Dana teaches social sciences at the college level and English and psychology at the high school level. She has master's degrees in applied, clinical and community psychology.
Upon completion of this lesson, students will be able to:
- define 'reflective listening'
- list the behaviors that indicate reflective listening
- 1.5 to 2 hours
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
- The quiz associated with the text lesson
- Reflective listening
- Begin by asking the class to describe what it feels like when someone continually talks over them, cuts them off, or appears uninterested in what they are saying during a conversation. Discuss their thoughts as a class.
- Now ask the students to describe what it feels like to be listed to by another. Discuss their thoughts on this as a class.
- How do the two situations differ?
- Are there certain situations where one or the other is more appropriate?
- Pass out the paper copies of the text lesson now, one per student.
- Begin the video lesson and watch the section 'What is Reflective Listening?'
- Review the definition of 'reflective listening' for the class before continuing. Include specific actions and behaviors that are involved in the practice of reflective listening.
- Break the class into pairs.
- Watch the section 'Examples of Reflective Listening' of the video lesson.
- Then, practice acting out the three scenarios listed.
- When the pairs have acted out each scenario from the text lesson, have them swap roles and repeat the process again.
- Now have each pair create their own skit based on what they've learned to demonstrate their understanding of reflective listening.
- When the pairs have finished crafting their skits, have them take turns performing them for the class.
- What commonalities can we spot among the skits?
- Why is reflective listening so important?
- What can we do to become better at reflective listening?
- When is reflective listening essential?
- Is reflective listening ever unnecessary?
- Now have the class watch the lesson summary.
- Finally, complete the quiz associated with the text lesson aloud as a class, reviewing each question and answer fully to ensure understanding.
- Show the students several videos demonstrating different communication patterns. Can they spot the ones that show reflective listening?
- Ask students to log their practice with reflective listening for one week, noting challenges and successes.
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