Sample-Activities, aktywne słuchanie
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Teacher’s Guide
Improving
Listening Skills
a skill-building activity designed to
supplement classroom lesson plans
Skill/Subject
NOTES:
Communication
Teacher Preparation
• Photocopy the activity for your students.
Resources/Supplies
• pen or pencil
Activity
Read the following directions to the class so that they can
complete Part 1 of the activity.
• Box 1: Place a dot on the letter “i.”
• Box 2: Print the letters of the word “xerox” in the blank
spaces.
• Box 3: I saw a papa bull (PB), a mama bull (MB), and a
baby bull (BB) in the barnyard. Circle the one that does
not belong.
•Four words are in a box. Circle the one that belongs.
• Answers are “i,”
X E R O X
, MB, cake.
After discussing the answers as a class, have students
complete Part 2 of the activity.
www.okcareertech.org/cimc/toolbox/
Substitute Teacher Toolbox, page 1
To complete Part 3:
NOTES:
• Divide the students into two groups.
• Have one small group form an inner circle with the
second group becoming an outer circle.
• Ask the students in the inner circle to discuss examples
from their experiences of when “actions spoke louder
than words.”
•While the inner group is discussing, have the outer group
observe the listening skills of inner-circle members.
• Using the rating scale in Part 3 of the activity, have
outer-circle members rate at least three inner-circle
members. (This rating can be done by name or
anonymously, depending on your evaluation of the
group's maturity.)
Assessment
Students should be assessed on their answers to Part One.
Part Two is for discussion purposes only. There are no right
or wrong answers. Part Three is also for discussion
purposes. Assess students on their involvement in the
discussion.
www.okcareertech.org/cimc/toolbox/
Substitute Teacher Toolbox, page 2
Student Activity
Improving Listening Skills
Name: __________________________________________________
Listening is probably our most important communication skill, yet most of us do it
very badly. Active listening requires concentration and mental participation.
Part 1
Directions:
Use the following diagram to practice active listening. As the instructor
reads the directions orally, respond accordingly on the diagram. Notice that the
boxes are numbered.
Part 2
Directions:
After discussing the answers as a class, reply to the following
questions. Write your answers in the spaces provided.
1. Why did you respond incorrectly?
________________________________________________________________________________
________________________________________________________________________________
May be photocopied for student use.
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Substitute Teacher Toolbox, page 3
2. What lesson does your response teach you about becoming a better
communicator?
________________________________________________________________________________
________________________________________________________________________________
3. Does your response prove that directions may be ambiguous and need greater
clarity? How?
________________________________________________________________________________
________________________________________________________________________________
4. How would you have done better if you had asked for clarification of any unclear
portion of the message?
________________________________________________________________________________
________________________________________________________________________________
Part 3
Directions:
Follow your instructor's directions, and use this scale to rate the
listening skills of inner-circle members. Use the back of this sheet to record your
ratings.
Rating
1 — Does not listen to the speaker; is absorbed in own thoughts
2 — Contributes to the discussion but gives no indication of having heard others'
comments
3 — Sends nonverbal messages, such as eye contact or a head nod, to show that
what was being said was being heard
4 — Accurately refers to other speaker's comments in making his or her own
statements
5 — Shows by comments that he or she understands the feelings behind others'
comments; responds without judging the others
May be photocopied for student use.
www.okcareertech.org/cimc/toolbox/
Substitute Teacher Toolbox, page 4
Teacher’s Guide
Stranded: Coming to
Consensus
a skill-building activity designed to
supplement classroom lesson plans
Skill/Subject
NOTES:
Communication
Teacher Preparation
• Photocopy the activity for your students.
•You may want to write the list of supplies on the board.
Resources/Supplies
• pen or pencil
Activity
Have students read the scenario below and rank the items
they think are most important to carry. After the class has
finished making their choices, divide them into groups of
three for Part 3. After the groups have had time to come to a
consensus, break up the groups for Part 4. Facilitate a large
group discussion about how each of the smaller groups
functioned.
Assessment
This activity is for student awareness only, and there are no
right or wrong answers. However, you may want to collect
papers to ensure participation.
www.okcareertech.org/cimc/toolbox/
Substitute Teacher Toolbox, page 1
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