If you are preparing to deliver a ToT course for senior journalists and media managers you will need to look at the tools that are available to help you achieve the results you want.

We have already looked at two tools required for ToT training, the SMART objectives and the Gap Analysis tools. Now we look at Learning Management Systems (LMS).

LMS tools are software-based approaches to creating, storing and organising your training materials. Some find them useful providing> a dynamic platform for connecting with those taking part in the training.

Lets look at the possible benefits of using LMS in ToT courses.

LMS benefits:

• Flexibility and accessibility:
  • An LMS allows course participants to access course materials from anywhere with an internet connection so that they can take part in discussions and complete assignments at their own pace from wherever they happen to be.
• Structured learning path:
  • A well-designed LMS can organise complex training content into manageable exercises. These can guide participants along the learning path. This is especially important for ToT courses, which often involve a blend of theoretical concepts and practical exercises. Progress tracking allows participants to monitor their own development and identify areas where they need further support.
• Interactive and collaborative learning:
  • LMS platforms support various interactive features, such as discussion forums, virtual classrooms, and collaborative workspaces. These tools enable peer-to-peer learning and knowledge sharing. Features such as video conferencing (integrated or linked) are valuable for remote participants, and for demonstrating training techniques.
• Multimedia content delivery:
  • An LMS can seamlessly integrate various content formats, including videos, podcasts, interactive simulations, and case studies. This allows trainers to deliver engaging and relevant learning experiences and embed examples of good and bad media practice into the course.
• Assessment and feedback:
  • LMS platforms enable various assessment methods, such as quizzes, assignments, and peer reviews. This allows trainers to gauge participants’ understanding and provide feedback. Detailed analytics provide insights into participant performance, enabling trainers to identify areas where the course needs improvement.
• Resource repository:
  • An LMS acts as a central storage area for all course materials, including presentations, handouts, templates, along with links to relevant resources. This ensures that participants have easy access to the information they need, even after the course has ended, which creates a valuable and lasting resource for the participants.

Common LMS tools used in ToT:

Here is a list of free and paid-for LMS products:

• Moodle:
  • Moodle is an open-source LMS known for its flexibility and customisation options. Widely used in educational settings and adaptable for professional development programmes.
• Canvas LMS:
  • Canvas is a popular cloud-based LMS with a user-friendly interface and robust features for collaboration and assessment.
• Blackboard:
  • Blackboard is a comprehensive LMS used by many universities and organisations, offering a wide range of tools for online learning.
• Google Classroom:
  • Google Classroom is a free and easy-to-use LMS integrated with Google Workspace, suitable for smaller ToT programmes or those already using Google tools.
• Thinkific:
  • Thinkific is a commercially focused tool and a good for those who plan to sell courses in the future, or create very high quality self-paced courses.
• Teachable:
  • Teachable is another commercially focused option with a wide range of teaching tools.

Specific considerations:

• Capacity: The LMS should support the sharing of large media files, such as high-resolution images and videos (through integrations with cloud storage services such as  Google Drive or Dropbox).
• Collaboration: Integration with social media platforms can enhance collaboration and knowledge sharing.
• Security: The platform should be secure and reliable, especially when dealing with sensitive information.
• International: The LMS should be able to support multiple languages, if the audience is international, by offering multilingual interfaces and content translation tools.
• Ease of use: The system should be easy to navigate, and not require excessive technical skill from the users. Good user interface design is critical.

By leveraging the power of a well-chosen LMS, ToT courses can effectively equip senior journalists and media managers with the skills and knowledge they need to thrive in the digital age. This digital approach enhances learning, facilitates collaboration, and ultimately contributes to the development of a more informed and resilient media landscape.

The post Learning management systems 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.

In the dynamic world of journalism and media, training is a constant necessity. But simply delivering information isn’t enough; training must be effective, measurable, and impactful.

This is particularly crucial in a ‘trainer of trainers’ (ToT) course, where the goal is to equip experienced journalists and media professionals with the skills to become effective educators themselves.

To ensure these courses hit their mark, the use of SMART objectives is essential.

What are SMART Objectives?

SMART objectives are:

• Specific: Clearly defined and unambiguous.
• Measurable: Quantifiable, allowing for progress tracking.
• Achievable: Realistic and attainable within the given resources and timeframe.
• Relevant: Aligned with the overall goals of the training program and the needs of the participants.
• Time-bound: With a defined deadline for completion.

Applying SMART objectives in a media ToT course:

Here’s how SMART objectives can be integrated into a ToT course for journalists and media professionals:

1. Defining learning outcomes:
   • Instead of vague statements like “improve training skills,” SMART objectives would specify:
     • “By the end of week three, participants will be able to design a training module on fact-checking tools, including three measurable learning objectives and a detailed lesson plan.” (Specific, Measurable, Achievable, Relevant, Time-bound)
     • “Within four weeks, participants will deliver a micro-training session that is evaluated by their peers, and achieve a minimum score of 80% on the session evaluation form.” (Specific, Measurable, Achievable, Relevant, Time-bound)
2. Structuring training modules:
   • Each module within the ToT course can be designed with SMART objectives in mind. For example, a module on “Digital media training techniques” might include:
     • “Participants will demonstrate the ability to use an online learning platform to create and deliver interactive training content within two weeks.”
     • “Participants will generate a list of five relevant digital tools and demonstrate how to train others on those tools, by the end of the digital media module.”
3. Evaluating participant progress:
   • SMART objectives provide a clear framework for evaluating participant progress. This allows trainers to:
     • Track individual performance
     • Identify areas where additional support is needed
     • Measure the overall effectiveness of the ToT course. For example a trainer can check the creation of lesson plans, the scores from evaluation forms, and the successful application of new digital tools.
4. Enhancing training relevance:
   • By aligning objectives with the specific needs of journalists and media professionals, SMART objectives ensure that training is relevant and applicable to their real-world work.
   • For instance, if the participants work in an area where misinformation is prevalent, then the objective would be to have them train others on how to combat misinformation.
5. Promoting accountability:
   • SMART objectives create a sense of accountability for both trainers and participants.
   • This fosters a focused and productive learning environment.

Benefits of using SMART objectives:

• Clarity and focus: SMART objectives provide a clear roadmap for the ToT course.
• Measurable progress: They allow for objective evaluation of participant learning.
• Increased effectiveness: They ensure that training is aligned with real-world needs.
• Improved accountability: They create a sense of responsibility for both trainers and participants.
• Enhanced learning outcomes: They contribute to more effective and impactful training experiences.

In conclusion, SMART objectives are an indispensable tool for designing and delivering effective ToT course for journalists and media professionals. By providing a clear, measurable, and relevant framework, they ensure that training is not only informative but also transformative.

Questions

1. What does the acronym SMART stand for in the context of setting objectives?
2. Why is it important to use SMART objectives in media training?
3. Describe how SMART objectives can enhance the effectiveness of a ‘trainer of trainers’ (ToT) course.
4. Provide an example of a specific SMART objective that could be used in a media ToT course.
5. How do SMART objectives contribute to the evaluation of participant progress in a ToT course?
6. Explain how SMART objectives can ensure the relevance of training for journalists and media professionals.
7. Discuss the role of accountability in the context of SMART objectives within a training course.
8. Analyse the benefits of using SMART objectives in terms of clarity and focus for a ToT course.
9. Evaluate how SMART objectives can lead to increased effectiveness and improved accountability in training.
10. Assess the overall impact of SMART objectives on the learning outcomes of a ToT course for journalists and media professionals.

Answers

1. Specific, Measurable, Achievable, Relevant, Time-bound.
2. They ensure training is effective, measurable, and impactful.
3. They provide a clear framework for defining learning outcomes, structuring modules, and evaluating progress.
4. “By the end of week three, participants will be able to design a training module on fact-checking tools, including three measurable learning objectives and a detailed lesson plan.”
5. They allow trainers to track performance, identify areas needing support, and measure course effectiveness.
6. By aligning objectives with the specific needs of participants, ensuring applicability to real-world work.
7. They create a sense of responsibility fo
8. r both trainers and participants, fostering a focused learning environment.
9. They provide a clear roadmap, helping participants understand goals and expectations.
10. They align training with real-world needs and create a sense of responsibility, enhancing training effectiveness.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: SMART objectives which you are welcome to download and adapt for your own purposes.

The post SMART objectives for media training first appeared on Media Helping Media.

In the rapidly evolving landscape of journalism, adapting to audience behaviour, technological advancements, and the advances of competing media outlets is essential. This necessitates not only continuous learning for journalists but also highly effective training courses.

A ‘trainer of trainers’ (ToT) course is a critical component for disseminating up-to-date journalistic skills and knowledge. However, the efficacy of such a course hinges on its ability to address the specific needs of its participants. This is where gap analysis plays a vital role.

What is gap analysis?

At its core, gap analysis is a process of comparing the current state with the desired state. In a training context, this involves identifying the discrepancies between the existing skills and knowledge of potential journalism trainers and the competencies they need to effectively deliver training. It’s a diagnostic tool that helps pinpoint areas where training interventions are required.

Applying gap analysis:

Here’s how gap analysis can be effectively applied in a journalism ToT course:

• Identifying current competencies:
  • This involves assessing the existing skills and knowledge of potential trainers. This can be done through:
    • Surveys and questionnaires.
    • Interviews.
    • Skills assessments (e.g., practical exercises).
    • Review of past training experience.
  • In the context of journalism, this would include assessing their proficiency in areas such as:
    • Ethical reporting
    • Digital journalism tools
    • Data journalism
    • Investigative reporting
    • Facilitation and presentation skills
• Defining desired competencies:
  • This involves determining the skills and knowledge that trainers need to effectively deliver journalism training. This should align with:
    • Industry best practices
    • The specific needs of the target audience (journalists)
    • The goals of the training course
  • Desired competencies for a journalism ToT could include:
    • Expertise in modern journalistic techniques
    • Ability to develop engaging training curricula
    • Proficiency in using online training platforms
    • Skills in providing constructive feedback
    • Understanding of adult learning principles
• Analysing the gaps:
  • Once the current and desired competencies are identified, the gaps between them can be analysed. This involves:
    • Identifying specific areas where training is needed
    • Prioritising the gaps based on their importance and urgency
    • Determining the root causes of the gaps
• Developing targeted training
• The results of the gap analysis are then used to develop a targeted training courses that addresses the specific needs of the participants. This ensures that the ToT course is relevant, effective, and efficient.
• For example if a gap is found in the use of social media verification tools. Then training modules will be created to specifically address that weakness.

Benefits of gap analysis:

• Improved training effectiveness: By focusing on specific needs, gap analysis ensures that training is relevant and impactful.
• Increased efficiency: By prioritising training needs, resources can be allocated effectively.
• Enhanced learner engagement: By addressing real-world challenges, gap analysis makes training more engaging and motivating.
• Continuous improvement: Gap analysis is an ongoing process that allows for continuous improvement of training courses.

In conclusion, gap analysis is a crucial tool for designing effective journalism ToT courses. By systematically identifying and addressing the discrepancies between current and desired competencies, training providers can ensure that journalists receive the high-quality training they need to thrive in today’s dynamic media landscape.

Questions

1. What is the primary purpose of gap analysis in a ‘training of trainers’ (ToT) course?
2. Describe the role of gap analysis in the context of journalism training.
3. List three methods used to identify current competencies in potential journalism trainers.
4. What are some desired competencies for journalism trainers?
5. Explain how gap analysis contributes to the development of targeted training courses.
6. Discuss the benefits of conducting a gap analysis for journalism ToT courses.
7. How does gap analysis enhance learner engagement in training courses?
8. In what ways does gap analysis ensure continuous improvement of training courses?
9. Analyse the relationship between gap analysis and the allocation of training resources.
10. Evaluate the importance of aligning desired competencies with industry best practices in journalism training.

Answers

1. The primary purpose of gap analysis in a ToT program is to identify the specific needs of participants by comparing their current state with the desired state.
2. In journalism training, gap analysis helps identify discrepancies between existing skills and the competencies needed to effectively deliver training, ensuring the course addresses participants’ specific needs.
3. Methods include surveys and questionnaires, interviews, skills assessments, and review of past training experience.
4. Desired competencies include expertise in modern journalistic techniques, ability to develop engaging curricula, proficiency in online training platforms, skills in providing feedback, and understanding adult learning principles.
5. Gap analysis helps develop targeted training courses by identifying specific areas where training is needed and prioritising these based on importance and urgency.
6. Benefits include improved training effectiveness, increased efficiency, enhanced learner engagement, and continuous improvement of training courses.
7. Gap analysis enhances learner engagement by addressing real-world challenges, making training more relevant and motivating.
8. It allows for continuous improvement by systematically identifying and addressing discrepancies between current and desired competencies.
9. Gap analysis ensures resources are allocated effectively by prioritising training needs based on identified gaps.
10. Aligning desired competencies with industry best practices ensures that journalism training is relevant and up-to-date, meeting the needs of the target audience.

Lesson plan for trainers

If you are a trainer of journalists we have a free lesson plan: Gap analysis which you are welcome to download and adapt for your own purposes.

The post Gap analysis in media training first appeared on Media Helping Media.

Learning objective

Students will identify and evaluate instances of false equivalence and false balance in journalistic content. They will also apply critical thinking skills to assess the validity of arguments and evidence presented in media reports.

• Student-facing objective: By the end of this lesson, the student will be able to spot when news stories make unfair comparisons or give equal weight to unequal arguments, and explain why it’s important to avoid these mistakes.
• Standards: Journalists can sometimes present an inaccurate or misleading version of events by making a simple common mistake. We either try too hard to ‘balance’ a story then end up distorting the facts, or we assess contributors or actors in our story as being roughly equal when in fact they are not. This module looks at ways of avoiding two errors, applying ‘false equivalence’ and ‘false balance’.

Learning activities

Warm-up

Present students with two brief news headlines. One headline should clearly demonstrate false equivalence, and the other should demonstrate false balance. For example:

• “All politicians are corrupt, just like criminals.”
• “Climate change debate: Scientists vs. skeptics.”

Ask students to read both headlines and discuss with a partner which headline might be misleading and why. Encourage them to consider whether the comparisons or balances presented are fair or accurate. After a few minutes, facilitate a brief class discussion to share insights.

Direct instruction

Introduce concepts: Begin by defining false equivalence and false balance. Use real-world examples to illustrate each. For false equivalence, explain the statement “All politicians are the same” and discuss why this is misleading. For false balance, use the climate change debate, highlighting the disparity in scientific consensus versus minority skepticism.

Analyse examples: Present a news article excerpt that contains either false equivalence or false balance. Ask students to identify which error is present and justify their reasoning.

Use a structured approach:

• Identify the claim or comparison.
• Evaluate the evidence or arguments presented.
• Determine if the comparison or balance is justified.

Critical evaluation: Provide students with a checklist to evaluate news stories for false equivalence and false balance. Include questions such as:

• Are the compared items truly similar in all relevant aspects?
• Does the evidence support equal weight to both sides?
• Is there a significant difference in the credibility or quantity of evidence for each side?

Discuss how applying this checklist can improve their media literacy and critical thinking skills.

Guided practice

Think, Pair, Share: Distribute a short article or excerpt containing potential false equivalence or false balance.

• Think: Individually, students read the article and note any instances of false equivalence or false balance. Encourage them to use the checklist from direct instruction.
• Pair: Students pair up to discuss their findings. Each student explains their reasoning and listens to their partner’s perspective. They should focus on identifying the type of error and justifying their conclusions.
• Share: Facilitate a class discussion where pairs share their insights. Encourage students to compare their analyses and refine their understanding based on peer feedback.
• Clarify: As a class, clarify any misconceptions and reinforce the correct identification of false equivalence and false balance.
• Reflect: Ask students to reflect on how this exercise enhances their ability to critically evaluate media content.

Independent practice

• Assign students an online exercise where they identify false equivalence and false balance in various news articles.
• Instruct students to write a brief analysis of one article, highlighting the errors and suggesting how the article could be improved.
• Encourage students to apply the checklist from direct instruction to support their analysis.
  Circulate to provide guidance and answer questions as needed.

Assignment

Ask students to answer these questions:

1. How can false equivalence distort the truth in a news story?
2. Why is it important to recognise false balance in media reports?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: False equivalence can make different things seem the same, misleading the audience about their true nature.
• Suggested answer to Question 2: Recognising false balance is crucial because it prevents giving undue weight to less credible arguments, ensuring accurate representation of facts.

Teacher resources

Differentiation guide

• Advanced learners: Encourage deeper analysis by having students research and present additional real-world examples of false equivalence and false balance. Challenge them to explore the impact of these errors on public perception and policy. Consider assigning a debate where they must argue against a position that uses these errors, requiring them to refute misleading comparisons or balances.
• Striving learners: Simplify the concepts with more relatable examples. Use visual aids like Venn diagrams to illustrate differences in false equivalence scenarios. Provide sentence starters or templates to help them articulate their thoughts during discussions. Pair them with peers who can support their understanding during activities.
• Background reading: This lesson plan is based on the article ‘False equivalence and false balance‘, which we suggest you read before adapting the lesson outline for your own purposes.

Notable definitions

• False equivalence: A logical fallacy where two or more things are incorrectly presented as equal or similar, despite significant differences. Example: Claiming “all politicians are the same” ignores their diverse policies and actions.
• False balance: A journalistic error where two sides of an argument are given equal weight, despite one side having significantly more evidence or credibility. Example: Presenting climate change skeptics as equal to the scientific consensus.
• Misinformation: False or misleading information spread unintentionally. It can result from errors like false equivalence and false balance, leading to public misunderstanding.

Required materials

• News article excerpts demonstrating false equivalence and false balance
• Checklist for evaluating news stories
• Short articles or excerpts for guided practice
• Online exercise link for independent practice
• Assignment questions for reflection

Lesson summary

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

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related article

False equivalence and false balance

The post Lesson: False Equivalence first appeared on Media Helping Media.

Learning objective

Students will identify and differentiate between the active and passive voices in news writing. They will apply this understanding to rewrite sentences, enhancing clarity and impact.

• Student-facing objective: By the end of this lesson, the student will be able to spot active and passive voices in news articles and rewrite sentences to make them clearer and more engaging.
• Standards: any news stories are about action. That should be captured to seize the attention of the audience. One of the ways is by choosing the active voice.

Learning activities

Warm-up

Display two sentences on the board:

• “The cake was eaten by the children.”
• “The children ate the cake.”

Ask students to decide which sentence is more direct and engaging. Have them signal their choice. Invite a few students to share their reasoning. Highlight the use of active and passive voices in each sentence. This primes students for the lesson’s focus on identifying and using the active voice in news writing.

Direct instruction

• Introduction to the use of the active and passive voices: Begin by explaining the difference between active and passive voices using simple examples. Use the sentences from the warm-up: “The cake was eaten by the children” (passive) and “The children ate the cake” (active). Emphasise that the active voice is more direct and engaging, which is a powerful factor in news writing. Discuss how the active voice places the subject at the forefront, making the action clear and immediate.
• Examples: Present two news headlines, one in the active voice and one in the passive voice. For example, “Firefighters rescue family from burning building” (active) versus “Family rescued from burning building by firefighters” (passive). Ask students to identify which headline is more compelling and why. Highlight how the active voice in news stories captures attention and conveys urgency.
• Analysing impact and meaning: Discuss how the choice between the active and passive voices can affect the meaning and impact of a sentence. Use the example of political language: “Mistakes were made” (passive) versus “I made mistakes” (active). Explain how the passive voice can obscure responsibility, while the active voice clarifies it. Encourage students to consider the implications of voice choice in news writing and its potential to influence public perception.

Guided practice

Think, Pair, Share

• Think: Present students with a news excerpt written in the passive voice. Ask them to individually rewrite it in the active voice, focusing on clarity and engagement.
• Pair: Have students pair up to compare their rewritten sentences. Encourage them to discuss the changes they made and the reasons behind their choices.
• Share: Invite pairs to share their sentences with the class. Facilitate a discussion on the effectiveness of the active voice in each example.
• Feedback: Provide feedback on the use of active voice, highlighting strong verbs and sentence structure.
• Reflection: Ask students to reflect on how the active voice changes the impact of the news excerpt and why it might be preferred in journalism.

Independent practice

• Provide students with a worksheet containing several sentences from news articles written in the passive voice.
• Instruct students to rewrite each sentence in the active voice, focusing on clarity and engagement.
• Encourage students to use strong verbs and ensure the subject is performing the action.
  Circulate the classroom to offer guidance and support as needed.

Assignment

Ask students to answer these questions:

1. How does using the active voice change the impact of a news story?
2. Why might a journalist choose to use the passive voice in certain situations?
3. What’s one question you still have from today’s lesson?

Here are some suggested answers:

• Suggested answer to Question 1: The active voice makes a news story more direct and engaging, placing emphasis on the subject performing the action.
• Suggested answer to Question 2: A journalist might use the passive voice to emphasise the object of the action or to obscure responsibility.

Teacher resources

Differentiation guide

• Advanced learners: Encourage them to explore the nuances of voice choice in complex news articles. Assign tasks that involve analysing the impact of voice on reader perception and the subtleties of political language. Challenge them to rewrite entire news articles, maintaining the original meaning while shifting between active and passive voices.
• Striving learners: Provide additional examples and practice with simpler sentences. Use visual aids to illustrate the differences between the active and passive voices. Offer sentence starters to guide their rewriting process. Pair them with peers for collaborative learning and support.
• Background reading: This lesson plan is based on the article ‘The active and passive voices in news‘ which is published on Media Helping Media. We suggest you read the article before adapting this lesson outline for your own purposes.

Notable definitions

• Active voice: A sentence structure where the subject performs the action expressed by the verb. Example: “The journalist wrote the article.”
• Passive voice: A sentence structure where the subject receives the action expressed by the verb. Example: “The article was written by the journalist.”
• Subject: The person, place, thing, or idea that is doing or being something in a sentence. In the active voice, the subject performs the action; in the passive voice, the subject receives the action.

Required materials

• Whiteboard and markers
• Projector and screen
• Printed worksheets with passive voice sentences
• Copies of news articles for analysis
• Pens and paper for student notes

Lesson summary

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

The free teaching tools at the Khan Academy were used as a basis for converting the original article into a lesson plan.

Related articles

The active and passive voices in news

The post Lesson: The Active Voice first appeared on Media Helping Media.