TEACHER RESOURCE Active Listening
1TEACHER RESOURCEActive listening4adaptableObjectives: appreciate the value of active listening;PrimaryIntermediateMiddleSeniorlistening and responding to another person in ways thatdemonstrate you fully understand what was said444Introducethe strategy understand and use techniques for active listening.Use the following activities to introduce the strategy Invite students to think of a time when they felt someone really listened to them. Ask studentsto share the details of the situation with a partner without necessarily disclosing the subjectof the conversation (e.g., When did this happen? Where were you? Who listened to you?How did you know the person was listening? What difference did it make to be listened to?). Using similar questions, invite students to think of a time when they really listened to someoneelse. Ask students to share that experience with the same partner. Based on the shared stories,brainstorm the qualities of good listening. Pose the question: “How do you know someone isreally listening to you?” Record student ideas on the board. Encourage students to identifythe actions and words the listener used that helped the speaker feel heard (e.g., focusing onthe speaker, attentive body language, asking questions). Introduce the term “active listening.” Invite students to brainstorm the difference betweenhearing and listening and to speculate on the difference between active and passive listening.Based on student input, create a definition of active listening (e.g., attentive listening toavoid misunderstanding). Suggest to students that active listening requires self-discipline because many individualswant to share their own stories or offer advice rather than listen to and understand what thespeaker is saying. Provide students with a copy of What did I say? (ActivitySheet A). Point out that the goal of active listening is tolet the speaker know you have heard his/her messageand to fully understand the message. Invite students toread or role play each example in pairs and identify theresponse that best reflects the speaker’s message. Posethe question: “If you were the speaker, which responsewould best show that you had been carefully listenedto?”What did11teningAfter students read or role play the examples,compile the responses as a class. Identify thefailure to actively listen evident in the ineffectiveresponses (e.g., gave advice, told his or herown story, misinterpreted). Invite students toidentify evidence, from the role plays, of thefollowing techniques of active listening:- paying attention;- showing you are listening;- paraphrasing the speaker’s message;- asking questions;- suspending judgment;- responding respectfully.e lis ActivPractisethe strategyActive listeningActive listeningtargetedFor each statemenACTIt belowVITY, identiSHEEfy theTArespos I thinse thank I’dt bestlike todemoa) “Mdropnstraout ofaybetes acit wotive lisschoould bel, buttenb) “Yinghelpfthen.ou’reul toI startafraidtake atofeethat yoc) “Ibreakl likeu migh. Youcan reaa quittecan alwt faillly relr.”if youays coate tod) “Ystay inme bawhatou woyou areschoock, youldn’tl now.u knowsayingfeel goIs tha.”. Someod ift it?”you qutimesI wantit school evto quen thoit too.”ugh you would like to.”I say?“Sometime“I do“I gen’t want togo tothe paa) “Yrty. Iwon’tou’reknownervoany onus abb) “Yout ape thereou neproacand I’lver knhingl window, yonew pec) “Sup situ mighopleo youting byand thit havereallymyselnk noa gredon’td) “Wat timf.”one wiwant tohy toe.”ll talkgo, ehyou thito yo?”nk itu.”will bethat way?”t reallynervous talkinga) “Yto myteachoursayinger. I keyou wiep thib) “Inkingsh yohaveu hadthat Ia hardanothsoundtimec) “Yer teastupidtalkincher.”ou ge.”g to teat thechersidea shd) “Ytoo.”e’s evou thialuatink thangyou ant talkind thag to het maker wills youmakefeel 4 TheCritical ThinkingConsortium The Critical Thinking Consortium
Introduce the term “paraphrasing”—one of the six important active-listening techniques.Explain that paraphrasing occurs when listeners repeat or “say back” the speaker’s messagein their own words. Refer back to the examples on Activity Sheet A and discuss the commonqualities of the paraphrased responses (e.g., identifies what the speaker feels, thinks, or wants).Discuss with students when you might paraphrase in a conversation and brainstorm possibleparaphrasing language. Review the importance of paying attention and using attentive body language when listeningactively. Remind students that these are the first steps in listening actively. Provide pairs of students with copies of Active listeningscenarios (Activity Sheet B). Invite students to role playthe scenarios. Instruct students to alternate speaking andlistening roles with the listener responding by paraphrasingwhat the speaker has said. Provide students with a copyof Paraphrasing starters (Activity Sheet C) to supportthem in paraphrasing the speaker’s message. If possible,encourage students to carry on the conversation beyondone paraphrased response.1Apply the strategy toeveryday teachingteningReinforcethe strategye lis ActivActiveParaphrasingstarterslisteninge it serrectly .”ems like youare sare thatying.”I’m with you, bu“As yot .”u seeit .”“Could it be5that .”“I wonderif .” “Is itTheCriticapossibl Thinkingle thatConsor“I ge.”tiumt theimpression th“Perhaat .”ps yo“Letu areme sefeelinge if I.”get what you are“It sesayingems to.”me that .”“As Iget it,you think .”“Youmean.”“Maybe you feel.”“Fromwhere I sta“Letnd .me se”e if I’mwithyou .”“I’mnot suIntroduce the Student Resource, Active listening.Review each of the elements: purpose, strategy,sample, and self-assessment rubric. Discuss when this strategymight be useful in both in school and in real-life situations. Encouragestudents to refer to this resource when using the strategy in the future.Activelistening6 TheCritical ThinkingConsortium Invite students to view the YouTube video, The Tale of Sir Launcelot, a humorous parody set inmedieval times that depicts a conversation between a father, a son and two guards. It is availableat http://www.youtube.com/watch?v deFfeIVb2p0&feature fvw. After viewing the clip, discussas a class examples of active listening and examples of poor listening evident in the video. Invite students to work in groups to develop role plays that illustrate active listening. At appropriate times over the ensuing several weeks, encourage students to use this strategyin regular classroom situations, including the following: listening to and clarifying instructions; listening to a presentation and checking their understanding; helping a friend solve a problem; participating in group problem solving and decision making; solving or avoiding a conflict with another person.Active listening2 The Critical Thinking Consortiumtening1Active listening scenariosFriend speaACTIkingVITYto friSHEEend“I can’tTBwere believe it.too skFirstmyimNowshe tel py. So I ga teacher said myls meStudve heanent spr moI’m beeakinging too re infor swersmatioto teawordn.Teen“I didy.”cheragerreaspeakijust giv lly badlyng toon myparent“Youthoug e up. I’mmathare soht I wanotest. Iimpoto thethinks prep good atssipartyI shmaared. It’s no ble. Everydon’tMaybe th. I studie ouldwantone ist likeI justd andme toI’m sixallowFriencan’thaveed tod speaget it.”goany lif years oldking. Youe at allto frijustFrienend!”“I’mreallyd speastaday Ikingto frido the rting to haend“Havquit,tee youI migh same mind my parthetimeages.lest notjob. EvI think ard from Safind an s, boring wom? Heotherhe murk. Bu eryjob.”st bet if Imad at hasn’t calleParent spd meme oreakinginsomethingto son or.”“YoudaugcahterSon orI trust n’t go toa partyyou budaugup. Ifhtert youthatspeakitro“I can’tof it.” uble happ don’t know is not supeng toparentens, yorvwhis impo take this anu could o migh ised.yt shbe inthink ssible. She more. Shthe mi owariwhat’sns mine oops in my ng a roomFrienACTI ddlewithd speais hers.stuVITYkingI need ff and seem herSHEEto friTCsomes toStudend“Myprivaent spfri“Scy!”o, yo end wantseakingI reallyudofeel . me toto tean’ ”go“I can’twantcher“Youmy fri t feel comf on a tripworkwius inthink end toorthe sa with Susa.” think table going th his familymen.and II’m a.“Youbut Iend up group. Sh It’s not faiwidon’tmp.”r toe argTeac wonderdoingall the ues abou always pu“It so her spea .”tt everyworkkiunds.”thinglike yo ng to stu“Pdents“Whaick up your u .”Go ttoyou mea backpackthe“As Irkn sta.”tio s from theunde When yo worstunfroancoprtod it, yo mpletntint“You blu the neu felt e that sta ed on your of the bus.’re so e ten xt station. that . tion,namert of t.”At lun”motag.sayingch tim ve clock“If I’mwithat .e, mehearin”et by seg you“To mthecoe lis1 ActivActive listeningTEACHER RESOURCE
Encourage students to use the rubric wheneverthey use this strategy. To use the rubric for teacher evaluation of studentwork, remove the first person (student) referencefrom each descriptor.Activemy use ofactive listeninglistening9 TheCritical ThinkingConsortiumActive listening3 The Critical Thinking ConsortiumActive listening Guide students in interpreting and using the rubricto assess their own responses.ssing1 Allow students opportunities to apply the strategytwo or three times without EexamGoodplesI canof aceative lisactive sily recogteninnizlistg:eeningin moBasic, increI candifficu complex ludingrecogorlt situanize exof acNeedtivtionss imprI some e listening amples.ovemI canwith times strug , butentusShowcoactive ually recogsituatio mplex or gleyouare lisdifficustrug listening, nizens.teninltbugleI alwayg:difficu with co t I often I strugglemptolt situaexamspeake s focus onples of identifytions lex or.listenlangu r and use theactiveing.agboI usualisten e that sh dyllying acows Ispeake focus ontivelyam.langu r and use theParaagboI knowphralisten e that sh dyse thing acows Ito foc what it looe speativelyamus onks likI canker’s.but Ipamessaam no the speake eI havethe sp raphrasege:to dotr,whateakerthis. always aband ama hard timin coislesayeI canmping evaway often dis focusingusensituatio lex or diffromtrawhat ually parapficultns.the sp ctedthe sphraseeaker.eakersayingI canis, butsoI havein compparap metimesdifficuhrasesituatio lex or difltyficultwhatspeakens.It is hatherAsk qurd forsituatio is sayinginparapestiome tons suhraI misin ns, but so simplespenmetimspeake se whatterpreI askd, judtheesr is sayt theapgmenmessaing.quest propriatet, ange.ions tod respundeclarifyondI usuarstrespeclly askjudgin anding wi mytfullyclarifyquthog:my un estions tomessa the speake utwidege, anthoutr’srstanI usuarespodlly askspeake judging the dingnd res I alwaysclaqupectfr’s merify myestully.respounde ions towithond res ssage, andrstanI strugutpectfIully.gle tospeake judging the dingwithoask qur’s meutand Iestssagespeake judging the ionsus,respe ually resporctfrespo and do nondnd ressituatio ully. In sot alwpectfaysmens,ully.Ido thiam nos.t abletoteningEncourage students to refer to the rubric Assessing my useof active listening (Student Resource) when self-assessingtheir use of this strategy:e lis ActivAssess studentunderstanding1TEACHER RESOURCE
ACTIVITY SHEET AActive listeningWhat did I say?For each statement below, identify the response that best demonstrates active listening.1“Sometimes I think I’d like to drop out of school, but then I start to feel like a quitter.”a)“Maybe it would be helpful to take a break. You can always come back, you know.”b) “You’re afraid that you might fail if you stay in school now. Is that it?”c)“I can really relate to what you are saying. Sometimes I want to quit too.”d) “You wouldn’t feel good if you quit school even though you would like to.”“I don’t want to go to the party. I won’t know anyone there and I’ll wind up sitting by myself.”a)“You’re nervous about approaching new people and think no one will talk to you.”b) “You never know, you might have a great time.”c)“So you really don’t want to go, eh?”d) “Why do you think it will be that way?”“I get really nervous talking to my teacher. I keep thinking that I sound stupid.”a)“You’re saying you wish you had another teacher.”b) “I have a hard time talking to teachers too.”c)“You get the idea she’s evaluating you and that makes you feel uncomfortable?”d) “You think that talking to her will make your grade worse?”Active listening4 The Critical Thinking Consortium
1ACTIVITY SHEET BFriend speaking to friendStudent speaking to teacher“I can’t believe it. First my teacher said my answerswere too skimpy. So I gave her more information.Now she tells me I’m being too wordy.”“I did really badly on my math test. I think I shouldjust give up. I’m no good at math. I studied andthought I was prepared. Maybe I just can’t get it.”Teenager speaking to parentFriend speaking to friend“You are so impossible. Everyone is allowed to goto the party. It’s not like I’m six years old. You justdon’t want me to have any life at all!”“I’m really starting to hate my part time job. Everyday I do the same mindless, boring work. But if Iquit, I might not find another job.”Friend speaking to friendParent speaking to son or daughter“Have you heard from Sam? He hasn’t called me inages. I think he must be mad at me or something.”“You can’t go to a party that is not supervised.I trust you but you don’t know who might showup. If trouble happens, you could be in the middleof it.”Son or daughter speaking to parentFriend speaking to friend“I can’t take this any more. Sharing a room with heris impossible. She snoops in my stuff and seems tothink what’s mine is hers. I need some privacy!”“My friend wants me to go on a trip with his family.I really don’t feel comfortable going but I don’twant my friend to think I’m a wimp.”Student speaking to teacherTeacher speaking to students“I can’t work with Susan. It’s not fair to always putus in the same group. She argues about everythingand I end up doing all the work.”“Pick up your backpacks from the front of the bus.Go to the work station printed on your name tag.When you complete that station, move clockwiseto the next station. At lunch time, meet by theblue tent.”Active listening5 The Critical Thinking ConsortiumActive listeningActive listening scenarios
ACTIVITY SHEET CActive listeningParaphrasing starters“So, you feel .”“You think .”1“You wonder .”“It sounds like you .”“What you mean .”“As I understand it, you felt that .”“You’re sort of saying that .”“If I’m hearing you correctly .”“To me it seems like you are saying .”“I’m not sure that I’m with you, but .”“As you see it .”“Could it be that .”“I wonder if .”“Is it possible that .”“I get the impression that .”“Perhaps you are feeling .”“Let me see if I get what you are saying .”“It seems to me that .”“As I get it, you think .”“You mean .”“Maybe you feel .”“From where I stand .”“Let me see if I’m with you .”Active listening6 The Critical Thinking Consortium
1STUDENT RESOURCEActive listeningActive listeninglistening and responding to another person in ways that demonstrateyou fully understand what was saidPurposeThis strategy helps mefocus on and reallyunderstand what someoneis saying.Instructions Pay attention: Look at the speaker. Ignore distractions. Give the speaker your undivided attention. Notice the speaker’s body language. Avoid the tendency to think about your own views or opinionson what the speaker is saying. Remember that listening is about understanding the speaker.For a sample use of thestrategy, see the next page. Show you are listening: Use body language that shows you are paying attention. Leanforward, nod occasionally, and avoid closed body language likecrossing your arms. Let the speaker finish. Don’t interrupt. Paraphrase: In your own words, repeat back what you heard the speaker say.Focus on the message the speaker is sending and interpret thefeelings the speaker has expressed (e.g., Sounds like you aresaying .). Ask questions: Think about what is being said and ask questions to clarify keypoints (e.g., What do you mean when you say .). Suspend judgment: Don’t judge what the speaker is saying. Avoid the temptation tooffer advice or dismiss what the speaker’s message is. Respond respectfully: As a listener you are gaining information. Treat the speaker withrespect.Adapted from: htm.Active listening7 The Critical Thinking Consortium
Active listeningSTUDENT RESOURCELEPMASuse of the strategy1Active listeningSpeaker:Active listener:“I’m really starting to hate my part time job.Every day I do the same mindless, boring work.But if I quit, I might not find another job.”“Sounds like you don’t like your job but you’reafraid to quit.”“Yeah. I have to have a job but I just hate doingthe same thing over and over again.”“You want a job that is more interesting.”“A job where I have more to do with people orhave some responsibility would be a lot better.”Active listening8 The Critical Thinking Consortium
Assessing my use of active listeningAccomplishedGoodBasicNeeds improvementRecognize examples of active listening:I can easily recognizeactive listening, includingin more complex ordifficult situations.I can recognize examplesof active listening, butI sometimes strugglewith complex or difficultsituations.I can usually recognizeactive listening, but I oftenstruggle with complex ordifficult situations.I struggle to identifyexamples of activelistening.I usually focus on thespeaker and use bodylanguage that shows I amlistening actively.I know what it looks liketo focus on the speaker,but I am not always ableto do this.I have a hard time focusingand am often distractedaway from the speaker.I can sometimesparaphrase what thespeaker is saying in simplesituations, but sometimesI misinterpret the message.It is hard for me toparaphrase what thespeaker is saying.Show you are listening:I always focus on thespeaker and use bodylanguage that shows I amlistening actively.Paraphrase the speaker’s message:I can paraphrase whatthe speaker is saying evenin complex or difficultsituations.I can usually paraphrasewhat the speaker issaying, but I have difficultyin complex or difficultsituations.Ask questions, suspend judgment, and respond respectfully:I ask appropriatequestions to clarify myunderstanding withoutjudging the speaker’smessage, and I alwaysrespond respectfully.Active listeningI usually ask questions toclarify my understandingwithout judging thespeaker’s message, and Irespond respectfully.I usually ask questions toclarify my understandingwithout judging thespeaker’s message,and I usually respondrespectfully. In somesituations, I am not able todo this.9I struggle to ask questionswithout judging thespeaker and do not alwaysrespond respectfully. The Critical Thinking Consortium1Active listeningSTUDENT RESOURCE
hearing and listening and to speculate on the difference between active and passive listening. Based on student input, create a definitionof active listening (e.g., attentive listening to avoid misunderstanding). Suggest to students that active listening
TOEFL Listening Lecture 35 184 TOEFL Listening Lecture 36 189 TOEFL Listening Lecture 37 194 TOEFL Listening Lecture 38 199 TOEFL Listening Lecture 39 204 TOEFL Listening Lecture 40 209 TOEFL Listening Lecture 41 214 TOEFL Listening Lecture 42 219 TOEFL Listening Lecture 43 225 COPYRIGHT 2016
Active Listening Page 1 of 1 Request to be the Topicsmaster at a club meeting. Explain to the vice president education that you will be completing your "Active Listening" project and will need extra time and an evaluator to evaluate your active listening skills. Complete the role of Topicsmaster as described in the "Active Listening .
Adult ESL learners have countless daily opportunities for listening and spea king in English as they interact as workers, family members, community members, and classroom learners. Some listening is non-face-to-face, such as listening to movies and broadcast media, listening on the phone, and listening to loudspeaker announcements.
Listening skills is an important part of communication. This is not just an innate ability. It can be developed through practice and mindfulness. . CRITICAL LISTENING: Listening with the intention of analyzing and giving a feedback. COMPREHENSIVE LISTENING: Listening to simply understand a message,
of Effective Listening Skills. The three modes, or manners, of listening are Attentive, Responsive, and Active. The four levels of listening are Factual, Perceptive, Emotional, and Mixed. We’ll highlight each area to help increase your listening accuracy and reduce the opportunity for misunderstanding.
SPARC T3-4 ActiveAug 2012 SPARC T4-1 Mar 2016 Active SPARC T4-1B Sep 2014 Active SPARC T4-2 Dec 2014 Active SPARC T4-4 Dec 2014 Active SPARC T5-1 Aug 2016 Active SPARC T5-2 Aug 2017 Active SPARC T5-4 Aug 2017 Active SPARC T5-8 Aug 2017 Active SPARC T7-1 Aug 2020 Active SPARC
Strategies for teaching listening When students are doing a listening activity in the classroom , there should be a reason for them to be listening. In Case Study 1 the teacher tries one a pproach to his class. Case Study 1: Mr Khan tries the 'listen and draw' activity Mr Khan is a secondary English teacher.
Anatomy is the study of the structure of living things. b. Physiology is the science of the functioning of living organisms and their component parts. SELF-ASSESSMENT EXERCISE 2 i. Factors that determine divisions in anatomy are: a. Degree of structural detail under consideration 5. HEM 604 BASIC ANATOMY AND PHYSIOLOGY OF HUMAN BODY b. Specific processes c. Medical application ii. The analysis .
