Positive Uses Of Social Media

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2 Positive Uses Of Social Media Keywords: Social Media, Viral Campaigns, Social Justice Outreach Grade Level: 7-12 Curriculum Connections Language, Social Studies/Social Sciences Duration: 60 minutes each activity Overview Students will review social media platforms and their use amongst students. Students will explore social media trends, and popular social media campaigns involving celebrities, public figures, brands and the public. Students will explore personal gain verses social justice social media use. Students will explore social issues of importance to them and break out into groups to design a campaign using social media to raise awareness and/or an action related to that issue. Learning Outcomes Students will (demonstrate): Examine how celebrities, online celebrities (especially those in their age group) use and communicate via social media Understand the transience and superficiality of online celebrity and online trends Understand the conventions and stereotypes that are commonly used in social media branding and representations Understand the ways in which marketers and celebrities use hype to promote themselves, sell products and promote causes Understand how they, themselves, are influenced by social media trends and marketing Understand how to use social media to communicate a social message to others kidsmediacentre 1

3 Positive Uses Of Social Media UNIT PLAN Overview Students will review social media platforms and their use amongst students. Students will explore social media trends, and popular social media campaigns involving celebrities, public figures, brands and the public. Students will explore personal gain versus social justice social media use. Students will explore social issues of importance, to them, and break out into groups to design a campaign using social media to raise awareness and/or an action related to that issue. Curriculum Connections Language: Media Literacy (Intermediate); Media Studies (Secondary) Geography and History (Intermediate); Social Sciences and Humanities (Secondary) Learning Outcomes Focusing on what students should know, understand and be able to do, students will (demonstrate): Examine how celebrities, online celebrities (especially those in their age group) use and communicate via social media Understand the transience and superficiality of online celebrity and online trends Understand the conventions and stereotypes that are commonly used in social media branding and representations Understand the ways in which marketers and celebrities use hype to promote themselves, sell products and promote causes Understand how they, themselves, are influenced by social media trends and marketing Understanding how to use social media to communicate about a social message with others When to Deliver Lesson? This unit could be completed at the start of the year when students are still getting to know each other serving as a catalyst for further inquiry throughout the year. It could also be done near the end of the year when a number of topics have already been covered allowing students to reflect on their prior learning and activate analytic and creative skills by applying their learning towards positive citizenship activities. kidsmediacentre 2

4 Background Information for Educators See #Instafame Key Messages: Big Picture Findings and Technology messages/ Youth are consciously and deliberately branding themselves online for mass audience consumption, putting their whole lives on display. They are using tools like re- tweets, shout- outs, hashtags, likes and follows to build a personal brand and following on social platforms and apps like Instagram, Gifboom, YouTube, Vine, Twitter. Teens have grown up with a mobile phone and camera in their pocket. Documenting their lives through static selfies and selfie GIFS is now part of the basic trajectory of growing up. This generation has been raised in DIY celebrity culture. YouTube = celebrity incubator, Twitter = thought amplification. They ve had a front row seat and have learned from digital celebrities like Justin Beiber, Arianna Grande and Miley Cyrus. They ve also grown up in a 360 marketing culture. Are youth using social media for positive social change or just for communication and personal gain? See #instafame Positive Uses of Social Media use- of- social- media/ There are other young people using social media for good. Much like those who want to achieve instafame these youth have open privacy settings and have deliberately opened themselves to the public, but in stark contrast they have done so to shed light on important issues that affect young people. Key Words to Know Social Media Followers Hashtag Likes Instafame Re- tweet Selfie Shoutout Cyberbullying Default/Privacy Settings Digital Citizen Going Viral Resources Social Media Terms See #Instafame Social Media Glossary #Instafame Hashtag Dictionary dictionary/ MediaSmarts Internet/Mobile Overview media- literacy/general- information/internet- mobile #Instafame Social Media Platforms media- platforms/ kidsmediacentre 3

5 LESSON UNIT ACTIVITIES ACTIVITY 1: REVIEW OF SOCIAL MEDIA TRENDS ACTIVITY 2: SOCIAL ISSUES WE CARE ABOUT PT 1 ACTIVITY 3: SOCIAL ISSUES WE CARE ABOUT PT 2 ACTIVITY 4: SOCIAL ACTIVISM CAMPAIGN PRESENTATIONS Materials All Activities Chart Paper/Whiteboard and markers per group Computer and projector to display overheads and video content Activity 2 & 3 only Blank flash cards/ Post It notes (5 cards/sheets per student) Tape, thumb tacks or other adhesive for flash cards Sign up sheets (for each category) Student access to computers and other necessary technology Activity 4 only Student Handout #1- A, - B and - C kidsmediacentre 4

6 ACTIVITY 1: REVIEW OF SOCIAL MEDIA TRENDS Introductory Hook: Social Media Use (3 minutes) Hook: Recent Social Media statistic or fact that would be of interest to students. See: #Instafame Fast Facts facts eg. 51% of high school students use Instagram daily 70% of Snapchat users are female 100 hours of video are uploaded to YouTube every minute Ask Students: How many of them use social media daily, weekly, occasionally? Probe and discuss usage patterns How many are active on more than one platform? (keep hands raised) Are there any platforms which they very deliberately stay away from (eg. Yik Yak an anonymous social platform is controversial)? Think- Pair- Share: Social Media Use (2 minutes) Ask students to share their opinion about each quote with the person sitting next to them. Write out, or put each quote up one at a time on board, Smart board, whiteboard or chart paper. Quote #1: Lots of people un- private their accounts and then use hashtags so that strangers can see their pictures - Canadian Teen Quote #2: You can t just live your life in the moment. You have to document it to make sure other people know what you re doing - Canadian Teen Class Discussion: Social Media Use (3 minutes) Ask students to share, as a class, what their thoughts are on these teen quotes. Group Break- out: Why Social Media? (5 minutes) Break- out students into groups of 3 or 4 persons. Assign roles to each student eg. the writer, the timer, checklist. Provide students with chart paper or a large white board. Ask groups to discuss and write their answers to the following questions Handout 1: How do teens use social media? How do adults use these platforms? What sort of information or media do teens personally create and post? What are some commonly viewed and shared categories/types of posts? What are some commonly used hashtags they personally use? List some of the social media platforms they use. kidsmediacentre 5

7 Class Discussion: Why Social Media (6 minutes) Ask each group to share their lists and explain what their groups came up with to the class. Review Current Social Media Viral Trends (20 minutes) Hook 2: Present social media trends and discuss celebrity/youth involvement and how they engage the public. Ask students if they ve participated, liked or shared any of the trends discussed. Important Trend Categories: I. General Social Media Trends (See APPENDIX I: Possible Sources) II. Social Activism Social Media Trends: o Spontaneous: eg. Ice Bucket Challenge o Strategically Planned: eg. Bell Let s Talk o Mixed: Spontaneous origins, strategic spread: eg. Movember I. GENERAL SOCIAL MEDIA TRENDS (6 minutes) (See APPENDIX I: Possible Examples 2013/2014 of General Social Media Trends) II. SOCIAL ACTIVISM SOCIAL MEDIA TRENDS (12 minutes) Shift focus to social media trends (organized, spontaneous and mixed) that promote a social cause. ADAPTATION #1 for Class Before showing students the three social activism campaigns, pair students up. Give each pair one of the discussion questions to consider while you review the campaigns. See Possible Discussion Questions. After reviewing the campaigns, have pairs discuss their question (1.5 minutes) then begin the Class Reflection. kidsmediacentre 6

8 Background Information: Three Social Activism Campaigns Involving Social Media 1. Ice Bucket Challenge aka ALS Ice Bucket Challenge: a spontaneous campaign that went viral on social media from July- August 2014 involving celebrities, public figures and the general public. The challenge encourages participants to dump a bucket of ice cold water on their head or make a donation to a stipulated cause or charity (or both) then nominating others to make the same choice. Those challenged have 24 hours to donate or endure an ice bucket dunk. The Ice Bucket Challenge existed years before going viral and led to the support of numerous charities, but it was the ALS Ice Bucket Challenge which went viral in its goal to raise awareness and increase donations to amyotrophic lateral sclerosis (ALS). Background Ice Bucket Challenge (from Wikipedia) "According to The New York Times, people shared more than 1.2 million videos on Facebook between June 1 and August 13 and mentioned the phenomenon more than 2.2 million times on Twitter between July 29 and August 17. Mashable called the phenomenon "the Harlem Shake of the summer". Highlights video of funny general public participants: Celebrity highlights video: (from Wikipedia) Suggested impact: Organization ALS Association Motor Neurone Disease Association ALS Therapy Development Institute ALS Foundation Netherlands Project ALS Additional funding reported $100m 7m $3m 1m $500k Criticisms of Ice Bucket Challenge: Besides the obvious health concerns of dumping ice water on yourself, many argue that few people actually make donations in comparison to those who participate. As for those who participate, how aware are they of the cause they are supporting? (from Wikipedia) While the Ice Bucket Challenge has raised much in donations, studies show that the majority of participants do not actually donate. In the UK, one in every six people has participated, but only ten percent of the participants have donated, according to the Charities Aid Foundation. The percentage is higher in the US, but the majority still do not donate. kidsmediacentre 7

9 (from Time): In an age where hashtag activism and information- free awareness campaigns are becoming more and more common, we should be very conscious of how to make viral trends as useful as possible. bucket- challenge- als- we- need- to- do- better/ (from McLean s): It is already extremely well funded. Last year ALS killed 6,849 people in the U.S., and attracted $23 million for research (in fundraising terms that s $3,382 per death). Heart disease, by contrast, killed 596,577 but only raised $54 million (a paltry sum of $90 per death). If you want your donation to make the biggest difference, fund the diseases that need the most money. the- ice- bucket- challenge- is- bad- for- you/ 2. Bell Media Let's Talk Campaign: A corporate initiative to raise awareness of and increase donations towards mental health. In 2015, Bell stated it had donated over $67.5 million to mental health since launching Bell Lets Talk Campaign in Background on Bell Let s Talk Bell s Let's Talk Day Feb 28 th Annual Event e For every Bell customer call or text and every #BellLetstalk tweet on Feb 28, Bell donates 5 to mental health initiatives. bell- lets- talk- day- lets- talk- text- and- tweet- about- mental- health Results: In 2015 this totaled 122,150,772 million interactions (tweets, texts, calls and shares) on Bell Let s Talk Day and a new Bell donation towards mental health of $6,107, Explore Other Bell Lets Talk initiatives and celebrity endorsements. Videos from Bell Campaign (including Celebrity promotions): Bell Lets Talk Crazy: Clara's Big Ride for Bell Let's Talk - Olympian embarks on 110 day 10,000km ride cross country to raise mental health awareness: Howie Mandel - Testimonial OCD: Phoebe Dykstra #BellLetsTalk Testimonial ADHD: k Scott Willats #BellLetsTalk Testimonial Suicide: Lauren Toyota #BellLetsTalk Testimonial - Social Anxiety: kidsmediacentre 8

10 Bell Let s Talk related media from public: Youth video on Bell Lets Talk Day: Charles P. Allen High School In Bedford, NS Bell Lets Talk Day video from students and staff: Humber College What Will You Do For Mental health? youtu.be/s81sj1dhele Pull up tweets on Twitter to see other posts with #BellLetsTalk hashtag. Tweet Examples: Criticisms of Bell Let s Talk: Why today is about Bell Canada, and not mental health or the initiatives they support today- is- about- bell- canada- and- not- mental- health.html kidsmediacentre 9

11 Bell is paying $0.05 a tweet for brand exposure [#BellLetsTalk]. This amounts to extraordinarily cheap advertising Bell can write off all of its corporate donations. Bell s charity partners aren t exactly front- and- centre on their program site. They re buried at the bottom of a couple of pages, and haven t been featured on the program s Twitter account at all. Instead of declaring their very own branded day, they [Bell} could have run their campaign around the universally- recognized WHO s World Mental Health Day, on October 13. Instead of shoehorning their brand into the hashtag, they could have then used #worldmentalhealthday, like everybody else. They could have chosen not to tie funding to services they want consumers to use, like texting and long distance calls. CBC Metro Morning - 0:00-1:08. Claims that promotion more about hyping Bell than mental health, then goes on to interview someone who works with and used services supported by Bell. This blogger highlights most of Bell s funding goes to Centre for Addiction and Mental health (CAMH). They highlight many of the criticisms of CAMH s programs and claims of discrimination in the organization and towards patients. 3. Movember: No Shave November - raise awareness of men's health, most specifically prostate cancer. It began spontaneously with a group of men in Australia in News of the event spread in Australia and in 2004 the Movember Foundation was formed and began organizing globally. Now an annual and global phenomenon, Movember is a mix of spontaneous and strategically planned social activism/social media campaign. Movember Foundation Canada community/?home culture/teen- life- making- the- most- of- movember Library extends to Movember fake moustache and literacy movember- contest kidsmediacentre 10

12 Critiques of Movember: Why I won t be growing a moustache for Movember blog post: i- won t- be- growing- a- moustache- for- movember The key message that I hear from Movember is that men (ALL men) need to get themselves to the doctor for P.S.A. testing as soon as possible the U.S. Preventive Services Task Force recently recommended against PSA testing for asymptomatic men How much of their message is dedicated to encouraging lifestyles that we know help to prevent cancer? Move over Movember problems with global campaign over- movember/ UK physician Margaret McCartney: I urge Movember to pull their health check ups page, use evidence- based advice, and concentrate on some of the real unmet health needs of men what about suicide, alcohol, and car crashes, for example. Not as sexy as proactive (unnecessary and potentially harmful) health checkups but likely to be of far greater benefit if properly addressed. The campaign also leads to media misinformation. Movember Just Another Gimmick just- another- gimmick/ Blogger Ashley Ashbee: Does your moustache share information about the importance of screening, or where to get screened? she wrote last year. Does it tell you how you can prevent prostate cancer (if you even can)? Does it tell you the symptoms? Does it tell you who s affected? The Shave and The Shame: Problems With Movember shave- and- the- shame- problems- with- movember/ It seems a classic example of how the attitudes to gender in our society make it difficult to talk about masculinity in ways which aren t immediately co- opted to express contempt for others I don t want to be told that a moustache makes me a man, or that my identity depends upon shaming women into being presentable to the male gaze. kidsmediacentre 11

13 Class Reflection: SOCIAL ACTIVISM SOCIAL MEDIA TRENDS (15 minutes) Make visible the following quotes: (from Time): In an age where hashtag activism and information- free awareness campaigns are becoming more and more common, we should be very conscious of how to make viral trends as useful as possible. (from Movember Just Another Gimmick): Critics say one of the flaws of catchy public awareness campaigns, whether they re exemplified by mustaches or by pink ribbons, is that they can skew the public s perspective about risk and disease and lead to inaccurate or exaggerated beliefs that sometimes spill over into health- related behaviors. Discuss strengths, impact and criticisms of these three initiatives. ADAPTATION #2 for Class After reviewing the social activism campaigns, pair up students. Give each pair one of the Possible Discussion Questions to discuss with the partner (1.5 minutes) then begin the Class Reflection. Possible Discussion Questions: Have you participated or seen any of these campaigns? Which ones? What were the goals of each of these social activism campaigns? How did they integrate social media? In the short term, were they effective in terms of increasing donations and raising awareness of their chosen cause? Was there a long term/continual impact with each of these campaigns? Were people pressured into participating? How willing do they seem? For an individual, is there any risk in participating? For an individual, are there any negative repercussions of participating? kidsmediacentre 12

14 ACTIVITY 2: SOCIAL ISSUES WE CARE ABOUT PT 1 Brainstorm - what issues matter to you? (3 minutes) Reflecting on the campaigns from Activity 1 and their causes eg. ALS, mental health, men s health, discuss with students similar issues or more local social justice issues that affects them eg. environmental eg. water, waste management, modes of transport, access to technology, orcas in captivity, teen mental health, homeless teens. Ask students to internally reflect on, and write down, social issues that affect them personally and/or others. Students should write each area of concern on one card. They can share more than one issue but should record each on a separate card. They should not write their name. Let them know this will be shared with class. When complete, ask, students to hand in their card(s) to the teacher or place in a box. Provide students with 3 cards each. Students may ask for more if needed. Group Break- out: Categorize what issues matter to you? (5 minutes) Let students know that they will be sorting the topics into categories of their choosing, by placing like topics on the wall in a corner or area of the room. Break the students into groups of 3 or 4 and divide the cards collected between the groups. Allow students to sort and walk around placing the different topics in the room. Before returning to their seats, students should walk around the room and take note of categories created. (5 minutes) Class Discussion: Review and name the categories? (6 minutes) Reconvene as a whole class. Work with students to name the categories while discussing some of the major themes. If done later in year, this exercise could tie in to topics already covered. Fold The Line: On what matters to me? (Appr. 18 minutes - 3 minutes each category) Going through each category one at a time, ask students to place themselves in a line (shoulder to shoulder) based on their feelings/interest in a category: Very interested in this topic Neutral/No Thought Not interested Have students fold the line in on itself from the middle. Persons at the end will meet to face each other and those in the middle fold to face each other. Have students share their position on the issue with the person facing them. Repeat the process for all categories. For each category, students re- sort themselves into a new line, folding at the middle, then discussing. kidsmediacentre 13

15 Class Reflection: What Matters to Me (10 minutes) Discuss some interesting things people learned about each category. Did their feelings change or did they feel the same? Discuss how each category affects us individually. Expand this to the impact on the school, local and global community. Introduce Social Change Campaign Group Project (12 minutes) Ask students to choose a category that they feel strongly about and work with other students with the same strong interest on a change campaign to help make a positive difference regarding this issue. Their campaign should rely heavily on social media to achieve its goals. As a group, they will present their campaign to the class (15 minutes each) with the aid of a PowerPoint and any other necessary technology or media. Discuss SUCCESS CRITERIA: The Social Cause: o Clearly explain and provide supporting information about area of interest that the campaign is trying to make a change in. o Clearly explain how the campaign aims to make changes and who they will benefit. o Clearly explain ways the campaign will engage the public and how public awareness and/or support will help bring about the changes the campaign is aiming for. o Effective use of PowerPoint and other technology or media to communicate campaign message. o Addresses short and long term projected impact of campaign. Social Media Component o Effective choice of social media platforms in relation to campaign goals. o Able to explain reasons for social media platforms and alliances. o Effective integration of social media within campaign eg. gifs, videos, photos, blogs o Note: Students are not expected to register for a social media platform to complete this assignment. They can provide examples (tweets, pins, posts, etc) of how their ideas text based, visual, AV - might integrate within their platform(s) of choice Presentation o Presenters were audible. o Supporting materials eg. PowerPoint slides were easy to see, read and/or hear. Assessment: Let students know their mark will be calculated by combining the following to achieve each student's individual final grade for the exercise: Presentation peer- assessment Presentations within- group peer assessment Overall self- assessment Teacher's assessment class participation and presentation It's therefore important that each student gives their full participation within their group and encourage group member to do the same. kidsmediacentre 14

16 ACTIVITY 3: SOCIAL ISSUES WE CARE ABOUT PT 2 Provide groups class time and access to computers and other ICT support tools to work on their group campaigns. ACTIVITY 4: SOCIAL CHANGE - CAMPAIGN PRESENTATIONS Each group will have 15 minutes to present. At the end of each presentation allow 2 minutes of Discussion and Q&A. Prior to each groups presentation, peers will be given a peer assessment sheet (Handout 4- A one per group) to rate each group's presentation. Students should be given extra time at the end of all the presentations to complete and/or review all their assessments of each group s presentation. At the end of the presentations, groups will also be given two sheets (Handout 4- B and Handout 4- C). These are to be completed during class time or handed in at the start of the next class. Depending on the number of categories this may take more than one session. ASSESSMENT Class Participation Presentation: Presentation peer- assessment (Handout 4- A) Within- group peer assessment (Handout 4- B) Overall self- assessment - class participation and presentation (Handout 4- C) Teacher's assessment Provide students with feedback on their group presentation by compiling some of the feedback from peers (Handout 3- A) and teacher assessment. Extra Credit Allow students interested in implementing aspects of their campaign to do so and share the results periodically throughout the year: what feedback did they receive that they found useful, what did they implement, how did things differ from what they originally planned or predicted, how did they adjust their strategy and what lessons can they apply in the future? kidsmediacentre 15

17 APPENDIX I Possible Sources: General Social Media Trends in 2013/2014 TRENDING IN SOCIAL MEDIA (GENERAL): Celebrities Break the Internet Oscars Ellen Celebrity Selfie Pic breaks the Internet (like Kim Kardashian) garners most retweets: ellen- degeneres- breaks- twitter- with- epic- group- selfie / "Harlem Shake" by Baauer spontaneous viral (meme) video Craze: A top 10 video compilation Harlem Shake Political Victory and Faux- Pas Obama Victory Tweet one of all- time most retweeted photos. barack- obama- celebrated- twitter Obama Selfie at Mandela Memorial Service Backlash obama- poses- selfie- nelson- mandelas- memorial- service/story?id= thorning- schmidt- selfie- mandela- denmark General Social Media Trending Stats 2014 most popular tweets, and profiles in UK and global 10/harry- styles- tweet- is- most- retweeted- in- the- uk- but- ellen- keeps- her- crown- as- oscars- selfie- is- most- retweeted- ever/ Most popular tweets in Canada year- in- review- - most- popular- canadian- tweets- of html The #YearOnTwitter in Canada yearontwitter- in- canada The Year in Twitter Canada: To tweets, hashtags and profiles 2014 (Video) tech/the- year- in- twitter- for- canada- top- tweets- hashtags- and- profiles- of kidsmediacentre 16

18 Top Hashtags Instagram hashtags.com/instagram/ Blogger's categorized most popular Instagram hashtags tags/1094/top- trending- instagram- hashtags Blogger stream of most popular Tumblr posts kidsmediacentre 17

19 APPENDIX II General Resources and Background Information for Teachers kidsmediacentre, An Ethical Framework for Content Creators in the Children s Digital Space Executive Summary pp Framework- Best- Practices- kmc.pdf MediaSmarts Internet/Mobile Overview media- literacy/general- information/internet- mobile #Instafame, Key Messages, Sections: Big Picture Findings and Technology messages/ #Instafame Youth Views on Privacy & Personal Brand Building Behaviour in the Social Media Space Research Findings d2fd0/ /kmc+instafame+report.pdf #instafame, Positive Uses of Social Media use- of- social- media/ #Instafame, Asking the Hard Questions asking- the- hard- questions/ #Instafame, Exercise #2: Common Themes on Instagram dictionary/ #Instafame, Hashtag Dictionary dictionary/ #Instafame, Online Celebrity Monetization social- media/ #Instafame, Social Media Platforms media- platforms/ #Instafame, Social Media Glossary kidsmediacentre 18

20 HANDOUT 1 Group Discussion: Why Use Social Media? Discuss as a group the following questions. Display the important points, then present to the class. How do teens and adults use social media? What sort of information or media do teens personally create and post? What are some commonly viewed and shared categories/types of posts? What are some commonly used hashtags students personally use? List some of the social media platforms they use. kidsmediacentre 19

21 HANDOUT 4- A Presentation Peer Assessment Student Name: Complete one sheet for each group presentation. Campaign Title: For each line item, tick under which rating applies. The Social Cause: Clearly explain and provide supporting information about area of interest that campaign is trying to make a change in. Clearly explain how campaign aims to make changes and who they will benefit. Clearly explain ways campaign will engage the public and how public awareness and/or support will help bring about the changes campaign is aiming for. Effective use of PowerPoint and other technology or media to communicate campaign message. Addresses short and long term projected impact of campaign. Barely or Not at All Somewhat Very Well Social Media Component Effective choice of social media platforms in relation to campaign goals. Able to explain reasons for social media platforms and alliances. Effective integration of social media within campaign eg. gifs, videos, photos, blogs Presentation Presenters were audible Supporting materials eg. PowerPoint slides: were easy to see, read and/or hear General Comments on Presentation: kidsmediacentre 20

22 HANDOUT 4- B I. Within Group Presentation Peer Assessment Complete this sheet for the group you presented with. Student Name: Campaign Title: For each line item, tick under which rating applies. The Social Cause: Barely or Not at All Somewhat Very Well Clearly explain and provide supporting information about area of interest that campaign is trying to make a change in. Clearly explain how campaign aims to make changes and whom they will benefit. Clearly explain ways campaign will engage the public and how public awareness and/or support will help bring about the changes campaign is aiming for. Effective use of PowerPoint and other technology or media to communicate campaign message. Addresses short and long term projected impact of campaign. Social Media Component Effective choice of social media platforms in relation to campaign goals. Able to explain reasons for social media platforms and alliances. Effective integration of social media within campaign eg. gifs, videos, photos, blogs Presentation Presenters were audible Supporting materials eg. PowerPoint slides: were easy to see, read and/or hear General Comments on Presentation: kidsmediacentre 21

23 Student Name: II. Group Member Assessment Consider the contributions of each group member in the preparation of the campaign and presentation, and their contribution during the presentation itself. Campaign Title: For each line item, tick under which rating applies. Contribution of Each Group Member Barely or Not at All Group Member Name: General Comments on group collaboration during this activity Somewhat Very Much kidsmediacentre 22

24 HANDOUT 4- C Student Self Assessment - Class Participation and Presentation Complete this sheet to assess you participation during the entire unit, and for your group presentation. Student Name: Class Participation How much did you contribute to class discussions? Did you gain any new insights during this exercise? Barely or Not at All Somewhat Very Well My Group Presentation Campaign Title: How much did you participate in the preparation of the group campaign and presentation materials? How much did you participate during your group s presentation? Other Groups Presentations Did I give my full attention while other groups were presenting? Did I participate in the discussion and Q&A for other groups presentations? General Comments on your participation and learning during this unit: kidsmediacentre 23