English Language · Secondary 3

Active learning ideas

Identifying Misinformation and Disinformation

Active learning works best for this topic because students need repeated, hands-on exposure to the subtle tactics of misinformation and disinformation. Classroom activities let them practice detecting these tactics in low-stakes settings before encountering them in real life.

• MOE Syllabus Outcomes
• MOE: Critical Literacy - S3
• MOE: Digital Literacy - S3

• 20–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Stations Rotation
• 45 min · Small Groups

Stations Rotation: Tactic Detection Stations

Prepare four stations with examples of emotional appeals, fake images, biased sources, and viral hoaxes. Small groups spend 8 minutes per station, using guiding questions to identify tactics and note evidence. Groups share one key insight from each station in a final debrief.

Explain the difference between misinformation and disinformation and their societal impacts.

Facilitation Tip

Assign the Media Feed Audit as homework the day before so students bring real examples to analyze in class.

What to look for

Present students with two short online articles, one credible and one containing misinformation. Ask them to identify which is which and list two specific reasons for their choice, referencing tactics discussed in class.

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Activity 02

• Outdoor Investigation Session
• 30 min · Pairs

Pairs Debate: Classify the Content

Provide pairs with 6 mixed examples of misinformation and disinformation. Pairs discuss and label each, justifying with criteria like intent and source. Pairs then swap with neighbors to peer-review and refine arguments before whole-class voting.

Analyze common tactics used to spread false information online.

What to look for

Facilitate a class discussion using the prompt: 'How can the spread of disinformation online impact a country's economy or social cohesion? Provide one specific example from recent history or current events.'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 40 min · Whole Class

Whole Class: Checklist Design Challenge

Project a sample dubious post. As a class, brainstorm verification steps via think-pair-share. Vote on top items to build a shared checklist, then test it on new examples projected live.

Design a checklist for verifying the authenticity of a news article or social media post.

What to look for

Students bring a social media post they suspect might be misleading. In small groups, they use a shared checklist to evaluate each other's posts. Each student provides one piece of constructive feedback to their partner based on the checklist criteria.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 20 min · Individual

Individual: Media Feed Audit

Students review their own social media feeds for one week, noting 3 suspicious posts. Individually apply the class checklist to evaluate them, then submit a short reflection on changes to their habits.

Explain the difference between misinformation and disinformation and their societal impacts.

What to look for

Present students with two short online articles, one credible and one containing misinformation. Ask them to identify which is which and list two specific reasons for their choice, referencing tactics discussed in class.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teachers should model skepticism without cynicism, encouraging students to ask questions while still valuing credible journalism. Avoid presenting this topic as a morality tale about 'good' versus 'bad' content. Instead, emphasize critical thinking as a skill that benefits everyone.

Successful learning looks like students confidently identifying common tactics in new examples, explaining their reasoning with specific evidence, and applying these skills outside the classroom. They should also articulate why intent matters when classifying content.

---

Watch Out for These Misconceptions

• During the Tactic Detection Stations activity, watch for students assuming that all widely shared information is true.

  Use the station examples to point out how viral posts often rely on emotional triggers rather than factual accuracy, and have students compare popularity metrics with verification tools.

• During the Classify the Content activity, watch for students treating misinformation and disinformation as interchangeable.

  Have pairs defend their classifications using role-play scenarios, where one student presents content as misinformation and the other as disinformation, then discuss the intent behind each.

• During the Checklist Design Challenge activity, watch for students assuming that official-looking websites are always reliable.

  Provide examples of spoofed sites alongside trusted ones, and have students compare domain names, design elements, and source transparency to build analytical skills.

---

Methods used in this brief

• Stations Rotation
• Outdoor Investigation Session