Identifying Misinformation and Disinformation

Active learning works well for this topic because students need to practice critical evaluation in real contexts rather than just listen to lectures. Handling digital content requires hands-on skills like spotting inconsistencies, checking sources, and discussing intent, which are best developed through interactive tasks.

• Secondary 1
• English Language
• 4 activities
• 30 min–45 min

Learning Objectives

1. Classify digital content as either misinformation or disinformation based on provided examples and criteria.
2. Analyze the potential societal impacts of spreading specific instances of misinformation and disinformation.
3. Design a personal verification checklist for evaluating online information before sharing.
4. Compare and contrast the intent behind misinformation versus disinformation using real-world scenarios.

Gallery Walk

⏱ 45 min·Small Groups

Gallery Walk: Spot the Fake

Display 8-10 printed screenshots of social media posts around the room, labeled A-J. In small groups, students rotate to analyze each for misinformation or disinformation clues, noting evidence on worksheets. Conclude with a whole-class vote and reveal facts.

Prepare & details

Differentiate between misinformation and disinformation with real-world examples.

Facilitation Tip: For the Digital Hunt, walk through one verification step with students before they search independently, so they understand the workflow before tackling live posts.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Problem-Based Learning

⏱ 30 min·Pairs

Pairs Debate: Intent or Error?

Pair students and assign real news examples; one argues misinformation, the other disinformation. Pairs present cases, then switch sides. Teacher facilitates with prompts on intent indicators like motive or editing traces.

Prepare & details

Analyze the potential impact of spreading misinformation on society.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 35 min·Small Groups

Strategy Workshop: Build Your Checklist

In small groups, students review verification steps from class notes, then design a laminated checklist poster with 5-7 items like 'Check date' or 'Find primary source.' Groups share and refine via peer vote.

Prepare & details

Design strategies to verify information before sharing it online.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 40 min·Individual

Digital Hunt: Verify Live

Individuals search a curated list of trending claims on school devices, applying strategies to classify and report findings on a shared Padlet. Discuss top challenges as a class.

Prepare & details

Differentiate between misinformation and disinformation with real-world examples.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Teaching This Topic

Experienced teachers approach this topic by making the abstract idea of intent concrete through repeated exposure to examples. They avoid framing the task as just 'don't believe everything,' and instead guide students to ask targeted questions: who made this, why, and what evidence supports it. Research shows that guided practice with immediate feedback helps students internalize these habits faster than lectures alone.

What to Expect

Successful learning looks like students confidently distinguishing between misinformation and disinformation by applying clear criteria. They should explain their reasoning using evidence from activities, not just gut feelings. By the end, they should feel ready to verify claims before sharing them online.

Watch Out for These Misconceptions

Common Misconception

During the Gallery Walk, watch for students who assume all false posts are equally harmful without considering intent.

What to Teach Instead

Use the Gallery Walk materials to explicitly ask groups to note whether each example seems like a mistake or a lie, then discuss how that difference changes the harm done.

Common Misconception

During the Pairs Debate, watch for students who say 'it's fake because it sounds weird' without analyzing the source or evidence.

What to Teach Instead

Have pairs refer to their Strategy Checklists during the debate to ground their claims in specific markers, like missing citations or anonymous authors.

Common Misconception

During the Strategy Workshop, watch for students who treat the checklist as a one-time tool rather than a habit.

What to Teach Instead

Require students to apply the checklist twice to the same post, once at the start and once after learning new strategies, to show how thoroughness improves over time.

Assessment Ideas

Quick Check

After the Gallery Walk, present students with three short online posts. Ask them to label each as misinformation, disinformation, or potentially accurate, and provide one sentence explaining their reasoning for each.

Discussion Prompt

During the Pairs Debate, pose the question: 'Imagine a viral social media post claims a new video game causes aggression in teenagers. How would you verify this claim before sharing it with your friends, and what are two potential negative consequences if it turns out to be false?'

Exit Ticket

After the Strategy Workshop, ask students to write down one strategy they will use to check information online before believing or sharing it. They should also write one reason why it is important to differentiate between misinformation and disinformation.

Extensions & Scaffolding

• Challenge students to create a meme that appears true but is actually misinformation, then swap with a partner to verify each other's work.
• Scaffolding: Provide a partially completed checklist for students who struggle to identify key markers, with blanks labeled 'source,' 'evidence,' and 'intent.'
• Deeper: Ask students to research a current viral claim, trace its origin, and present findings on how it spread and why it was debunked.

Key Vocabulary

Misinformation	False or inaccurate information that is spread unintentionally, without intent to deceive. It often stems from genuine mistakes or outdated information.
Disinformation	False information that is deliberately created and spread with the intention to deceive, manipulate, or cause harm. This includes propaganda and fake news.
Source Credibility	The trustworthiness and reliability of where information originates. This involves evaluating the author, publication, and domain.
Verification	The process of checking the accuracy and truthfulness of information through independent sources and evidence.
Digital Citizenship	The responsible and ethical use of technology, including critically evaluating online content and sharing information responsibly.