Gemeinsam gegen Cybermobbing – Hinsehen statt Wegschauen

The worksheet aims to provide students with a fundamental understanding of a specific theory within the field. Students are expected to grasp the theory's core assumptions, contextualize technical terms, and recognize the significance of theoretical explanatory approaches for analyzing, interpreting, and reflecting on subject-specific contexts.

Content and Methods:

The focus is on the core idea of ​​the respective theory, key technical terms, and important theorists, as well as their relevance to understanding subject-specific phenomena, processes, or practical situations. Methodologically, the worksheet combines image analysis, hypothesis generation, work with texts, structuring information via a study card, subject-specific review through a terminology puzzle, and a final self-assessment.

Competencies:

• Acquiring specialized knowledge regarding theoretical explanatory approaches and applying key terms
• Extracting, highlighting, and structuring information from a foundational text
• Explaining theoretical content in one's own words
• Verifying initial hypotheses and refining them using subject-specific terminology
• Reflecting on and assessing one's own learning progress

Target Group and Level:

Students or trainees in the field of social pedagogy, particularly aspiring educators. The level of difficulty ranges from basic to intermediate.

This worksheet aims to provide students with a comprehensive understanding of social attitudes by defining their structural components and analyzing their psychological functions based on Daniel Katz’s functional theory. Students learn to identify how attitudes help individuals navigate social environments, express identity, and maintain self-esteem.

Content and methods:

The worksheet employs a multi-step pedagogical approach, starting with a realistic class chat scenario to prompt initial reflection. It then uses structured multiple-choice tasks to clarify the cognitive, affective, and conative components of attitudes. Finally, the material introduces Katz’s four functions (adaptive, value-expressive, knowledge, and ego-defensive) through a social media-style infographic, requiring students to apply these concepts by categorizing the classmates' statements and reflecting on their own perspectives.

Competencies:

• Definition and differentiation of the structural components of attitudes (ABC-model)
• Analytical application of Katz’s functional theory to real-life scenarios
• Self-reflection and perspective-taking within social contexts
• Critical evaluation of the changeability of attitudes based on their underlying functions

Target group: grades 10 and higher + students of social education

This worksheet aims to teach students the fundamental rules of English punctuation through a series of "detective missions". It focuses on the correct application of end marks, commas in lists, and colons to improve overall writing clarity and sentence structure.

Content and Methods: The worksheet employs a gamified "detective headquarters" theme to guide students through three targeted exercises and one comprehensive final task. It uses fill-in-the-blank sentences for end punctuation, identification tasks for commas and colons, and a final proofreading exercise where students must rewrite a continuous text by applying punctuation and capitalization correctly. A "cheat sheet" is provided to support independent learning and rule reinforcement.

Competencies:

• Punctuation Proficiency: Correct use of periods, question marks, exclamation marks, commas, and colons
• Grammar and Mechanics: Application of capitalization rules in context
• Proofreading and Editing: Identifying missing structural cues in unpunctuated text
• Syntactic Awareness: Recognizing list structures and introductory elements in sentences

Target Group: Grade 3 and above

This worksheet aims to provide a comprehensive comparison between artificial and human intelligence, specifically focusing on the mechanisms of creativity and memory. It encourages students to critically evaluate the strengths and limitations of AI while reflecting on the unique qualities of human thought and emotion.

Content and methods: The worksheet employs a variety of pedagogical approaches, including comparative tables for self-assessment, creative writing prompts, and reflective questions based on personal experience. It integrates technical texts and a video lesson to explain AI learning models (supervised, unsupervised, and reinforcement learning) and human memory types (episodic, emotional, semantic, and sensory). The material concludes with a case study on AI in a professional field and a group discussion to synthesize the ethical and social implications of human-AI collaboration.

Competencies:

• Analytical thinking: Comparing cognitive processes between machines and humans
• Media literacy: Understanding different machine learning methods and AI data sources
• Reading and audiovisual comprehension: Extracting information from specialized texts and video content
• Creative and reflective writing: Producing original content and analyzing one's own creative influences
• Ethical evaluation: Discussing the impact of AI on society, trust, and professional fields

Target group: Grade 9 and above

Objective: The worksheet serves to educate students about the growing phenomenon of artificial intelligence addiction. Students should be made aware of the line between helpful support and compulsive use, reflect on their own behavior, and develop strategies for a healthy balance.

Content and methods: The content covers the concept of AI addiction, typical characteristics of dependency such as loss of control, tolerance development, and withdrawal symptoms, as well as psychological and neurobiological causes. This is supplemented by case studies on problematic and risky use, opportunities and risks of intensive AI application, and strategies for prevention and healthy use in everyday life. The methods include self-tests and self-assessments of one's own usage behavior, explanatory information texts, comparative case analyses, structured reflection phases on warning signs and possible courses of action, as well as creative transfer tasks such as designing rule posters with dos and don'ts.

Competencies:

• Self-reflection skills: Ability to critically evaluate one's own digital usage behavior
• Analytical skills: Identification of psychological warning signs and long-term social consequences of addiction
• Action skills: Development of usage rules and solutions for regaining self-control
• Health competence: Understanding the effects of AI on emotion regulation and general well-being

Target group and level: From grade 8 onwards

Objective: This worksheet provides an in-depth understanding of the technical fundamentals and ethical implications of artificial intelligence at the upper secondary level. The aim is to go beyond mere application and understand the underlying mechanisms (such as neural networks and machine learning) and critically reflect on their social implications.

Content and methods: The content covers fundamental technical concepts of artificial intelligence such as machine learning, deep learning, and neural networks, the distinction between weak and strong AI, and the analysis of everyday digital applications according to criteria such as data volume, algorithms, and learning ability. This is supplemented by practical case studies on personalized learning systems and ethical and social issues such as bias, responsibility, and the impact on learning and creativity. The methods include technical term explanations, comparative classification tasks, scenario-based case analyses, multi-perspective role-plays from different points of interest, and stimulating discussion and position exercises in the classroom, in which learners justify and reflect on their attitudes.

Competencies:

• Technical expertise: Confident use of technical terms such as algorithms, training data, and artificial neurons.
• Analytical skills: Ability to identify the role of training data and bias in AI models.
• Ethical judgment: Reflection on data protection and discrimination risks.
• Discussion and argumentation skills: Ability to represent complex positions within a role-play and in a plenary discussion

Target group and level: From grade 10 onwards

Objective: The worksheet provides a basic understanding of how artificial intelligence (AI) works at an intermediate level. Learners should be able to distinguish AI applications from classic programs, understand the technical learning process, and critically question algorithms in everyday life.

Content and methods: The content covers the basic definition of artificial intelligence, the distinction between static programs and adaptive systems, the three-step model of how AI works (data collection, pattern recognition, application), and the opportunities and risks of recommendation algorithms, such as filter bubbles and data bias. This is supplemented by practical case studies and the transfer of knowledge to school application scenarios. The methods include explanatory text work, tabular classifications, visual process diagrams to illustrate technical processes, analytical case studies, and creative transfer tasks in which learners take on developer roles to design their own AI ideas for everyday life.

Competencies:

• Technical understanding: Understanding the logic of algorithms and machine learning
• Judgment: Reflection on the limitations and error susceptibility of AI systems
• Design skills: Development of innovative solutions for one's own environment (school)
• Analytical skills: Distinguishing between different phases of the learning process using practical examples

Target group and level: From grade 8 onwards

This worksheet aims to introduce students to the "trolley problem" as a fundamental ethical dilemma, encouraging them to evaluate moral decision-making through the lens of different philosophical theories and their modern application in artificial intelligence and autonomous driving.

Content and methods: The worksheet uses a multimedia approach, starting with a video-based discussion of the trolley scenario. It then provides informative texts on utilitarianism, deontology, virtue ethics, and moral relativism to facilitate theoretical understanding. Students apply these concepts through comprehension questions, analytical writing tasks, and a creative "pitch" presentation where they role-play as programmers to address the ethical challenges of self-driving cars.

Competencies:

• Ethical reasoning and moral judgment
• Application of philosophical theories to modern technology
• Critical thinking and perspective-taking
• Argumentation and presentation skills
• Reading and media literacy

Target group: Grade 10 and above

Objectives

The goal is to learn the Jigsaw method as a way to independently explore complex philosophical models of thought. Participants engage objectively and critically with fundamental questions of existence and evaluate them through academic discussion. The sample content serves as a flexible template for systematic method training.

Content and Methods

This Worksheet uses a cooperative Jigsaw structure to explore core philosophical ideas. After an individual specialization phase, students deepen their knowledge in expert groups and then share it in home groups. Results are organized in a table that highlights major works and key theses. A short, fictional role-play at the end places each position in a contemporary context. All content choices - both the selection of philosophers and the theories - are designed to be interchangeable.

Competencies

• Subject Knowledge: Understanding central philosophical movements and the ability to concisely summarize complex models of thought.
• Methodological Skills: Confident use of the Jigsaw method as a cooperative learning approach and proficiency in focused academic research.
• Critical Judgment: Objective engagement with differing worldviews and their relevance for contemporary epistemology.
• Social and Communication Skills: Responsible peer-to-peer knowledge sharing and facilitation of perspective-taking through role-play.

Target Group and Level

Middle and upper secondary

Learning objective

The overarching learning goal is for students to reflect on their own media consumption and critically analyse the psychological functions of films and genres. Students should identify the primary needs and desires their consumption satisfies and consider how this consumption compensates for real-life deficits (the Gap Hypothesis).

Content and methods

The worksheet uses any chosen genre as a central case study. Content includes the psychological incentives (such as escapism or a desire for security), the effects of formal patterns, and critical aspects (for example, unrealistic expectations). Methods are:

• Individual inventory (“Personal Seismogram”) of the preferred genre and the primary needs it addresses
• Text analysis of the chosen genre, followed by research and brief explanations of unfamiliar terms
• Partner work to reflect on the function of consumption (distance versus closeness to reality)
• Hypothesis formation (the Gap Hypothesis), where students propose how their consumption compensates for everyday deficits

Competencies

• Self-reflection: Analyse personal media consumption and the psychological needs behind it
• Text and research skills: Understand complex psychological relationships in texts and explain key terms in the genre’s context
• Critical thinking: Distinguish between the genre’s idealised depictions and real-life situations

Target group and level

Upper secondary educators and students