Year 10 English Extension WebQuest- Media Bias

Year 10 English Extension

Media Bias "What are the impacts of the media?"- Week 5, Term 4

                                                 https://www.mirror.co.uk/news/world-news/donald-trump-staff-threatens-kick-9605077

Good morning 'Real News Today' crew!

Over the past 4 weeks, we have discussed media bias and how agendas are often pushed.

Most media outlets have a bias towards a particular opinion or political standing. Due to this, the media has the potential to persuade voters in an election, change public opinion on people, and can mould opinion to appear factual. Detection of potential bias is important to make more informed decisions on a topic.

In pairs, you will attempt to uncover the real story of our topic of the day, Donald Trump. In pairs, there will be a Journalist and an Editor. Once you've completed your individual tasks, you will display your findings in a creative way, attempting to eliminate bias about the story.

Here is the video of what the task is based on today.

Big Questions

What sorts of bias exists in the media?

How can two different media outlets have different bias styles?

Is it possible to create a news story with no bias?

What techniques do the media use to persuade their audience?

What is 'fake news'?

What affect does social media have on the news?

Your role as employees of 'Real News Today' is to uncover the truth behind the news and only show what is necessary, relevant and unbiased. Your company strives to aid their audience by giving the news without an opinion.

You will be investigating Donald Trump's 'media attacks' and how certain media outlets share this story compared to others. 

When you are split into pairs, each member will have a specific role to undertake. There is a choice of a journalist or editor.

Once finished your pair will produce a presentation that embeds all aspects of the previous tasks.

Here's an example of a news story, which is a potential way to display the content. There are many other possible resources, including; Powtoon, Prezi, PowerPoint, InDesign studios, Squarespace, Weebly and many more.

This task will take two lessons (70 minutes each) to complete

Split into a pair.

There are two roles to choose from; the Journalist, and the Editor. Create a collaborative page for notes through a Google Doc

What is the task of each role?

Then, your final task is to create a presentation that:

• Has the final news article involved
• Outlines the potential bias of the news articles read
• Has a headline that avoids bias

Good luck news team!

Journalist

1. Watch the video of President Trump's conference in Davos again.
2. Read only the following articles. Breitbart and New York Times.
3. Use a Google Doc to determine the basic facts of the story. You could create a table or venn diagram as assistance. Use these questions as a guide:

• What is the subject of the articles?
• What opinions do you create from each article?
• What words are used to give you these opinions?
• What are the differences in the headlines?
• How are the articles set out?
• Would you use either source in real life for news? Why or why not?
• Based on the video of the conference, do you think either article is representative of what President Trump said or how the crowd reacted?

     4. Based on what information you have found, how would you write the article? Write the story from a non-biased perspective in the Google Document. 100-word minimum. The headline can be developed collaboratively.

     5. Have the editor detect bias.

Editor

1. What is 'fake news'? What do you believe are the potential implications of its increase and accessibility?
2. Determine if this news is real or fake:

• Is this website real news?
  • What makes you think that?
• Is this website real news or fake news?
  • What suggests this?
• Is this website real news or fake news?
  • Why do you believe this?

     3. In the Google Document, write 5 key features of a fake news website and 5 features of a real news website.

     4. Make up a fake news headline that sounds real. Find a picture that could accompany it.

     5. Edit the Journalists article. Highlight any bias.

Group Task

1. Bring together notes and find similarities. Collaborate on finishing the news article.
2. Pick one of the following spaces to create a presentation:

• Powtoon
• Prezi
• InDesign (Program on laptop)
• PowerPoint (Program on laptop)
• Google PowerPoint 
• Popplet
• Squarespace
• Weebly
• Or discuss with the teacher about another format.

     3. Insert information in regards to the criteria (in evaluation tab).

     4. Submit creation in classroom BlackBoard.

     5. Present to class next lesson

Task Checklist

This criteria sheet is a guide to how the final assessment will be marked. 

The presentation must have:

• A headline
• The 100-word news article
• Mention of previous sources and their bias type
• Is understanding media bias important?
• Evidence that it is not 'fake news' (video link or credible article link is okay)
• At least 2 relevant pictures.
• An appropriate question to either articles journalist or editor, or Donald Trump, or to society.

In your pair, write a short answer to the 'Big Questions' from the beginning of WebQuest.

What sorts of bias exists in the media?

How can two different media outlets have different bias styles?

Is it possible to create a news story with no bias?

What techniques do the media use to persuade their audience?

What is 'fake news'?

How does social media affect how consumers receive the news?

What question/s would you investigate if you were to do the task again? 

References

• ACARA. (2018). English. Retrieved 27 January 2018, from https://www.australiancurriculum.edu.au/f-10-curriculum/english

• ACARA. (2018). Information and Communication Technology Capability learning continuum. Retrieved 27 January 2018, from https://www.australiancurriculum.edu.au/media/1074/general-capabilities…

• Alexakos, K. (2015). Being a Teacher | Researcher. [N.p.]: Sense Publishers.

• Bargh, J.A., & Schul, Y. (1980) On the cognitive benefits of teaching. Journal of Educational Psychology, 72, 593-604

• Brookhart, S. M. (2010). How to Assess Higher-order Thinking Skills in Your Classroom. Alexandria, Va: Assoc. for Supervision and Curriculum Development.

• Coffman, T. (2017). Inquiry-Based Learning : Designing Instruction to Promote Higher Level Thinking (3rd ed., pp. 27-35). Rowman and Littlfield.

• Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. Amsterdam: Pergamon Press.

• Işık, D., & Tarım, K. (2009). The effects of the cooperative learning method supported by multiple intelligence theory on Turkish elementary students’ mathematics achievement. Asia Pacific Education Review, 10(4), 465-474. http://dx.doi.org/10.1007/s12564-009-9049-5

• Kagan, S. (2005). Rethinking Thinking. Does Bloom’s Taxonomy Align with Brain Science?” Kagan Online Magazine (Fall). www.kaganonline.com 

• Kracl, C. L. (2012). Review or True? Using Higher-Level Thinking Questions in Social Studies Instruction. Social Studies, 103(2), 57-60.

• National Council for the Social Studies. (2009). Powerful and Purposeful Teaching and Learning in Elementary School Social Studies.  www.socialstudies.org/position/powerfulandpurposeful.

• Norris, S.P., & Ennis, R.H. (1989). Evaluating Critical Thinking. Pacific Grove, CA: Critical Thinking Press & Software. 

• Persellin, D., Reder, M., & Daniels, M. B. (2014). A Concise Guide to Improving Student Learning : Six Evidence-Based Principles and How to Apply Them. Sterling, Virginia: Stylus Publishing

• Sejnost, R. (2009). Tools for Teaching in the Block. Thousand Oaks, Calif: Corwin.

• Webb, N.M. (1989). Peer interaction and learning in small groups. International Journal of Educational Research, 13, 21-39

Rationale

As digital technologies become more integrated into modern life, the media becomes more prevalent. The media are increasingly becoming more of an influence on people's perceptions of society, politics, culture and world issues. Understanding how the media can present bias and particular representations is necessary for students as they will need to learn how to make informed decisions when voting or making any major life decision. WebQuests are a tool that allows for students to use websites to enhance their learning experience. Solitary research is often required by students, however, inquiry-based learning means that students can check and analyse given material and answer questions in a creative or analytical way. Through the provided WebQuest, students are able to learn through real-world news, collaborating, and through pondering open-ended questions. There is a range of purposes that influenced choosing the tasks, criteria, and articles.

The basis of WebQuest is Inquiry-based learning. It is beneficial to students in numerous ways. Inquiry-based learning incorporates meaningful questions that enhance students' perceptions on a topic. For successful inquiry-based learning, the subject should relate to real-world scenarios (Coffman, 2017). By enlisting real news articles and using a topic that students' are familiar with, Donald Trump's presidency, students are able to make connections and draw from prior experience to make the task meaningful. Students will hence be more driven if they can detect the real-life application and will form the opinions necessary to answer the open-ended questions. By having this task online, technology assists the cognitive process as it is a means for information and a space for collaboration.Coffman states that actively engaging learners through the use of digital technologies grants students a space to develop critical thinking skills and allow them to expand their own knowledge (Coffman, 2017).

Year 10 is a critical stage of students learning life as compulsory education is almost complete, therefore, students must learn critical thinking and analysing to make informed decisions as adults. Though the task at surface level appears complex, the questions were developed to progress students through different levels of understanding to then reach the evaluative and creative stage of learning (Kracl, 2012; Brookhart, 2010). Higher-level thinking skills are critical for a students development as they allow students to experience a range of skills required in everyday life, as well as in assessment. The questions have been developed with Bloom's Revised Taxonomy, which involves; remember, understand, apply, analyse, evaluate, and create. Kagan (2005)  states that teachers should consider the taxonomy as "foundational knowledge" as it allows for students to safely explore the higher-order thinking skills and develop them with complex tasks. Within an advanced English class, students will be more successful learners when there are consistent applications of analysis, evaluation and creativity. As repetition and task complexity are important in terms of retaining information, (Persellin, 2014) students will be able to recall the knowledge learnt in the long-term, even if the initial introduction to the task is unsuccessful.

ACARA's ICT Capability Learning Continuum guides educators until the end of Year 10. One area that is expected by end of Year 10 is being able to "develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources" (ACARA, 2018). This is demonstrated through the WebQuest requiring students to be able to recognise credible resources. The inquiry-based questions allow for students to question and analyse the features of a reasonable and unreasonable resource. According to Norris and Ennis (1989), students are to learn critical thinking to make sound judgements. Through this, students can participate in making conscious decisions in lifelong learning and can make meaning of society (National Council for Social Studies, 2009). This is also increasingly important as students are beginning to use credible research within their senior phase of learning. ACARA states that within English, by year 10, students will be able to "Understand conventions for citing others, and how to reference these in different ways"(ACELA1568) (ACARA, 2018). Therefore, deciphering credibility will be necessary as there are many unreliable sources available on the internet.

Another capability for students to develop is to "select and use a range of ICT tools efficiently and safely to share and exchange information and to collaboratively and purposefully construct knowledge" (ACARA, 2018). The task incorporates this capability by students needing to use a variety of ICT to be successful with the task. Students also collaboratively create and share their ideas using the ICT, and then use this to further construct and deepen their knowledge. They are safely sharing information due to the WebQuest having predetermined websites and resources selected by the teacher. ACARA also states that students should "access the impact of ICT in the workplace and in society" (ACARA, 2018). Students learn that ICT has an impact on society through the use of news media. Students will be able to analyse news articles online and through the inquiry-based learning, understand the role social media plays in delivering news quickly to a market. In terms of the role of ICT in the workplace, students will become aware of the benefits and disadvantages of collaborative ICT.

Within this task, collaboration was a core component. Collaboration is evident in the ICT Capability Learning Continuum, as well as in the English curriculum for Year 10. ACARA states that students can "Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects" (ACELY1757) (ACARA, 2018). This can be demonstrated through the task of the 'editor' evaluating the 'journalists' work with the specific task of being unbiased. The students will also have to collaborate in creating the final presentation with a particular purpose. Through the collaboration, students are required to justify their reasoning, meaning that they are partaking in higher-level thinking skills (Dillenbourg, 1999). By students explaining and justifying to their peers, they are required to link their understanding to a reasonable explanation (Bargh & Schul, 1980; Webb, 1989).

Collaboration is also demonstrated with "select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation" (ACARA, 2018). Students frame questions within the task that require creativity and a deep understanding of the topic, which should be established by week 5 of a unit. By collaborating, students are experiencing one another's strengths and weaknesses, thus creating a more sophisticated product. By developing the task to be student-centred, students will gain an insight that cannot be taught through a traditional teaching approach (Işık & Tarım, 2009). Students express individuality through the task by the independent work, and the criteria allows for originality to be expressed, which is advantageous to students of multiple intelligences (Işık & Tarım, 2009).

A study conducted in Turkey found that students will be more likely to score higher in tests when grouped with students of different intelligence types (Işık & Tarım, 2009).Therefore, students are more likely to be successful in this task as most of Gardner's multiple intelligence types are used. Students with a logical intelligence type will formulate the information and collate it appropriately and will likely be able to relevantly present the information. Bodily intelligence students will be able to present effectively and use relevant gestures to deliver to their audience. As the task incorporates both independent and collaborative work, intrapersonal and interpersonal learners are both being challenged and being adhered to. Visual intelligence learners will be able to detect features of news articles and adopt them in the presentation. Linguistic learners will understand the language conventions and be able to write the task (Işık & Tarım, 2009). As the class is English Extension, a class for the high achieving English students, most students are likely to be linguistic learners, therefore the majority of the task will resonate with the class.

Students are given a choice of how they wish to present their findings. ACARA states that students should "select and use ICT to articulate ideas and concepts". By allowing students to choose, they can express their creativity in a way they choose, become more actively engaged, make a sound judgement on which technology to use and feel more enlightened to complete the task (Sejinost, 2009). This ACARA strand can be incorporated into another criterion which states that students should "Design... multi-modal creative outputs... for a range of audiences and purposes."(ACARA, 2018). Students have used a purpose and audience that is unusual as they are a non-biased news organisation. 

Inquiry-based learning is best applied to adolescents when the inquiry is authentic to their world experience. An ACARA strand that relates to an adolescents world beliefs and how they can be shaped is "Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices" (ACELY1749) (ACARA, 2018). Students are required to consider others beliefs and how that can influence writing within the media. Students will see this as authentic as it is a daily practice in the digital age. Authentic inquiry incorporates adaptable practices that assist in changing opinions and formulating appropriate questions to the world (Alexakos, 2015). This has been incorporated by the range of opinions demonstrated in the task, which is authentic to real-life. The skills learnt from this task can be applicable to most job scenarios as presenting, editing, researching, and formulating opinions are elements. 

Inquiry-based learning is beneficial to adolescents through the incorporation of higher-order thinking skills shown through Bloom's Revised Taxonomy. This task is advantageous to students by incorporating the critical thinking skills necessary to be a 21st Century, lifelong learner. The task incorporates many ACARA elements and is age appropriate through the incorporation of real news and relevant ICT. If the task is successful, students will be able to retain the knowledge and have formulated opinions about media bias.