Division game (QUA-M6-02-EN)

The main objective of this activity is to reflect on the several headlines which are given as examples of information from relevant source and from questionable source.

• Students
• Teachers

Part 1: Facilitator divides participants into groups of 4 to 5 people. Each group receives a set of cards, which have information on them – headline from newspaper and number. Then they are asked to sort them into categories. First category will be for the headlines which seems to be from unworthy source and second category for headlines which are trustworthy and from relevant source.

Time for discussion within a group is 15 minutes.

Part 2: Facilitator will ask all groups to present the headlines or selected numbers for relevant source, or questionable source. Facilitator will ask them the reasons behind the decision. All groups are asked to reflect on why they chose the given headlines/numbers. What were the signs that the information was true or false. Facilitator will help them to find common signs. 15 minutes.

Part 1: Facilitator divides participants into groups of 4 to 5 people. Each group receives a set of cards, which have information on them – headline from newspaper and number. Then they are asked to sort them into categories. First category will be for the headlines which seems to be from unworthy source and second category for headlines which are trustworthy and from relevant source.

Time for discussion within a group is 15 minutes.

Part 2: Facilitator will ask all groups to present the headlines or selected numbers for relevant source, or questionable source. Facilitator will ask them the reasons behind the decision. All groups are asked to reflect on why they chose the given headlines/numbers. What were the signs that the information was true or false. Facilitator will help them to find common signs. 15 minutes.

• Discussion
• Reflection
• Communication

Facilitator will prepare 10 cards with examples of several types of newspaper headlines from respectable source, but also from sensational or fake news websites. The facilitator selects the most appropriate examples for use among the target group (primary school, secondary school, university, teachers).

The cards are the same for each group.

Be prepared to explain and inform them about individual features distinguishing fake news from real events like:

• detect ways that media used to affect readers' emotional attitude towards marginalized groups;
• recognize parts in the text that enhance fear and anger;
• point out the language of the headlines (for example sensational, clickbait, ) and the usage of words like: reports were intercepted that… ; Pope shocked world…; You Won’t Believe…

Reflection activity exercise. 2023. Adapted from: https://symondsresearch.com/reflection-activities-exercises/

None

QUALED