on how to proceed. You will probably work it out together, but always report this to Diversion. It is often nice to vent, and it is important for Diversion to know what has been discussed. If you repeatedly encounter problems and feel that a conversation is no longer going to help, or if you feel that something is difficult to discuss, Diversion will contact the teacher in question about the matter.

7.3.6 What do you do when students use their phones during class? Inform them at the beginning of the lesson that a phone is only allowed during the lesson when it is necessary for the game. If a student does use their phone during the lesson, you can remind them of what was agreed at the beginning of the lesson. When you notice students not working on the assignment on their phones, address them. You can also ask the teacher to intervene.

7.3.7 What do you do when a student reacts harshly in lesson 3 during the discussion about freedom of the press and possibly says things that are legally inadmissible? Students may react vehemently to the discussion items about potentially offensive media coverage in assignment 3.1 in lesson 3. It is possible they say things that are legally inadmissible or that a student becomes emotional or angry. Engage in an open manner because we know from experience that this often works. You can always ask the teacher for help. You can also react in the following way: 1. 2. 3. 4.

6. 7. 8.

Do not immediately deny the student's worldview. Ask if you correctly understood what you heard. Repeat in your own words what has been said. Ask for an explanation: ask if the student can explain it. Try to find out where the emotion comes from. Perhaps they have read something? If so, where? Openly question this further. Tell them that you think differently about this and present a nuanced counter view. If necessary, involve the entire class in the discussion. Ask: "Does anyone else have a different opinion about this?" Or: "Can anyone else imagine that someone else might think completely differently about this?" You can also ask: "What would the consequences be if everyone thought the same way?" If the opinion conflicts with the (constitutional) law, ask: "How does this relate to the prohibition of discrimination?" Or "How does this relate to the prohibition of hate speech?" This is how you position it within the legal framework. State that the views are not in line with the constitution, and draw a clear line. Again, present a nuanced counter view. At the end of the discussion, make sure to check whether there are any students who feel that they have been sidelined. End the discussion on a positive note and state that different views and perspectives coexist. Thank the class for their openness and input. Discuss the incident with the teacher and Diversion. You can always enlist the help of the teacher in case of intense discussions.

7.3.8 What is a conspiracy theory and how can you talk to students about it? A conspiracy theory is a theory or a notion that a certain event, development or situation in the social, political or economic field is the result of a conspiracy. According to such theories, immoral and fearless individuals or groups secretly conspire to achieve their malicious goals. What do you do when some students in your class are firmly convinced of a worldview or conspiracy theory that is far removed from yours? For example: "Western newspapers cannot stand that a Muslim country is strong. That is why they spread lies about Erdogan." Or: "In the attacks in France, the media left out all the details that did not fit the statement that IS was behind it." Entering a discussion about conspiracy theories is difficult. Do not try to convince a student that their vision is not correct, that is like adding fuel to the fire and you become part of the 'opposition'. Instead, try to find out more about the student's worldview and why they support this theory. Do this by openly asking questions and giving the student a chance to explain their view. Continue to ask about the student's use of sources and how these sources led to their point of view. Conspiracy theories often stem from one-sided use of sources (e.g. through certain social media), so you might want to point out the importance of consulting different sources. It is also an option to pick an example from your own life in which, by using different sources, you yourself have changed your opinion about certain news in the media.

7.4 Rules â&#x2014;?

â&#x2014;?

Be on time! Make sure you always arrive at the school no later than 20 minutes before class starts so you can talk to your fellow peer educator and the teachers. It is also important to be at the classroom a little earlier so you can set things up, such as the IWB. As a peer educator, you represent Under Pressure and Diversion. Make sure you always have your fellow peer educator's phone number with you. If you are delayed, make sure your peer educator is notified.

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If your fellow peer educator is absent or late, call Diversion. We will discuss a suitable solution with you. A possible solution could be for you to teach the lesson on your own. In this case, you will be compensated financially and we will pay you 150%. Other agreements can be found in the peer protocol you received from us by e-mail. Keep Diversion updated on the progress of the lessons every week. Coordinate with your fellow peer educator who will be reporting to Diversion by phone. As a peer educator, you are not a teacher and do not have a teaching qualification (usually). This is why it is mandatory that there is always a teacher present during the lessons. If the teacher is not present, please inform the contact person at the school. If nothing can be arranged, please contact Diversion. If there are changes at the school, such as timetables or lesson times, make sure to immediately contact Diversion. It is very important that we are aware of every change so we can inform other peer educators, the school or the relevant teacher. Make sure you are well informed about the rules of the school you are teaching at. If there is an incident at the school, with the teachers, in class or with your fellow peer educator, try to solve it yourself first. However, always report this to Diversion. If there is an incident you are unable to solve yourself, Diversion will mediate. If you are ill, please call Diversion before 09:00 in the morning on 020-578 79 97. Mention that you are a peer educator for Under Pressure and at which school you were supposed to teach. It is important that you inform your fellow peer educator of this, too. You also have to report your sick leave to Connexie by phone on 013 583 60 30.

7.5 Contact with Diversion Get in touch with Diversion when: ● ● ● ● ●

you are late or sick; there are changes (e.g. timetables or lesson times); you have questions about the schedule or when you want to schedule yourself in; you have questions or comments about the content of the programme, the methods and didactics; you encounter problems during the lesson or with the teacher.

CONTACT DETAILS DIVERSION Phone number: 020 578 7997 Or send an e-mail to: peers@diversion.nl