Migrant Women’s Voices (Code MLL2WA3W3)

IO4. Media Literacy

Work Area 3

Workshop 3: Migrant Women’s Voices

1. General Information

Name of the key competence:
Analysing Media Messages

Name of the workshop:

Migrant Women’s Voices

Main learning outcomes:

3.3.1 Argue the impact of how migrant women are represented in mainstream media

3.3.2 Debate critical issues and examine who certain messages are framed, looking critically at how to improve existing coverage of an issue

3.3.3 Examine the various types of media and evaluate which would be best suited to telling the stories of migrant women

Work area{s):

WA3: Analyzing Media Messages


4 hours

AC entry level


Class room activity

Outward bound activity

E-learning activity

Min. training materials:

Online connection

Beamer and PC

White board

Paper/pencils, post its etc

Extra rooms


Special attention:

Involvement of third parties

Special arrangements needed

Prep work for participants required



2. Didactical Methodology

Part of workshop

Innovative didactical methodology used:

What it means:

1st part

2nd part

3rd part

1. Spaced learning

Highly condensed learning content is repeated three times, with two 10-minute breaks during which distractor activities such as physical activities are performed by the students

2. Cross Over learning

Learning in informal settings, such as museums and after-school clubs, can link educational content with issues that matter to learners in their lives

3. Learning through argumentation

Argumentation as means to attend to contrasting ideas, which can deepen their learning.  Use of meaningful discussion in classrooms through open-ended questions, re-state of remarks in more scientific language, and develop and use models to construct explanations

4. Incidental learning

Incidental learning, unplanned or unintentional learning. It may occur while carrying out an activity that is seemingly unrelated to what is learned. It is not lead by a teacher

5. Context based learning

By interpreting new information in the context of where and when it occurs, and by relating it to what we already know, we come to understand its relevance and meaning

6. Computational thinking

Breaking large problems down into smaller ones (decomposition), recognizing how these relate to problems that have been solved in the past (pattern recognition), setting aside unimportant details (abstraction), identifying and developing the steps that will be necessary to reach a solution (algorithms) and refining these steps (debugging).

7. Learning by doing

A hands-on approach to learning, meaning students must interact with their environment in order to adapt and learn

8. Embodied Learning

Embodied learning involves self-awareness of the body interacting with a real or simulated world to support the learning process

9. Adaptive Teaching

Using data of learner’s previous and current learning to create a personalized path through educational content.

Data (f.e. time spent reading, scores) can form a basis for guiding each learner through educational materials. Adaptive teaching can either be applied to classroom activities or in online environments where learners control their own pace of study

10. Analytics of Emotions

Teachers responding to students’ emotions and dispositions, so that teaching can become more responsive to the whole learner

3. Type of training activities used

Type of activity
Part of workshop

1st part

2nd part

3rd part

1. Q-A session

2. Case studies

3. Small group discussions

4. Active summaries

5. Demonstrations

6. Real world learning / real life scenario

7. Apprenticeship

8. Story board teaching

9. Out of class activity

10. Problem-based learning activity / problem solving

11. Collaborative preparation

12. Discussion questions / group discussion

13. Group activity

14. Story telling

15. Mind mapping

16. Brainstorming

17. Instructional video

18. Role playing

19. Self-assessment

20. (Mentor) work shadowing

21. Instruction

22. Event organisation

23. Online training

24. Learning game

25. Reflection

26. Coaching

4. Organization of the workshop

1 hour, 30 minutes, Poster Creation


3.3.1 Argue the impact of how migrant women are represented in mainstream media


Activity 1

  • In preparation for this session, the Facilitator will select a wide range of short texts or a selection of images on How migrant women are represented in the media. These will be made available within the small group task.
  • The Facilitator will describe the Poster Creation activity allowing ample time for clarification questions and for guidance on the activity.
  • The Facilitator will facilitate the group activity tasks, ensuring that each group is able to progress effectively.
  • The Poster Creation Activity will align with the last third of the workshop, therefore, the Facilitator should encourage the groups to produce a poster that suggests the various types of media that would be best suited to telling the stories of migrant women.


Annex 1:  Poster Creation


2 hours, Improving Media Messages


3.3.2 Debate critical issues and examine how certain messages are framed, looking critically at how to improve existing coverage of an issue


Activity 2

  • In preparation for this session the Facilitator, depending on the group size and dynamics, will either (i) ask the participants to bring along an example of a women’s story in the media or (ii) will bring along to the workshop a number of women’s stories from the media that individuals will choose from.
  • Option (1): Participants will arrive to the workshop session having undertaken research on the story they have chosen in their own time and will be ready to give a presentation of no more than five minutes.
  • Option (2): Participants will be given ample time and access to resources to ensure that they are able to undertake research on the stories and prepare their presentation of no more than five minutes.
  • Each presentation should focus on how the media story could have been improved.
  • Those not presenting form the audience and will take part in the debate.
  • Depending on the size of the group, not all participants will be able to present, unless pairs are created or the session is repeated.


Annex 2: The Debate


1 hour, 30 minutes


3.3.3 Examine the various types of media and evaluate which would be best suited to telling the stories of migrant women


Activity 3

  • The Facilitator will introduce the workshop activity, which is a The One-Minute Lightening Talk activity that will help individuals within the group reflect on what they have learned or are still questioning as a result of the two previous activities.
  • The Facilitator should prepare the group for the activity by (i) explaining The one-minute lightening talk activity and (ii) giving an overview, with an example of their own from the two previous sessions.
  • The purpose of The one-minute lightening talk activity will help individuals reflect on what they have learned and what questions they still have / or further questions that the previous activities have raised.
  • The Facilitator should conclude the session by asking each individual to present their one-minute paper.
  • The Facilitator should review the learning outcomes, explore how the learning outcomes have been met, and identify any other learning that has been gained by the group.


Annex 3: The one-minute gallery walk and lightening talk