Active_listening Active Listening Active

Active listening 1 © The Critical Thinking Consortium
Active listening
listening and responding to another person in ways that
demonstrate you fully understand what was said
Objectives: • appreciate the value of active listening;
• understand and use techniques for active listening.
Use the following activities to introduce the strategy
Introduce
the strategy
➤
➤ Invite students to think of a time when they felt someone really listened to them.Ask students
to share the details of the situation with a partner without necessarily disclosing the subject
of 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 someone
else.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 is
really listening to you?” Record student ideas on the board. Encourage students to identify
the actions and words the listener used that helped the speaker feel heard (e.g., focusing on
the speaker, attentive body language, asking questions).
➤
➤ Introduce the term “active listening.” Invite students to brainstorm the difference between
hearing 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 to
avoid misunderstanding).
➤
➤ Suggest to students that active listening requires self-discipline because many individuals
want to share their own stories or offer advice rather than listen to and understand what the
speaker is saying.
➤
➤ Provide students with a copy of What did I say? (Activity
Sheet A). Point out that the goal of active listening is to
let the speaker know you have heard his/her message
and to fully understand the message. Invite students to
read or role play each example in pairs and identify the
response that best reflects the speaker’s message. Pose
the question: “If you were the speaker, which response
would best show that you had been carefully listened
to?”
➤
➤ After students read or role play the examples,
compile the responses as a class. Identify the
failure to actively listen evident in the ineffective
responses (e.g., gave advice, told his or her
own story, misinterpreted). Invite students to
identify evidence, from the role plays, of the
following techniques of active listening:
- paying attention;
- showing you are listening;
- paraphrasing the speaker’s message;
- asking questions;
- suspending judgment;
- responding respectfully.
Practise
the strategy
Active listening
4
©
The
Critical Thinking Consortium
ACTIVITY SHEET A
What did I say?
For each statement below, identify the response that best demonstrates active listening.
“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 any one 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 to you think it will be that way?”
“I get really nervous talking to my teacher. I keep thinking that I sound stupid.”
a) “Your 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?”
Ac
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TEACHER RESOURCE
Primary
Intermediate
Middle
Senior
targeted
adaptable
4
4
4
4
Active
listening
1

➤
➤ 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 message
in their own words. Refer back to the examples on Activity Sheet A and discuss the common
qualities 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 possible
paraphrasing language.
➤
➤ Review the importance of paying attention and using attentive body language when listening
actively. Remind students that these are the first steps in listening actively.
➤
➤ Provide pairs of students with copies of Active listening
scenarios (Activity Sheet B). Invite students to role play
the scenarios. Instruct students to alternate speaking and
listening roles with the listener responding by paraphrasing
what the speaker has said. Provide students with a copy
of Paraphrasing starters (Activity Sheet C) to support
them in paraphrasing the speaker’s message. If possible,
encourage students to carry on the conversation beyond
one paraphrased response.
➤
➤ Introduce the Student Resource, Active listening.
Review each of the elements: purpose, strategy,
sample, and self-assessment rubric. Discuss when this strategy
might be useful in both in school and in real-life situations. Encourage
students to refer to this resource when using the strategy in the future.
➤
➤ Invite students to view the YouTube video, The Tale of Sir Launcelot, a humorous parody set in
medieval times that depicts a conversation between a father, a son and two guards. It is available
at http://www.youtube.com/watch?v=deFfeIVb2p0&feature=fvw.After viewing the clip, discuss
as 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 strategy
in 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 listening
5
©
The
ACTIVITY SHEET B
Active listening scenarios
Friend speaking to friend
“I can’t believe it. First my teacher said my answers
were too skimpy. So I gave her more information.
Now she tells me I’m being too wordy.”
Teenager speaking to parent
“You are so impossible. Everyone is allowed to go
to the party. It’s not like I’m six years old.You just
don’t want me to have any life at all!”
“Have you heard from Sam? He hasn’t called me in
ages. I think he must be mad at me or something.”
Son or daughter speaking to parent
“I can’t take this any more. Sharing a room with her
is impossible. She snoops in my stuff and seems to
think what’s mine is hers. I need some privacy!”
Student speaking to teacher
“I can’t work with Susan. It’s not fair to always put
us in the same group. She argues about everything
and I end up doing all the work.”
“I did really badly on my math test. I think I should
just give up. I’m no good at math. I studied and
thought I was prepared. Maybe I just can’t get it.”
“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.”
Parent speaking to son or daughter
“You can’t go to a party that is not supervised.
I trust you but you don’t know who might show
up. If trouble happens, you could be in the middle
of it.”
“My friend wants me to go on a trip with his family.
I really don’t feel comfortable going but I don’t
want my friend to think I’m a wimp.”
Teacher speaking to students
“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 clockwise
to the next station. At lunch time, meet by the
blue tent.”
Ac
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Active listening
6
©
The
ACTIVITY SHEET C
Paraphrasing starters
“So, you feel ...”
“You think ...”
“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 ...”
Ac
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Reinforce
the strategy
Apply the strategy to
everyday teaching
TEACHER RESOURCE
Active
listening
1

Assess student
understanding
➤
➤ Encourage students to refer to the rubric Assessing my use
of active listening (Student Resource) when self-assessing
their use of this strategy:
• Allow students opportunities to apply the strategy
two or three times without evaluation.
• Guide students in interpreting and using the rubric
to assess their own responses.
• Encourage students to use the rubric whenever
they use this strategy.
➤
➤ To use the rubric for teacher evaluation of student
work, remove the first person (student) reference
from each descriptor. Active listening
9
©
The
STUDENT RESOURCE
Accomplished
Good
Basic
Needs improvement
Recognize examples of active listening:
I can easily recognize
active listening, including
in more complex or
difficult situations.
I can recognize examples
of active listening, but
I sometimes struggle
with complex or difficult
situations.
I can usually recognize
active listening, but I often
struggle with complex or
I struggle to identify
examples of active
listening.
Show you are listening:
I always focus on the
speaker and use body
language that shows I am
listening actively.
I usually focus on the
listening actively.
I know what it looks like
to focus on the speaker,
but I am not always able
to do this.
I have a hard time focusing
and am often distracted
away from the speaker.
Paraphrase the speaker’s message:
I can paraphrase what
the speaker is saying even
in complex or difficult
situations.
I can usually paraphrase
what the speaker is
saying, but I have difficulty
situations.
I can sometimes
paraphrase what the
speaker is saying in simple
situations, but sometimes
I misinterpret the message.
It is hard for me to
paraphrase what the
speaker is saying.
Ask questions suspend, judgment, and respond respectfully:
I ask appropriate
questions to clarify my
understanding without
judging the speaker’s
message, and I always
respond respectfully.
I usually ask questions to
clarify my understanding
without judging the
speaker’s message, and I
without judging the
speaker’s message,
and I usually respond
respectfully. In some
situations, I am not able to
do this.
I struggle to ask questions
without judging the
speaker and do not always
Assessing my use of active listening
Ac
tiv
e
lis
ten
ing
1
TEACHER RESOURCE
Active
listening
1

ACTIVITY SHEET A
What did I say?
For each statement below, identify the response that best demonstrates active listening.
“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
listening
1

ACTIVITY SHEET B
Active listening scenarios
“I can’t believe it. First my teacher said my answers
were too skimpy. So I gave her more information.
Now she tells me I’m being too wordy.”
Teenager speaking to parent
“You are so impossible. Everyone is allowed to go
to the party. It’s not like I’m six years old. You just
don’t want me to have any life at all!”
“Have you heard from Sam? He hasn’t called me in
ages. I think he must be mad at me or something.”
Son or daughter speaking to parent
“I can’t take this any more. Sharing a room with her
is impossible. She snoops in my stuff and seems to
think what’s mine is hers. I need some privacy!”
“I can’t work with Susan. It’s not fair to always put
us in the same group. She argues about everything
and I end up doing all the work.”
“I did really badly on my math test. I think I should
just give up. I’m no good at math. I studied and
thought I was prepared. Maybe I just can’t get it.”
“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.”
Parent speaking to son or daughter
“You can’t go to a party that is not supervised.
I trust you but you don’t know who might show
up. If trouble happens, you could be in the middle
of it.”
“My friend wants me to go on a trip with his family.
I really don’t feel comfortable going but I don’t
want my friend to think I’m a wimp.”
Teacher speaking to students
“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 clockwise
to the next station. At lunch time, meet by the
blue tent.”
Active
listening
1

ACTIVITY SHEET C
Paraphrasing starters
“So, you feel ...”
“You think ...”
“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
listening
1

Purpose
This strategy helps me
focus on and really
understand what someone
is 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 opinions
on what the speaker is saying.
−
− Remember that listening is about understanding the speaker.
• Show you are listening:
−
− Use body language that shows you are paying attention. Lean
forward, nod occasionally, and avoid closed body language like
crossing 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 the
feelings the speaker has expressed (e.g., Sounds like you are
saying ...).
• Ask questions:
−
− Think about what is being said and ask questions to clarify key
points (e.g., What do you mean when you say ...).
• Suspend judgment:
−
− Don’t judge what the speaker is saying. Avoid the temptation to
offer advice or dismiss what the speaker’s message is.
• Respond respectfully:
−
− As a listener you are gaining information. Treat the speaker with
respect.
Adapted from: http://www.mindtools.com/CommSkll/ActiveListening.htm.
For a sample use of the
strategy, see the next page.
Active listening
listening and responding to another person in ways that demonstrate
you fully understand what was said
STUDENT RESOURCE
Active
listening
1

Active listening
SAMPLE
use of the strategy
Speaker:
“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.”
“Yeah. I have to have a job but I just hate doing
the same thing over and over again.”
“A job where I have more to do with people or
have some responsibility would be a lot better.”
Active listener:
“Sounds like you don’t like your job but you’re
afraid to quit.”
“You want a job that is more interesting.”
STUDENT RESOURCE
Active
listening
1

STUDENT RESOURCE
Accomplished Good Basic Needs improvement
Recognize examples of active listening:
I can easily recognize
active listening, including
in more complex or
I can recognize examples
of active listening, but
I sometimes struggle
with complex or difficult
situations.
I can usually recognize
active listening, but I often
struggle with complex or
I struggle to identify
examples of active
listening.
Show you are listening:
I always focus on the
listening actively.
I usually focus on the
listening actively.
I know what it looks like
to focus on the speaker,
but I am not always able
to do this.
I have a hard time focusing
and am often distracted
away from the speaker.
Paraphrase the speaker’s message:
I can paraphrase what
the speaker is saying even
situations.
I can usually paraphrase
what the speaker is
saying, but I have difficulty
situations.
I can sometimes
paraphrase what the
speaker is saying in simple
situations, but sometimes
I misinterpret the message.
It is hard for me to
paraphrase what the
speaker is saying.
Ask questions, suspend judgment, and respond respectfully:
I ask appropriate
questions to clarify my
understanding without
judging the speaker’s
message, and I always
without judging the
speaker’s message, and I
without judging the
speaker’s message,
and I usually respond
respectfully. In some
situations, I am not able to
do this.
I struggle to ask questions
without judging the
speaker and do not always
Assessing my use of active listening
Active
listening
1

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