English · Year 10

Active learning ideas

Understanding Media Bias

Active learning works for media bias because students need firsthand experience spotting subtle techniques in real texts. They learn best when they actively compare sources, discuss patterns, and test their own assumptions in low-stakes settings before applying skills to complex media environments.

• ACARA Content Descriptions
• AC9E10LY04
• AC9E10LA02

• 25–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 45 min · Small Groups

Jigsaw: Types of Bias

Assign small groups one bias type (explicit, implicit, framing, ownership). Each group analyzes sample texts and prepares a 2-minute teach-back with examples. Groups then jigsaw to share expertise, creating a class chart of indicators. End with pairs applying all types to a new article.

Differentiate between explicit and implicit bias in news articles and social media posts.

Facilitation Tip

During the Jigsaw Protocol, assign each expert group a specific bias type and require them to find two concrete examples before teaching peers.

What to look for

Provide students with two short news headlines about the same event. Ask them to identify one word or phrase in each headline that might indicate bias and explain their reasoning in one sentence per headline.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Document Mystery
• 30 min · Pairs

Pair Annotation: Comparative Articles

Provide pairs with two articles on the same event from different sources. They highlight word choices, omissions, and tones using highlighters and sticky notes. Pairs discuss influences like ownership, then report findings to the class via a shared digital board.

Analyze how framing and word choice can subtly influence a reader's perception of an event.

Facilitation Tip

In Pair Annotation, give pairs colored pencils to mark explicit bias in one color and implicit bias in another for immediate visual comparison.

What to look for

On an exit ticket, ask students to define 'framing' in their own words and provide a brief example of how it could be used to present a biased view of a school event.

• Analyze
• Evaluate
• Self-Management
• Decision-Making

Activity 03

• Gallery Walk
• 35 min · Pairs

Gallery Walk: Social Media Bias

Post printed social media posts around the room showing biases. Students walk in pairs, noting evidence on sticky notes. Regroup to categorize findings and vote on most subtle biases, followed by whole-class reflection on digital implications.

Evaluate the impact of corporate ownership and political affiliations on media objectivity.

Facilitation Tip

For the Gallery Walk, post social media posts at eye level and provide sticky notes for students to add observations about framing or omitted facts.

What to look for

Pose the question: 'If a news outlet is owned by a large corporation, how might that ownership influence the stories they choose to cover or the way they cover them?' Facilitate a brief class discussion, encouraging students to cite specific examples or logical reasoning.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 04

• Think-Pair-Share
• 25 min · Whole Class

Think-Pair-Share: Ownership Impact

Pose a key question on media ownership. Students think individually for 2 minutes, pair to brainstorm examples, then share with the class. Use responses to guide analysis of real ownership charts for major outlets.

Differentiate between explicit and implicit bias in news articles and social media posts.

Facilitation Tip

In Think-Pair-Share, provide ownership flowcharts to help pairs trace corporate ties before discussing their influence on coverage.

What to look for

Provide students with two short news headlines about the same event. Ask them to identify one word or phrase in each headline that might indicate bias and explain their reasoning in one sentence per headline.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teach media bias by modeling close reading of headlines and lead sentences first. Avoid lecturing about bias; instead, let students discover techniques through guided comparisons. Research shows students retain these skills better when they analyze materials from their own media diets rather than generic examples.

Successful learning looks like students confidently pointing out loaded language, explaining how framing shifts meaning, and connecting corporate ownership to editorial choices. They should move from noticing bias to articulating its impact on public perception.

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Watch Out for These Misconceptions

• During Jigsaw Protocol on Types of Bias, students might assume all outlets share the same level of bias.

  During Jigsaw Protocol, assign each group different news outlets covering the same event and have them present evidence of varying bias levels to challenge this assumption directly.

• During Pair Annotation of Comparative Articles, students may believe bias only appears in opinion pieces.

  During Pair Annotation, select one news article and one opinion piece on the same event, then have pairs identify implicit bias techniques like selective facts or framing in both.

• During Gallery Walk: Social Media Bias, students might assume posts reflect unbiased user opinions.

  During Gallery Walk, provide posts from verified accounts and anonymous users, then have students compare language patterns and account histories to reveal algorithmic and echo chamber influences.

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Methods used in this brief

• Jigsaw
• Document Mystery
• Gallery Walk
• Think-Pair-Share