It addresses the critical issue of false equivalence and false balance, emphasising the importance of evaluating scientific consensus while also considering alternative perspectives.

Through a combination of theoretical understanding, practical exercises, and case studies, participants will learn to navigate the complexities of climate reporting while maintaining journalistic integrity and avoiding the pitfalls of misinformation.

The lesson is based on four articles on Media Helping Media which we recommend journalism trainers read before adapting this lesson plan to meet local needs. The articles are:

• Covering climate change
• Human contribution to climate change
• Climate change – tone and language
• Climate change – a glossary

Session 1: The science of climate change (2 hours)

• Objectives:
  • Introduce the main scientific concepts of climate change.
  • Set out the scientific consensus on anthropogenic global warming along with alternative explanations.
  • Familiarise participants with key climate data and sources.
• Content:
  • Introduction to the greenhouse effect and its scientifically proven amplification by human activities.
  • Analysis of key scientific studies and reports (IPCC, NASA, NOAA).
  • Examination of global temperature trends, atmospheric CO2 levels, and sea-level rise data.
  • Discussion on the role of climate models and their reliability.
• Activities:
  • Reviewing and discussing scientific papers and data visualisations.
  • Group discussion on the importance of scientific literacy in journalism.
  • Providing links to the resources (above).
• Materials:
  • Scientific reports and data visualisations.
  • Links to relevant websites (NASA, NOAA, IPCC).

Session 2: Dangers of false equivalence and false balance (2 hours)

• Objectives:
  • Define and illustrate false equivalence and false balance.
  • Analyse case studies of misleading climate change reporting.
  • Consider the alternative explanations.
  • Develop strategies for avoiding the pitfalls of trying too hard to achieve ‘balance’.

• Content:
  • Theoretical framework of false equivalence and false balance.
  • Analysis of media examples that demonstrate these issues.
  • Discussion on the ethical implications of misrepresenting scientific consensus.
  • Discussion of the correct proportion of dissenting voices.
• Activities:
  • Case study analysis of news articles and broadcasts.
  • Group exercises on identifying and correcting false balance.
  • Role-playing scenarios of interview situations.
• Materials:
  • Examples of media coverage with false equivalence.
  • Guidelines on ethical reporting.

Session 3: Climate change terminology and language (2 hours)

• Objectives:
  • Familiarise participants with essential climate change terminology.
  • Discuss the importance of using accurate and nuanced language.
  • Practice translating complex scientific terms into accessible language.
• Content:
  • Review of the provided climate change glossary.
  • Discussion on the impact of language on public perception.
  • Strategies for avoiding alarmism and complacency.
  • Review of the importance of avoiding adverbs and adjectives.
• Activities:
  • Glossary quizzes and exercises.
  • Writing exercises on simplifying complex terms.
  • Group discussions on the emotional impact of language.
• Materials:
  • Climate change glossary.
  • Examples of effective climate change communication.

Session 4: Data journalism and multimedia storytelling (2 hours)

• Objectives:
  • Introduce data journalism techniques for climate reporting.
  • Explore multimedia storytelling formats (videos, infographics, etc.).
  • Practice creating data-driven and visually engaging content.
• Content:
  • Introduction to data sources and analysis tools.
  • Techniques for visualising climate data.
  • Best practices for creating multimedia climate stories.
  • Instruction on how to effectively use provided resources.
• Activities:
  • Data analysis exercises using climate datasets.
  • Creation of sample infographics and video storyboards.
  • Presentations of multimedia project ideas.
• Materials:
  • Climate datasets and analysis tools.
  • Examples of effective multimedia climate stories.

Session 5: Ethical journalism and fact-checking (2 hours)

• Objectives:
  • Reinforce ethical journalism principles in climate reporting.
  • Develop fact-checking skills for identifying misinformation and disinformation.
  • Discuss strategies for dealing with unconscious and intended bias.
• Content:
  • Review of ethical guidelines and best practices.
  • Techniques for fact-checking climate claims.
  • Discussion on recognising and mitigating unconscious bias.
  • Discussion on how to deal with disinformation.
• Activities:
  • Fact-checking exercises using real-world examples.
  • Group discussions on ethical dilemmas in climate reporting.
  • Developing strategies for identifying and countering disinformation.
• Materials:
  • Fact-checking resources and tools.
  • Case studies of ethical breaches in climate reporting.

Session 6: Reporting on climate solutions and impacts (2 hours)

• Objectives:
  • Explore strategies for reporting on climate solutions and resilience.
  • Discuss the importance of humanizing climate change stories.
  • Develop skills for interviewing climate experts and affected communities.
• Content:
  • Strategies for highlighting climate solutions and innovations.
  • Techniques for telling impactful human stories.
  • Guidelines for conducting ethical and respectful interviews.
  • Review of the skills needed by climate journalists.
• Activities:
  • Interview practice with simulated climate experts and community members.
  • Group discussions on framing climate change as a collective challenge.
  • Developing project proposals for climate change stories.
• Materials:
  • Interview guidelines and sample questions.
  • Examples of effective climate solution stories.
  • The guides provided in the text.

Summary

The lesson plan covers essential aspects of climate change reporting, including understanding scientific consensus, interpreting climate data, using appropriate language, and avoiding false balance. It also emphasises the importance of ethical journalism, fact-checking, and recognising bias. Participants will learn to communicate complex information effectively, highlight solutions, and frame climate change as a collective challenge. The plan includes practical exercises, such as analysing news articles, conducting interviews, and creating multimedia content, to reinforce learning and develop practical skills.

Related articles

Human contribution to climate change

Covering climate change

Climate change – tone and language

Climate change glossary

The post Lesson: Climate Change first appeared on Media Helping Media.

It’s based on the article ‘Journalism, trauma, and stress‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Introduction

Journalism, as a profession, often demands that individuals bear witness to some of humanity’s most challenging and traumatic events. Whether covering natural disasters, conflicts, or personal tragedies, journalists are exposed to experiences that can have a profound impact on their mental and emotional well-being, leading, in some cases to post-traumatic stress disorder (PTSD). This course, “Managing Trauma” aims to equip aspiring and practicing journalists with the knowledge and skills necessary to navigate these challenges responsibly and ethically. We will explore the psychological effects of trauma, examine ethical considerations in reporting, and cultivate strategies for self-care and organisational support. To begin, it is essential that all students familiarise themselves with the Dart Center’s article “Covering trauma: Impact on journalists” and the article published on Media Helping Media (MHM) “Journalism, trauma and stress“. These documents provide a foundational understanding of the issues we will be addressing throughout this course, and will prepare you for the first session.

Session 1: Introduction to trauma and journalism (2 hours)

• Introduction (30 minutes):
  • Course overview and objectives.
  • Defining trauma and its relevance to journalism.
  • The historical dismissal of journalists’ trauma.
  • Discussion: The shift in awareness and the need for training.
• Exposure and impact (45 minutes):
  • Review of Dart Centre and MHM texts outlining the issues.
  • Discussion of cumulative exposure and its effects, potentially drawing on examples from the MHM article.
  • Exploring the range of traumatic events journalists encounter such as accidents, wars, and monitoring user-generated content (UGC).
• Guidelines and awareness (45 minutes):
  • Introduction to international guidelines issued by the UK’s National Union of Journalists (NUJ) and and the Committee to Protect Journalists (CPJ).
    • Post traumatic stress disorder (NUJ) – https://www.nuj.org.uk/advice/health-and-safety/ptsd.html
    • Covering the news in a dangerous and changing world (CPJ) – https://cpj.org/reports/2012/04/stress-reactions/
  • Discuss the importance of recognising PTSD as a real issue.
  • Identifying potential trauma-inducing situations.
  • Introduction to basic coping mechanisms.

Session 2: Recognising and managing stress (2 hours)

• Signs and symptoms of stress (45 minutes):
  • Detailed examination of the signs of stress as set out on MHM.
  • Discussion of emotional, physical, and behavioural symptoms as set out on MHM.
  • Case studies and examples.
• Control measures and coping strategies (45 minutes):
  • Review of the BBC’s guidelines on managing stress – https://www.bbc.co.uk/safety/resources/aztopics/trauma-and-ptsd
  • What is trauma –  https://downloads.bbc.co.uk/safety/documents/health/safety-what-is-trauma.docx
  • Practical strategies: sleep, exercise, routines, communication, reflection.
  • Discussion of the danger of self medicating with drugs and alcohol.
• After the event: Debriefing and support (30 minutes):
  • Introduction to the IFJ’s “Survival Guide For Journalists” (Chapter 6) – https://www.ifj.org/fileadmin/images/Live_News_versions/Live_News_EN.pdf
  • The importance of debriefing and professional counselling.
  • Addressing the “macho culture” and encouraging help-seeking.

Session 3: Ethical dilemmas and reporting on trauma (2 hours)

• Ethical frameworks (45 minutes):
  • Discussion of the Dart Center’s study on trauma and ethical impact.
  • Review of MHM’s resources on editorial ethics.
    • Why editorial ethics are important – https://mediahelpingmedia.org/ethics/why-editorial-ethics-are-important/
    • Fairness – https://mediahelpingmedia.org/ethics/fairness-in-journalism/
    • Accuracy – https://mediahelpingmedia.org/ethics/accuracy-in-journalism/
    • Privacy – https://mediahelpingmedia.org/ethics/respecting-privacy-as-a-journalist/
    • Impartiality – https://mediahelpingmedia.org/ethics/impartiality-in-journalism/
    • Unconscious bias – https://mediahelpingmedia.org/ethics/unconscious-bias-and-its-impact-on-journalism/
• Ethical challenges in traumatic situations (45 minutes):
  • Balancing public interest with victim privacy.
    • Journalism and the public interestt (MHM) – https://mediahelpingmedia.org/basics/applying-the-public-interest-test-to-journalism/
  • Reporting on suffering and graphic content.
  • The impact of digital dissemination and UGC.
  • Review of scenario based MHM links.
    • Right of reply and accuracy scenario –  https://mediahelpingmedia.org/scenarios/right-of-reply-and-accuracy-scenario/
    • Privacy protection scenario – https://mediahelpingmedia.org/scenarios/privacy-protection-scenario/
    • Covering a tragedy scenario –  https://mediahelpingmedia.org/scenarios/covering-a-tragedy-scenario/
    • Photojournalism scenario – https://mediahelpingmedia.org/scenarios/photo-journalism-scenario/
• Victims and audience impact (30 minutes):
  • The potential for repeating traumatisation.
  • The effects of traumatic media exposure on the public.
  • The importance of responsible and empathetic reporting.

Session 4: Organisational responsibilities and support (2 hours)

• Culture of care (1 hour):
  • The moral and ethical responsibility of news organisations.
  • Implementing proactive support systems.
  • Creating safe spaces and peer support networks.
  • Legal obligations regarding employee mental health.
  • Discussing Flexible work arrangements.
• Guest speaker (1 hour):
  • Invite a journalist or mental health professional specialising in trauma and journalism.
  • Share personal experiences and insights.
  • Questions and answers (Q&A) session with students – see suggested Q&As on MHM – https://mediahelpingmedia.org/advanced/journalism-trauma-and-stress/#QandA

Session 5: Personal strategies and resilience (2 hours)

• Self-care and mindfulness (1 hour):
  • Practical strategies for prioritising self-care: sleep, nutrition, exercise.
  • Introduction to mindfulness and meditation techniques.
    • https://www.mind.org.uk/information-support/drugs-and-treatments/mindfulness/mindfulness-exercises-tips/
  • Building strong social support networks.
  • Discussing the importance of validating emotional responses.
• Developing resilience (1 hour):
  • Focusing on survivor resilience and strength.
  • Amplifying marginalised voices.
  • Reporting with sensitivity and respect.
  • Recognising the human cost of every story.
• Discussion of existential questioning, moral injury, and loss of empathy.

Session 6: Future of journalism and trauma (2 hours)

• Education and training (45 minutes):
  • The role of journalism schools in preparing students.
  • Integrating trauma awareness into curriculum.
  • Creating a culture of open dialogue about mental health.
• Review and discussion (45 minutes):
  • Recap of key concepts and strategies.
  • Open discussion on the future of journalism and trauma.
  • Student reflections and questions.
• Final projects/presentations (30 Minutes):
  • Students present final projects, or short presentations, on a chosen area of study from the course.

Summary:

This course comprehensively explores the critical intersection of trauma, ethics, and resilience in journalism. Through six sessions, students will gain a deep understanding of the psychological impact of bearing witness to traumatic events, the ethical complexities of reporting on such events, and the importance of self-care and organisational support. By integrating insights from leading organisations and experts, this curriculum aims to equip journalists with the tools necessary to navigate the challenges of their profession while maintaining their well-being and upholding the highest standards of journalistic integrity.

The post Lesson: Managing Trauma first appeared on Media Helping Media.

It’s based on the article ‘Systems thinking for journalists’ which we recommend lecturers and trainers read before adapting this lesson plan.

In some aspects systems thinking is similar to some of the research methods outlined in two other articles on Media Helping Media, ‘Story development techniques’ and ‘How to develop news angles’.

Both those pieces focus on the need to think through various aspects (angles) of a news story in order to provide the most comprehensive coverage. Systems thinking goes a step further; it’s about linking those angles to try to find the root cause of the issue being covered.

Lesson Plan: Systems thinking in journalism

Lesson objectives:

By the end of this lesson, students will be able to:

• Define systems thinking and explain its relevance in journalism.
• Identify the interconnected parts of a news story and analyse how they influence each other.
• Apply systems thinking to develop more comprehensive and contextualised news reports.
• Recognise biases and limitations in traditional event-based reporting.
• Use tools and techniques to create systemic analyses of current events.

Lesson outline:

Introduction to systems thinking

• • Definition of systems thinking: A holistic approach that examines how different parts of a system influence each other rather than looking at them in isolation.
  • Relevance to journalism: Traditional news reporting often focuses on isolated events without exploring the broader context and underlying factors.
  • Discussion:
    • What are some limitations of event-driven journalism?
    • How can a systems approach improve storytelling?
  • Case Study: A brief look at a news event reported in a fragmented way versus a systemic approach (e.g., climate change, economic crises, or social movements).

Mapping news stories as systems

• • Activity: Students choose a recent news story and break it down into its key elements, such as:
    • Root causes
    • Stakeholders (who is affected?)
    • Key influences (policies, cultural factors, economic conditions)
    • Short- and long-term outcomes
  • Group work: Using system mapping techniques, students create visual representations of how these elements connect.

System mapping techniques: 

• • Tools: In the simplest form all you need is plenty of paper and pens or a whiteboard with markers. However there are several free and premium systems thinking tools that lecturers might want to experiment with before introducing them to the students. A few examples include Insight Maker, Kumu, Miro, Loopy, and SageModeler.
  • Causal loop diagrams (CLDs): Students draw arrows connecting factors to show causal relationships, identifying feedback loops that reinforce or counteract trends. This can be done on flip-charts or a white board. We suggest lectures and trainers make sure they are familiar using CLDs before adapting this lesson.
  • Network analysis: Mapping relationships between different characters in the news story, for example individuals, policymakers, corporations, interest groups, to try to  understand where influence and interdependence lies. A flipchart or whiteboard works fine for this purpose
  • Mind mapping: A simpler approach where students brainstorm connections between ideas and categorise them hierarchically. Again, flipchart with plenty of paper and pens is ideal.
  • Discussion: What are the hidden relationships and ripple effects in the story? What elements are often overlooked?

Applying systems thinking in journalism

• • Example analysis: Reviewing a well-researched investigative report that applies systems thinking, such as the reporting on the 2008 financial crisis, COVID-19 pandemic, or climate change policies.
  • Writing exercise: Students rewrite a short news article by incorporating systemic elements, adding context, and highlighting connections between different factors.
  • Peer review: Share and discuss how applying systems thinking changed the focus and depth of the story.
  • Guidance on framing questions: Encouraging students to ask broader questions, such as:
    • What are the underlying causes of this event?
    • Who benefits or suffers from this issue?
    • What are the possible long-term consequences?

Example of systems thinking in journalism

• • Case study: Climate change and wildfires
    • Traditional approach: A news story about a wildfire focuses on the immediate damage, number of homes burned, and the firefighting response.
    • Systems thinking approach: A systemic analysis would explore:
      • How climate change contributes to increasing wildfire frequency.
      • The role of urban expansion and deforestation in wildfire vulnerability.
      • Government policies on land management and climate resilience.
      • Economic and social impacts on affected communities.
      • Future risks and possible preventive measures.
    • Discussion: How does this approach provide a deeper understanding for the audience? How might it influence public discourse and policy decisions?

Conclusion and reflection

• • Recap: Key takeaways from the lesson.
  • Discussion: How does systems thinking enhance journalistic integrity and improve public understanding?
  • Assignment: Choose a current news article and analyze it using a systems thinking approach. Identify connections that are missing and suggest ways to improve the reporting.

Assessment & evaluation:

• Active participation in discussions and activities.
• Quality and depth of system maps and rewritten articles.
• Reflection on how systems thinking impacts journalism.

Materials needed:

• Whiteboard or digital collaboration tool.
• Flipchart with paper and pens.
• Coloured stickers.
• Sample news articles for analysis.
• Paper, pens, or laptops for writing exercises.
• Optional online system mapping tools (see above).

Reference resource: Systems thinking for journalists

This lesson equips journalism students with the ability to see the bigger picture behind news stories, fostering deeper and more insightful reporting. By applying systems thinking, journalists can provide richer narratives that help audiences understand complex issues more comprehensively.

The post Lesson: Systems Thinking first appeared on Media Helping Media.

It’s based on the article SMART objectives for media training which we recommend trainers read before adapting this lesson plan for your own purposes.

Learning objective

Students will design a SMART objective outline for a media training session, ensuring it is specific, measurable, achievable, relevant, and time-bound. They will evaluate the effectiveness of their objective by aligning it with the training goals and participant needs.

• Student-facing objective: By the end of this lesson participants will be able to create a clear and effective set of SMART objectives for a media training session and check if it fits the training goals.
• Standards: Participants will learn how SMART objectives can be used to provide a clear framework for media training.

Learning activities

Warm-up

• Notice and consider: Display a simple media-related scenario, such as a brief description of a media training session. Ask students, “What do you notice? What do you think?” Give them a few minutes to think and discuss with a partner. Then, invite several students to share their observations and questions. Record these for all to see. Guide the conversation towards the importance of setting clear objectives for media training, preparing them for the lesson on SMART objectives.

Direct instruction

• Introduce SMART objectives: Begin with a brief explanation of SMART objectives. Define each component: Specific, Measurable, Achievable, Relevant, Time-bound. Use a real-world example, such as a media training session aimed at improving interview skills. Describe how a vague goal such as “improve interview skills” can be transformed into a SMART objective such as: “By the end of the month, participants will conduct three mock interviews, receiving feedback and achieving a score of 80% or higher on their evaluation forms.”
• Analyse examples: Present two examples of media training objectives. One should be a SMART objective, and the other should be vague.
  • Example 1: “Participants will learn about social media strategies.”
  • Example 2: “Within two weeks, participants will develop a social media strategy for a specific campaign, including three measurable goals and a timeline.”
• Ask students to identify which is SMART and why. Discuss the importance of each SMART component in making objectives effective.
• Create a SMART objective: Guide students in creating their own SMART objective for a hypothetical media training session. Provide a scenario, such as training journalists to use new digital tools. Ask students to draft an objective that includes all SMART components. Encourage them to consider the needs of the participants and the goals of the training.

Guided practice

Think, Pair, Share: Guide students through refining their SMART objectives.

• Think: Ask students to individually review their drafted SMART objectives from the direct instruction activity. Encourage them to identify any missing components or areas for improvement.
• Pair: Have students pair up with a partner. Each student shares their objective, explaining how it meets each SMART criterion. Partners provide constructive feedback, focusing on clarity and alignment with training goals.
• Share: Invite pairs to share their refined objectives with the class. Select a few examples to discuss, highlighting strengths and areas for further refinement.
• Class discussion: Facilitate a class discussion on common challenges encountered in creating SMART objectives. Encourage students to share strategies for overcoming these challenges.
• Revise: Allow students time to revise their objectives based on peer feedback and class discussion. Ensure each objective is specific, measurable, achievable, relevant, and time-bound.

Independent practice

• Exercise: Direct students to complete an exercise where they create a SMART objective for a media training session focused on combating misinformation. Use a provided scenario to guide their work.
• Observation: Circulate the classroom, observing students as they work on their objectives. Offer guidance and support as needed, ensuring they incorporate all SMART components effectively.

Assignment

Ask students to answer these questions:

1. How does a SMART objective differ from a vague objective in media training?
2. Why is it important for a media training objective to be relevant to the participants’ needs?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: A SMART objective is specific, measurable, achievable, relevant, and time-bound, while a vague objective lacks these clear criteria.
• Suggested answer to Question 2: Relevance ensures the training is applicable and beneficial to the participants’ real-world work, increasing its effectiveness.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to create multiple SMART objectives for different scenarios, focusing on complex media training topics. Challenge them to critique and refine each other’s objectives, emphasising precision and alignment with broader training goals.
• Striving learners: Provide additional examples of SMART objectives and break down each component with simple, relatable analogies. Offer guided templates to help them structure their objectives. Pair them with peers for collaborative support during activities.
• Recommended reading: This lesson plan is based on the article SMART objectives for media training which we recommend trainers read before adapting this lesson plan for your own purposes.

Notable definitions

• SMART objectives: A framework for setting goals that are Specific, Measurable, Achievable, Relevant, and Time-bound.
• Measurable: A characteristic of an objective that allows for tracking progress and assessing completion through quantifiable indicators.
• Relevant: Ensures that the objective aligns with the overall goals of the training program and addresses the needs of the participants.

Required materials

• Whiteboard and markers
• Projector and screen
• Printed scenarios for exercises
• Handouts with SMART objectives framework
• Access to computers or tablets for online exercises
• Evaluation forms for peer feedback

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

SMART objectives for media training

The post Lesson: SMART Objectives first appeared on Media Helping Media.

It’s based on the article Gap analysis for media training, which we recommend trainers read before adapting this lesson plan for your own purposes.

Learning objective

Students will evaluate the importance of gap analysis in designing a training of trainers (ToT) course for journalism. They will identify specific gaps between current and desired competencies of potential trainers to enhance training effectiveness.

• Student-facing objective: By the end of this lesson participants will understand why gap analysis is crucial for creating effective journalism training courses and how to spot the skills trainers need to improve.
• Standards: A trainer will learn the importance of carrying out gap analysis when designing a training of trainers (ToT) course.

Learning activities

Warm-up

Display a simple scenario: “A media company wants to improve its training programme for new journalists. They currently focus on print media but want to expand to digital platforms.” Ask students: “What skills might be missing in their current training?” Ask participants to think about the issue and jot down ideas. Then, have them share with a partner. Finally, ask a few students to share their thoughts with the class. Record key skills mentioned, such as digital literacy or social media proficiency, to set the stage for discussing gap analysis.

Direct instruction

• Introduce gap analysis: Begin with a brief explanation of gap analysis. Define it as a method to identify the difference between current and desired competencies. Use the media company scenario from the warm-up to illustrate how gap analysis can pinpoint missing skills, such as digital literacy.
• Identify current competencies: Explain how to assess current skills. Discuss methods such as surveys, interviews, and skills assessments. Use a real-world example: A media company evaluates its trainers’ proficiency in digital journalism tools. Describe how to conduct a skills assessment and what to look for.
• Define desired competencies and analyse gaps: Discuss how to determine the skills needed for effective training. Highlight industry best practices and audience needs. Use the media company example to show how to identify gaps, such as the need for social media verification skills. Explain how to prioritise these gaps and develop targeted training interventions.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to deepen understanding of gap analysis.

• Think: Ask students to individually consider a scenario where a journalism ToT course lacks proficiency in data journalism. Have them think about how gap analysis could identify this need and suggest potential training interventions.
• Pair: Instruct students to pair up and discuss their thoughts. Encourage them to compare their ideas on identifying gaps and proposing solutions.
• Share: Facilitate a class discussion where pairs share their insights. Record key points on the board, focusing on how gap analysis can lead to targeted training improvements. Use this as an opportunity to clarify any misconceptions.
• Connect: Highlight connections between students’ ideas and the broader importance of gap analysis in journalism training. Emphasise how addressing specific gaps enhances training effectiveness.
• Reflect: Conclude with a brief reflection. Ask students to write down one new understanding they gained about gap analysis and its application in media training. Collect these reflections to assess comprehension.

Independent practice

• Exercise: Provide students with a case study of a journalism ToT course. Ask them to conduct a gap analysis by identifying current and desired competencies. Have them list the gaps and propose targeted training interventions.
• Observation: Circulate the room to observe students’ progress. Offer guidance and feedback as needed to ensure understanding and correct application of gap analysis principles.

Assignment

Ask students these questions:

• What is one key benefit of using gap analysis in journalism training?
• How can identifying gaps between current and desired competencies improve a ToT course?
• What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Gap analysis ensures training is relevant and impactful by focusing on specific needs.
• Suggested answer to Question 2: It allows for targeted training interventions that address specific skill deficiencies.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore additional case studies or real-world examples of gap analysis in media training. Challenge them to identify potential gaps and propose innovative solutions. Allow them to present their findings to the class for peer feedback.
• Striving learners: Provide additional scaffolding by breaking down the gap analysis process into smaller, manageable steps. Use visual aids, such as flowcharts to illustrate the process. Pair them with peers for collaborative exercises to build confidence and understanding.
• Recommended reading: This lesson plan is based on the article Gap analysis for media training, which we recommend trainers read before adapting this lesson plan for your own purposes.

Notable definitions

• Gap analysis: A method to identify the difference between current and desired competencies, particularly in training contexts, to pinpoint areas needing improvement.
• Competencies: The skills and knowledge required to perform a specific task effectively, often used to assess training needs.
• Training of trainers (ToT): A programme designed to equip trainers with the necessary skills and knowledge to effectively deliver training to others, often involving a focus on adult learning principles and modern training techniques.

Required materials

• Computers: For accessing the case study and conducting research.
• Projector: To display scenarios and important points during discussions.
• Whiteboard and markers: For recording student insights and the main concepts.
• Printed case studies: For students to analyse during independent practice.
• Notebooks and pens: For students to jot down ideas and reflections.

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Gap analysis in media training

The post Lesson: Gap Analysis first appeared on Media Helping Media.

It’s based on an article ‘Why editorial ethics are important‘ which we suggest trainers read before adapting the lesson plan for your own purposes.

Learning objective

Students will evaluate editorial decisions by applying ethical guidelines to various journalistic scenarios. They will identify potential ethical challenges and propose solutions to ensure integrity and fairness in reporting.

• Student-facing objective: By the end of this lesson the student will be able to assess editorial choices using ethical standards and suggest ways to handle ethical dilemmas in journalism.
• Standards: Students will learn how to navigate some of the ethical challenges they might face as they go about their work.

Learning activities

Warm-up

Begin with a brief discussion on the concept of bias in newsgathering and media production. Ask students to think about a news story they’ve recently encountered. Prompt them with questions:

• What was the main message of the story?
• Did the story seem to favour a particular viewpoint?
• Were multiple perspectives presented?

Encourage students to share their thoughts with a partner. After a few minutes, ask volunteers to share insights with the class. This will activate prior knowledge and set the stage for exploring editorial ethics.

Direct instruction

1. Conceptual understanding: Introduce the core principles of editorial ethics. Discuss key concepts such as accuracy, impartiality, and integrity. Use real-world examples to illustrate these principles. For instance, present a case where a journalist faced an ethical dilemma, such as whether to publish sensitive information. Ask students to identify the ethical considerations involved.
2. Procedural skills and fluency: Explain the process of evaluating a news story for ethical compliance. Break down the steps:
   • Identify the journalistic purpose.
   • Assess the inclusion of diverse perspectives.
   • Evaluate the thoroughness and fairness of the reporting.
3. Asking critical questions: Provide a sample news article (without revealing its source) and guide students through these steps, prompting them to ask critical questions about the article’s content and approach.
4. Application: Present a hypothetical scenario where students must make editorial decisions. For example, a story about a local protest with conflicting reports from different sources. Ask students to:
   • Determine which sources to trust and why.
   • Decide how to present the story to ensure fairness and accuracy.
   • Consider the potential consequences of their editorial choices.
5. Group discussion: Facilitate a class discussion on the decisions made and the ethical implications, encouraging students to justify their choices based on the principles discussed.

Guided practice

Think, Pair, Share: Guide students through a structured discussion to apply ethical guidelines to a real-world scenario.

• Think: Present a brief news article with potential ethical issues. Ask students to individually identify and note any ethical challenges they observe, considering questions like: What is the journalistic purpose? Are diverse perspectives included? Is the reporting thorough and fair?
• Pair: Have students pair up to discuss their observations. Encourage them to compare notes and refine their understanding of the ethical issues present in the article.
• Share: Facilitate a class-wide discussion where pairs share their findings. Encourage students to articulate their reasoning and propose solutions to the ethical challenges identified.
• Connect: As a class, connect the discussion back to the core principles of editorial ethics. Highlight how the students’ observations align with or challenge these principles.
• Reflect: Conclude with a reflection on how applying ethical guidelines can impact journalistic integrity and public trust. Encourage students to consider how they might handle similar ethical dilemmas in their future work.

Independent practice

• Provide students with a set of brief news scenarios, each containing potential ethical dilemmas.
• Ask students to individually analyse each scenario, applying the ethical guidelines discussed in class.
• Instruct them to identify the ethical challenges, propose solutions, and justify their decisions based on the principles of editorial ethics.
• Encourage students to document their thought process and conclusions for each scenario.
• Circulate to observe and support students as needed, ensuring they are engaging critically with the material.

Assignment

Ask students these questions:

1. What is one ethical guideline you applied today, and how did it influence your decision-making?
2. Can you identify a potential consequence of not following editorial ethics in journalism?
3. What’s one question you still have from today’s lesson?

Suggested answers:

1. Suggested answer to Question 1: I applied the guideline of ensuring diverse perspectives, which helped me present a balanced view in the scenario.
2. Suggested answer to Question 2: Not following editorial ethics can lead to biased reporting, which may mislead the public and damage trust in journalism.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having them explore complex ethical dilemmas in journalism, such as conflicts of interest or the balance between public interest and privacy. Suggest they research real-world cases where editorial ethics were challenged and present their findings to the class.
• Striving learners: Simplify scenarios and focus on one or two key ethical principles at a time. Provide structured guidance and examples to help them identify ethical challenges. Use visual aids or graphic organisers to help them map out their thought process and ethical considerations.
• Recommended reading: This lesson plan is based on an article ‘Why editorial ethics are important‘ which we suggest you read before adapting the lesson for your own purposes.

Notable definitions

• Editorial ethics: A set of principles guiding journalists to ensure their work is fair, accurate, and impartial, avoiding bias and maintaining integrity in reporting.
• Impartiality: The practice of reporting news without favoritism or bias, ensuring all relevant perspectives are considered and presented fairly.
• Integrity: Upholding honesty and moral principles in journalism, ensuring that reporting is truthful, transparent, and free from conflicts of interest.

Required materials

• Sample news articles with potential ethical issues
• Printed copies of ethical guidelines for reference
• Whiteboard and markers for class discussions
• Projector for displaying case studies and scenarios
• Notebooks or digital devices for student reflections and notes

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

The post Lesson: Editorial Ethics first appeared on Media Helping Media.

It’s based on the article ‘Story development‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Learning objective

Students will identify and analyse multiple news angles for a breaking story, focusing on the complexity and interconnections of the issue. They will evaluate the significance of each angle to enhance public understanding and debate.

• Student-facing objective: By the end of this lesson, I’ll be able to find and assess different angles of a breaking news story in order to help the audience understand its importance to their lives.
• Standards: Students will be able to find multiple related and informative news angles to follow when covering a breaking news story.

Learning activities

Warm-up

Show students a recent news headline about a natural disaster. Ask them to jot down answers to the following questions:

• What happened?
• Why is it important?
• Who is affected?

Have students share their responses with a partner. Then, select a few students to share their thoughts with the class. This will activate their understanding of basic journalistic questions and prepare them to explore multiple angles in news story development.

Direct instruction

• Introduce the story development model: Explain the concept of story development using the flooding in Vietnam as a case study. Highlight the importance of asking the basic journalistic questions: What, Why, When, How, Where, and Who. Emphasise that these questions form the foundation of the main story and headline.
• Expand with facts and data: Discuss how to expand the story by piecing together facts and verifying them with at least two independent sources. Use the flooding example to illustrate how to gather a fact file, maps, and profiles. Introduce the role of data in supporting evidence, and demonstrate how to verify data reliability by consulting officials, NGOs, and academics.
• Explore angles and consequences: Guide students in identifying new story angles by examining the impact and consequences of the flooding. Discuss potential angles such as the economic impact, infrastructure damage, and community effects. Encourage students to think critically about accountability and future prevention plans, using the flooding scenario to explore these aspects.

Guided practice

Think, Pair, Share: Guide students through a structured activity to practice identifying and analysing news angles.

• Think: Present students with a brief news article about a recent flooding event. Ask them to individually identify potential news angles beyond the main story. Encourage them to consider angles related to impact, responsibility, and future prevention.
• Pair: Have students pair up to discuss their identified angles. Instruct them to compare their ideas and refine their angles by considering additional perspectives or missing information.
• Share: Facilitate a class discussion where pairs share their refined angles. Encourage students to explain the significance of each angle and how it contributes to a deeper understanding of the story.
• Collect and display: As students share, scribe their angles on the board, organising them into categories such as impact, responsibility, and future plans. This visual display will serve as a reference for the class.
• Reflect: Conclude the activity by asking students to reflect on how identifying multiple angles enhances the depth and quality of news reporting. Encourage them to consider how this practice can be applied to other news stories.

Independent practice

• Research and analyse: Assign students to independently research a recent news story about a natural disaster. Instruct them to identify at least three different angles related to the story, focusing on impact, responsibility, and future prevention. Encourage them to use credible sources and verify information.
• Write a brief: Have students write a brief summary for each angle they identified, explaining its significance and how it contributes to a comprehensive understanding of the story. Remind them to consider the audience’s perspective and the importance of each angle in public debate.
• Peer review: Pair students to exchange their briefs. Instruct them to provide constructive feedback on clarity, depth, and the relevance of the angles. Encourage them to suggest additional angles or perspectives that may have been overlooked.
• Revise and submit: Allow students time to revise their briefs based on peer feedback. Collect the final versions for assessment, ensuring they demonstrate a clear understanding of news story development and the ability to identify and analyse multiple angles.

Assignment

Ask students these questions:

1. What is one new angle you identified in today’s lesson that you hadn’t considered before?
2. How does exploring multiple angles change your understanding of a news story?
3. What’s one question you still have from today’s lesson?

Some suggested answers:

• Suggested answer to Question 1: An angle related to the long-term economic impact of the flooding.
• Suggested answer to Question 2: It provides a more comprehensive view and highlights interconnected issues.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore additional angles, such as international aid dynamics or climate change implications. Suggest they analyse the effectiveness of past interventions and propose innovative solutions. Challenge them to create a multimedia presentation to convey their findings.
• Striving learners: Provide structured graphic organisers to help them categorise angles. Offer sentence starters to guide their analysis. Pair them with peers for collaborative research and discussion. Use simplified articles to ensure comprehension and build confidence in identifying angles.
• Recommended reading: This lesson plan is  based on the article ‘Story development‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Notable definitions

• News angle: A specific perspective or approach to a news story that highlights particular aspects or issues, providing depth and context to the main event.
• Investigative journalism: A form of journalism that involves in-depth research and analysis to uncover facts, often focusing on issues of public interest, accountability, and transparency.
• Accountability: The obligation of individuals or organisations to explain their actions and decisions, often scrutinised in journalism to ensure responsibility and transparency in public affairs.

Required materials

• Recent news articles about natural disasters
• Whiteboard and markers
• Access to computers or tablets for research
• Graphic organisers for angle categorisation
• Peer review checklists
• Access to credible news sources and databases

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Story development techniques

The post Lesson: Story Development first appeared on Media Helping Media.

It’s based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Learning objective

Students will investigate and analyse stories of significant public interest by applying proactive journalism techniques. They will demonstrate the ability to anticipate and explore potential stories, moving beyond traditional reactive reporting.

• Student-facing objective: By the end of this lesson the student will be able to use proactive journalism skills to find and analyse important stories, going beyond just reacting to news events.
• Standards: This lesson plan teaches journalists how to take a proactive approach to newsgathering by investigating, anticipating, exploring, and exposing stories of significant public interest.

Learning activities

Warm-up

Present students with a recent news headline. Ask them to identify what they notice and wonder about the story. Encourage them to consider potential biases, missing perspectives, and underlying issues. Allow a few minutes for individual reflection, then have students share their thoughts with a partner. Conclude by discussing as a class, focusing on how proactive journalism could deepen understanding of the story.

Direct instruction

• Observing and questioning: Introduce the concept of proactive journalism by discussing its contrast with traditional journalism. Use a real-world example, such as a recent investigative report, to illustrate how proactive journalists identify potential stories. Highlight the importance of questioning assumptions and seeking diverse perspectives. Ask students to brainstorm questions they would ask to uncover hidden aspects of the story.
• Learning and investigating: Explain the process of in-depth research in proactive journalism. Use a case study where journalists uncovered a significant story through persistent investigation. Discuss strategies for validating information and identifying knowledge gaps. Have students outline a research plan for a hypothetical story, focusing on uncovering new angles and perspectives.
• Analysing and Deducting: Describe how proactive journalists organise and evaluate information to draw informed conclusions. Present a scenario where journalists connected disparate facts to reveal a larger narrative. Guide students in analysing a set of provided data or statements, encouraging them to identify patterns and potential impacts. Conclude with a discussion on the importance of evidence-based conclusions in shaping public understanding.

Guided practice

Think, Pair, Share: Guide students through a proactive journalism exercise.

• Think: Present a brief news article. Ask students to individually identify potential angles for deeper investigation, considering biases and missing perspectives.
• Pair: Have students pair up to discuss their identified angles. Encourage them to challenge each other’s assumptions and refine their ideas.
• Share: Facilitate a class discussion where pairs share their findings. Highlight diverse approaches and emphasise the importance of questioning and exploring in proactive journalism.
• Feedback: Provide constructive feedback on their investigative angles, focusing on clarity, depth, and potential impact.
• Reflection: Conclude with a reflection on how this exercise enhances their ability to set the agenda in journalism.

Independent practice

• Investigative exercise: Assign students a recent news topic. Instruct them to independently research and identify potential stories within the topic that have not been widely covered. Encourage them to apply proactive journalism techniques: observing, questioning, learning, investigating, analysing, and deducting.
• Research plan: Have students create a detailed research plan outlining their approach to uncovering hidden aspects of the story. They should include potential sources, questions to explore, and methods for validating information.
• Analysis and reflection: Ask students to write a brief analysis of their findings, focusing on the potential impact and significance of the story. Encourage them to reflect on how their proactive approach differs from traditional reporting.
• Peer review: Pair students to exchange their analyses. Instruct them to provide feedback on each other’s work, focusing on the depth of investigation and the clarity of conclusions.

Assignment

Ask students to answer these questions:

1. How does proactive journalism differ from traditional journalism?
2. What is one technique you used today to uncover a hidden aspect of a story?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Proactive journalism involves actively seeking out stories and setting the agenda, while traditional journalism often reacts to events.
• Suggested answer to Question 2: I used questioning assumptions to identify potential biases and missing perspectives.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore complex, multifaceted stories. Assign tasks that require collecting information from diverse sources and drawing connections to broader societal issues. Challenge them to propose innovative angles or investigative methods.
• Striving learners: Provide structured guidance and clear examples. Break down tasks into manageable steps. Use graphic organisers to help them visualise the investigative process. Offer additional support in formulating questions and identifying biases.
• General strategies: Use peer collaboration to foster diverse perspectives. Encourage students to share insights and strategies. Provide feedback that focuses on developing critical thinking and investigative skills.
• Background reading: This lesson plan is based on the article ‘Proactive journalism‘ which we recommend trainers read before adapting this lesson outline for your own purposes.

Notable definitions

• Proactive journalism: An approach to newsgathering where journalists actively seek out stories, anticipate events, and set the agenda rather than merely reacting to news as it happens.
• Investigative reporting: A form of journalism that involves in-depth research and analysis to uncover hidden truths, often focusing on issues of significant public interest.
• Bias: A tendency to present information in a way that reflects a particular perspective or agenda, which proactive journalists strive to identify and mitigate to ensure balanced reporting.

Required materials

• Recent news articles for analysis
• Case studies of investigative reports
• Access to computers or tablets for research
• Notebooks or digital tools for note-taking
• Whiteboard and markers for class discussions
• Handouts with data sets or statements for analysis
• Peer review forms for feedback exchange

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

In-depth proactive journalism

The post Lesson: Proactive Journalism first appeared on Media Helping Media.

It’s based on the article ‘Setting up refugee media in exile‘ which we recommend trainers read before adapting this lesson plan for your own purposes.

Learning objective

Students will evaluate the necessary steps to establish a refugee media operation in exile, focusing on legal, editorial, and operational aspects. They will also analyse the challenges and strategies for building a sustainable media organisation within refugee communities.

• Student-facing objective: By the end of this lesson the student will be able to assess what it takes to start a media operation in exile, including understanding laws, creating content, and managing resources.
• Standards: This lesson plan provides a set of guidelines for anyone setting up a refugee media operation in exile.

Learning activities

Warm-up

Begin with a brief discussion on the role of media in society. Ask students to think about the different types of media they encounter daily and their purposes. Prompt them with questions like:

• What are some examples of media you interact with regularly?
• How does media influence your understanding of the world?

Encourage students to share their thoughts with a partner. After a few minutes, ask volunteers to share insights with the class. This will activate prior knowledge about media’s role and set the stage for exploring refugee media.

Direct instruction

• Understanding local laws: Introduce the importance of knowing local laws for refugee media operations. Discuss how legal restrictions can impact media reach and revenue generation. Use a hypothetical scenario where students must identify potential legal challenges in a host country. Guide them to consider laws affecting refugees, media restrictions, and advertisement limitations. Provide solution steps for analysing legal texts and consulting with legal authorities.
• Building the right team: Explain the significance of assembling a dedicated team for a refugee media operation. Highlight the need for commitment over formal education. Present a case study of a successful refugee media team, focusing on their diverse skills and roles. Ask students to outline the ideal team composition for a media operation, considering technical skills, legal knowledge, and community engagement. Provide solution steps for evaluating team member strengths and assigning roles.
• Editorial pProposition and newsgathering: Discuss the process of defining an editorial proposition and gathering news. Emphasise the importance of understanding audience needs and maintaining editorial ethics. Use a real-world example of a refugee media outlet’s editorial focus and news coverage strategy. Have students draft a basic editorial plan, including language, publication frequency, and content sections. Provide solution steps for conducting audience research and developing a newsgathering strategy.

Guided practice

Think, Pair, Share: Facilitate a collaborative activity where students apply their understanding of setting up a refugee media operation.

• Think: Ask students to individually list three key challenges they anticipate when establishing a refugee media operation in exile. Encourage them to consider legal, editorial, and operational aspects.
• Pair: Have students pair up to discuss their lists. Instruct them to compare their challenges and brainstorm potential solutions or strategies to address these issues.
• Share: Invite pairs to share their findings with the class. Encourage them to highlight unique challenges and innovative solutions they discussed.
• Class discussion: Lead a class discussion to gather the shared ideas. Focus on identifying common themes and effective strategies for overcoming challenges in refugee media operations.
• Reflection: Conclude with a brief reflection where students write down one new insight they gained from the activity and how it might influence their approach to media operations in exile.

Independent practice

• Research exercise: Direct students to research a real-world example of a refugee media operation. Have them identify the legal, editorial, and operational challenges faced by the organisation. Provide a list of potential sources or databases where they can find relevant information.
• Case study analysis: Assign students a case study of a successful refugee media outlet. Ask them to analyse the strategies used to overcome challenges and build a sustainable operation. Encourage them to focus on team building, audience engagement, and fundraising efforts.
• Strategic planning task: Instruct students to create a strategic plan for a hypothetical refugee media operation. They should outline steps for understanding local laws, building a team, and defining an editorial proposition. Encourage them to consider distribution methods and digital presence.
• Peer review: Have students exchange their strategic plans with a peer for feedback. Instruct them to provide constructive criticism on the feasibility and creativity of the proposed strategies.
• Reflection: Ask students to write a brief reflection on what they learned from the research and planning activities. Encourage them to consider how these insights could be applied to real-world scenarios.

Assignment

Ask students these questions:

1. What is one legal challenge a refugee media operation might face in a host country?
2. How can building the right team contribute to the success of a refugee media operation?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Understanding and complying with local laws affecting refugees and media operations.
• Suggested answer to Question 2: A dedicated team ensures diverse skills, commitment, and effective community engagement.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to delve deeper into the complexities of legal frameworks affecting refugee media. Suggest they explore case studies of media operations in different countries, comparing legal challenges and strategies. Challenge them to propose innovative solutions for digital distribution and audience engagement.
• Striving learners: Provide additional support by breaking down complex concepts into simpler terms. Use visual aids to illustrate the steps in setting up a media operation. Pair them with peers for collaborative tasks, ensuring they have opportunities to ask questions and clarify doubts. Offer guided templates for strategic planning tasks to scaffold their learning process.
• Recommended reading: This lesson plan is based on the article ‘Setting up refugee media in exile‘ which we recommend trainers read before adapting this lesson plan for your own purposes.

Notable definitions

• Refugee media: Media operations established by refugee communities to inform and engage their members while in exile. These operations often focus on issues pertinent to the refugee experience and aim to maintain cultural connections.
• Editorial proposition: A clear statement outlining the focus, values, and goals of a media operation. It guides content creation and ensures alignment with the audience’s needs and the organisation’s mission.
• Distribution strategy: The plan for delivering media content to the target audience. This includes methods for reaching readers, such as physical distribution in refugee camps or digital dissemination to a broader audience.

Required materials

• Computers or tablets with internet access
• Case study materials (printed or digital)
• Whiteboard and markers
• Notebooks and pens for student reflections
• Access to online databases or resources for research
• Peer review feedback forms

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related article

Setting up refugee media in exile

The post Lesson: Refugee Media first appeared on Media Helping Media.

It is based on a series of three articles which we recommend trainers/consultants read before adapting this lesson plan for your own purposes. Those articles are:

• • Project development for a media organisation
  • The skills of media project management
  • The media project management process

Learning objective

Students will evaluate the essential components of planning a new media product, including defining the target audience, setting a unique editorial proposition, assessing costs, and calculating potential returns. They will apply these components to create a project plan for a hypothetical news product, demonstrating their understanding of project management principles.

• Student-facing objective: By the end of this lesson, I’ll be able to identify key steps in planning a new media product and use them to draft a project plan for a news product.
• Standards: Student journalists will learn what is involved in planning a new programme, product, or event coverage so that they develop the skills for creating successful news products.

Learning activities

Warm-up

• Begin with a quick “Notice and Wonder” activity.
• Display a simple project timeline for a hypothetical media product launch.
• Ask students:
  • “What do you notice about this timeline?”
  • “What do you wonder about the steps involved?”
• Give students a few minutes to think and discuss with a partner.
• Then, ask several students to share their observations and questions.
• Record these on the board to highlight key elements of project planning, such as:
  • defining tasks
  • setting deadlines
  • identifying dependencies.
• This primes students for the lesson’s focus on project management principles.

Direct instruction

• Define the target audience:
  • Present a case study of a media organisation launching a new podcast.
  • Ask students to identify the target audience based on demographic data and media consumption habits.
  • Discuss how understanding the audience influences content creation.
  • Provide a list of potential audience characteristics and have students match them to content strategies.
• Set a unique editorial proposition:
  • Introduce a scenario where a media company wants to differentiate its new online magazine.
  • Guide students to brainstorm unique content angles or features that set it apart from competitors.
  • Use a Venn diagram to compare and contrast with existing products.
  • Discuss how these unique propositions can attract and retain audiences.
• Assess costs and calculate returns:
  • Provide a simplified budget for a new media product, including costs for production, marketing, and distribution.
  • Have students work in small groups to identify potential revenue streams, such as advertising or subscriptions.
  • Use a basic profit equation (revenue – costs = profit)‍ to calculate potential returns.
  • Discuss how financial planning impacts project viability and decision-making.

Guided practice

Think, Pair, Share: Guide students through a collaborative exercise to reinforce project management concepts.

• Think:
  • Present a hypothetical scenario where a media organisation plans to launch a new digital news platform.
  • Ask students to individually list the steps they would take to define the target audience, set a unique editorial proposition, assess costs, and calculate returns.
• Pair:
  • Have students pair up to compare their lists.
  • Encourage them to discuss differences and similarities, and refine their steps based on their partner’s input.
• Share:
  • Invite pairs to share their refined steps with the class.
  • Facilitate a discussion to consolidate a comprehensive list of steps, highlighting key components of project management.
• Feedback:
  • Provide feedback on the shared steps, emphasising the importance of each component in the planning process.
• Reflection:
  • Ask students to reflect on how their understanding of project management has evolved through this exercise.
  • Encourage them to consider how they might apply these skills in real-world media projects.

Independent practice

• Project plan creation: Instruct students to individually create a project plan for a hypothetical news product. They should:
  • Define the target audience, using demographic and media consumption data.
  • Set a unique editorial proposition, identifying what differentiates their product.
  • Assess costs, listing potential expenses and resources needed.
  • Calculate potential returns, identifying revenue streams and using the profit equation (revenue – costs = profit)‍.
• Peer review: Pair students to exchange their project plans. Each student should review their partner’s plan, providing constructive feedback on clarity, feasibility, and completeness.
• Revise and submit: Allow time for students to revise their plans based on peer feedback. Collect the final project plans for assessment.

Circulate to observe and support students as needed.

Assignment

Ask students these questions:

1. What is one key step in planning a new media product that you found most challenging, and why?
2. How does understanding the target audience influence the creation of a media product?
3. What’s one question you still have from today’s lesson?

Suggested answers:

• Suggested answer to Question 1: Identifying the unique editorial proposition can be challenging because it requires creativity and market analysis.
• Suggested answer to Question 2: Understanding the target audience helps tailor content to meet their needs and preferences, increasing engagement and relevance.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore additional project management methodologies, such as Agile or Scrum, and apply these frameworks to their project plans. Challenge them to identify potential risks and develop contingency plans. Allow them to lead peer review sessions, providing feedback and suggestions for improvement.
• Striving learners: Provide additional scaffolding by breaking down each project management step into smaller, manageable tasks. Use visual aids, such as flowcharts or graphic organisers, to help them understand the sequence of steps. Pair them with peers for collaborative work, ensuring they receive guidance and support. Offer examples and templates to assist in creating their project plans.
• Recommended reading: This lesson plan is based on a series of three articles on Media Helping Media which we recommend trainers/consultants read before adapting this lesson outline for your own purposes.
  • Project development for a media organisation
  • The skills of media project management
  • The media project management process

Notable definitions

• Target audience: The specific group of people a media product is intended for, defined by demographics, interests, and media consumption habits.
• Editorial proposition: The unique content angle or feature that distinguishes a media product from its competitors, designed to attract and retain the target audience.
• Revenue streams: The various sources of income generated by a media product, such as advertising, subscriptions, or sponsorships, which contribute to its financial sustainability.

Required materials

• Computers with internet access
• Projector or screen for displaying timelines and case studies
• Whiteboard and markers
• Venn diagram templates
• Budget worksheets
• Calculators
• Peer review checklists

Lesson summary

• Warm-up
• Direct instruction
• Guided practice
• Independent practice
• Assignment

The free teaching tools at the Khan Academy were used in the production of this lesson plan.

Related articles

Project management in media

The skills of media project management

The project management process

The post Lesson: Project Management first appeared on Media Helping Media.