Practical Guides · 4 MIN READ
Worked examples: from weak brief to useful work
Compare weak requests, revised briefs and the reasons behind each change.
On this pageTeaching: make the learning visibleMedia: give the creative task boundariesWorkplace: preserve facts and expose gaps
Teaching: make the learning visible
Weak request: “Create a lesson about AI.” It leaves the learners, outcome and activity undefined. The revision names a skill and asks learners to practise it; the teacher still checks accuracy and suitability.
Practical example
Plan a 20-minute activity for first-year media students. The outcome is to distinguish a supported claim from an unsupported one. Use a fictional campaign example and an approved reading. Include student tasks, discussion questions and a way for students to explain their judgement.
Media: give the creative task boundaries
Weak request: “Write a great advert.” The revision defines audience, duration and constraints while leaving space for different ideas. Check every factual claim and confirm production feasibility.
Practical example
Develop three distinct concepts for a fictional 30-second community campaign aimed at university students. For each, give the audience insight, story and visual treatment. Assume one indoor location and two performers. Avoid invented statistics. Explain the trade-offs.
Workplace: preserve facts and expose gaps
Weak request: “Summarise this for my boss.” The revision states the decision the summary should support and tells the model how to handle missing information.
Practical example
Using only the approved notes, prepare a one-page decision brief. Separate confirmed progress, risks and decisions needed. Cite note headings for important claims. Mark missing dates unknown. Do not create commitments.
Put the ideas into practice.
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