This activity can be found in Pretty et al, (1995) - University of ...

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07 FS1What is ‘active listening’?ObjectiveParticipants will be able to identify characteristics of an ‘active listener’.Time30 minutesMaterialsMt 07 FS1.1 - cartoon; Mt 07 FS1.2 - scenariosTask & OrganisationInput for task: Cartoon; scenarios; own perceptions1.1 (5 minutes – plenary) Explain that the next set of sessions will focus on thefollowing skills:♦ Active Listening♦♦QuestioningManaging informationThese are skills which are necessary for SBRTs to effectively carry out theactivities that they will initiate in their schools.1.2 (5 minutes – plenary) Give participants the cartoon (Mt 07 FS1.1) Ask: What doesthis cartoon tell us about the way we listen? Explore the concept of selectivelistening, i.e. we pick out the parts that we are interested in or that mean somethingto us; we rarely listen to every word.1.3 (5 minutes – pairs) Ask participants to find a partner and sit opposite them. Giveone person from each pair card A and the other card B (Mt 07 FS1.2) – a differentscenario for each pair. Ask them, without showing their cards to each other, tofollow the instructions.Output(From feedback) List of characteristics of an ‘active listener’.Feedback(15 minutes – plenary) Discuss the following questions (in relation to the speaker):♦ How did you know when your partner was listening to you? How did you feel?♦ How did you know if your partner was not listening to you? How did you feel?♦ How did your partner’s ‘not listening’ affect your ability to talk?♦ What effect does ‘having a good listener’ have on the speaker?♦ What are the characteristics of an ‘active listener’? (List their responses and display)Discuss generally the importance for facilitators of active listening skills.76 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
Mt 07 FS1.1What does this cartoontell us about the waythat we listen?OK Ginger! I’ve had it! You stayout of the garbage ! Understand,Ginger! Stay out of the garbage,or else.!blah blah Ginger blah blah blahblah blah blah blah Ginger blahblah blah blah blah blahOK Ginger! I’ve had it! You stayout of the garbage ! Understand,Ginger! Stay out of the garbage,or else.!What does this cartoontell us about the waythat we listen?Blah blah Ginger blah blah blahblah blah blah blah Ginger blahblah blah blah blah blahBased on an activity by Stanbrook (1995)77 Jamaica All Age Schools Project: Facilitator Training for School Based Resource Teachers
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The following took part in National
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The materialsThis manual contains m
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HO handoutsMt materialsAreas of the
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01 In1What is School Based INSETObj
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2 Number of Resource Teachers for G
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Role of Tertiary Unit‣ to act as
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The Learning SchoolThe Learning Sch
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01 In3What is the role of SBRTs, Pr
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02 BC1How do we react to change?Obj
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Mt 02 BC1.119 Jamaica All Age Schoo
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HO 02 BC2.1How do feelings about ch
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02 BC3What factors help or restrain
Page 29 and 30: Mt 02 BC3.2FORCE FIELD ANALYSISThis
Page 31 and 32: 27Chart your feelings and reactions
Page 33 and 34: 29Name & Purpose ofthe sessions09 P
Page 35 and 36: 03 UF1What is facilitation?Objectiv
Page 37 and 38: 03 UF2What is the role of a facilit
Page 39 and 40: Mt 03 UF2.2BEHAVIOURS OFDIRECTIVE L
Page 41 and 42: 03 UF3What are participants’ resp
Page 43 and 44: 39 Jamaica All Age Schools Project:
Page 45 and 46: 04 RF2What are the SBRTs’ persona
Page 49 and 50: 05 BSG2What role do individual pers
Page 51 and 52: Mt 05 BSG2.1REDSReds are the party
Page 53 and 54: Mt 05 BSG2.1GREENSThe green style h
Page 55 and 56: HO 05 BSG2.2Communicating withdiffe
Page 57 and 58: Mt 05 BSG3.1Cooperative SquaresObje
Page 59 and 60: Mt 05 BSG3.21 of 5 (see Mt 05 BSG3.
Page 61 and 62: Mt 05 BSG3.23 of 5aab57 Jamaica All
Page 63 and 64: Mt 05 BSG3.25 of 5add59 Jamaica All
Page 65 and 66: 06 MTF1What is the role of content
Page 67 and 68: Mt 06 MTF1.1Strips to place on the
Page 69 and 70: 06 MTF3What tasks can we use to ens
Page 71 and 72: 06 MTF4How can feedback to tasks be
Page 73 and 74: HO 06 MTF4.1Feedback Approach8Mixed
Page 75 and 76: HO 06 MTF5.1Task types and methods
Page 77 and 78: HO 06 MTF5.1Session 21 Arrange part
Page 79: 75 Jamaica All Age Schools Project:
Page 83 and 84: 07 FS2How do we convey non verbal m
Page 85 and 86: HO 07 FS2.2How do we convey non ver
Page 87 and 88: Mt 07 FS3.1Listening scenariosPair
Page 89 and 90: Mt 07 FS4.1Read the newspaper artic
Page 91 and 92: HO 07 FS5.1Types of QuestionsOpen-e
Page 93 and 94: 07 FS7Why is it important to summar
Page 95 and 96: 08 P1How can we plan for facilitati
Page 97 and 98: 93The cycle below is intended to il
Page 99 and 100: 08 P3How facilitative are our plans
Page 103 and 104: 09 PRC2How can we manage reactions
Page 105 and 106: 10 WF1How will SBRTs begin the proc
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