Research Techniques Uncovered

Overview

In this 60-minute session, students will explore essential research techniques in media studies, focusing on primary and secondary research methods. They will engage in hands-on activities to develop skills in conducting interviews and surveys — crucial tools for gathering and analysing data on media preferences. The lesson caters to a small, inclusive group of 2 students, including those with ADHD and autism, using active learning and clear structure aligned with the national curriculum for England.

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Learning Objectives

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

• Identify and differentiate between primary and secondary research methods in media studies.
• Design and conduct simple interviews and surveys focused on media preferences.
• Collect, record and reflect on research data accurately.
• Apply ethical considerations when conducting research, including consent and confidentiality.

National Curriculum Links:

• Media Studies: Understanding theoretical frameworks and practical skills for media analysis, including research (KS3 Programme of Study, English or Media Studies-related curriculum objectives).
• English (Spoken Language focus): Asking relevant questions, listening attentively, articulating ideas clearly.
• PSHE & Citizenship: Respecting privacy, understanding ethical research practice.

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Resources Needed

• Pre-prepared interview question templates (visual and written)
• Simple survey sheets (tick-box and open-ended options)
• Clipboards or tablets for recording answers
• Timer or stopwatch
• Whiteboard and markers
• Laptops or tablets for secondary research access (if available)
• Visual aids: flowcharts of research types and ethical guidelines
• Sensory-friendly space with minimal distractions

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Lesson Breakdown

1. Starter Activity – What is Research? (10 minutes)

• Objective: Activate prior knowledge and set context for research techniques.
• Activity:
  • Brief, interactive discussion: "What do you know about research?"
  • Show a colourful flowchart contrasting primary vs secondary research with examples linked to media (e.g., watching a film vs reading a critics’ review).
  • Use a quick matching game on the whiteboard: students match examples to primary or secondary research.

Support for ADHD/autism: Use clear visuals and limit verbal instructions. Allow students to handle the flowchart physically or highlight with coloured markers.

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2. Main Activity Part 1 – Interview Techniques (20 minutes)

• Objective: Practise designing questions and conducting an interview.
• Activity:
  • Explain key elements of good interview questions: open-ended, objective, clear. Illustrate with media-related questions (e.g., “What is your favourite TV show and why?”).
  • Students design 3 interview questions on a template.
  • Role play: Student A interviews Student B using their questions (rotate roles).
  • Focus on eye contact, active listening, and note-taking.

Differentiation: Provide question starters or visual prompts if needed. Allow breaks if concentration slips.

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3. Main Activity Part 2 – Survey Design and Data Collection (15 minutes)

• Objective: Create and use surveys to collect data on media preferences.
• Activity:
  • Briefly explain surveys — quantitative (tick-box) and qualitative (short answers).
  • Students create a simple survey combining both question types.
  • Practise by surveying each other using clipboards/tablets.
  • Compare answers visually (e.g., tally marks on a board).

Support: Use clear, concise language; employ visual timers to keep on track.

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4. Plenary – Ethical Research and Reflection (10 minutes)

• Objective: Understand ethical principles and consolidate learning.
• Activity:
  • Discuss ethical aspects: asking for consent, respecting privacy, honesty, and confidentiality in media research.
  • Use a short “ethical dilemma” scenario related to media surveys for discussion (e.g., “Should you share your survey answers if your friend didn’t want them shared?”).
  • Students reflect verbally or by writing a sentence about why ethical research matters.

Adaptations: Provide written sentence starters or visual cards depicting emotions and ethical concepts.

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Assessment

• Formative assessment through observation of student engagement during interview and survey role plays.
• Review completed interview questions and survey sheets for understanding of question design.
• Evaluate student responses in the plenary reflection to assess grasp of ethical research principles.

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Extension/Homework

• Conduct a brief survey with 3 family members or friends about a favourite media topic and bring the results to the next lesson for analysis.
• Research a media company or journalist and identify examples of primary and secondary research they use.

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Teacher Tips

• Maintain a calm, structured environment with predictable routines to support neurodiverse learners.
• Use multimodal instruction (visual, verbal, tactile).
• Offer positive, specific feedback continuously to boost confidence.
• Break tasks into small, manageable steps with clear instructions.
• Encourage peer support and collaboration given the small class size.

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This lesson integrates practical skill-building with ethical awareness, promoting active, inclusive learning suited for students aged 13-14 within the English national curriculum framework.