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ReportLesson for teachers, this one is an Interactive Lesson on Listening
Subject:
Other
Grades:
Title – Interactive Lesson On Listening
By – Marci Sabin
Subject – Other
Grade Level – College (for teachers)
Marci Sabin’s Interactive Lesson
2.24.00
I. TOPIC, CONCEPT, SKILLS:
|
Topic
Listening |
Concept
Student will achieve better listening skills
|
Skills
Describe and explain importance of good listening skills
|
II. RATIONALE STATEMENT:
A. Students will want to learn more about listening, because they are interested in
better communication skills.
B. Students need to review and remember the three steps of listening because it is a building block for good communication skills.
C. Listening will help students to reach the Essential Learnings in Communication.
D. This lesson will specifically focus on numbers 1.2, 2.3, 4.3, 4.4, benchmark 3.
III. LESSON OBJECTIVES: Create at least one objective for your students to meet by the end of the lesson. Is this objective cognitive, affective, psychomotor or a combination? How do you know?
Students will realize and understand importance of good listening skills and be able to explain how valuable this skill is.
Cognitive objective
IV. LESSON ACTIVITY SEQUENCE : This is your actual plan. It should be designed to help all your students meet the objective(s). You will want to consider what you will be doing and saying, as well as what you would like the students to be doing and saying. Include examples, questions and some anticipated student responses, but not an entire script!
INTRODUCTION-Consider including the following:
A. Rationale/connection to real life.
B. Objective-state explicitly or implicitly.
C. Diagnostic Assessment.
D. Other introductory material.
|
TIME |
TEACHER ACTIVITIES |
STUDENT ACTIVITIES |
|
3 min |
Review : 4 communication styles Most used communication style |
Students will say them and then make comments about what they remembered from the previous lessons. (Diagnostic) |
MAIN ACTIVITY(IES)-Consider including the following:
A. Whole group/small group instruction.
B. Practice.
C. Formative Assessment.
|
TIME |
TEACHER ACTIVITIES |
STUDENT ACTIVITIES |
|
2 min
1
7
|
Review Lecture : Steps to good listening Use the example of a pathway and steps to go from “bad listening” to “good listening.” Write on the board: 1. Focus, 2. Encourage, 3. Understand
Lecture : limerick definition and example
Whole Group Activity : hand out three slips of paper to each student.
|
Students will try to put the three limericks together-and in order. They cannot read any other paper besides their own. Listening is a critical element. (Formative) |
CONCLUSION-Consider including the following:
A. Summary or review.
B. Lesson Assessment Procedure (this should focus on how well the students are meeting the objective).
|
TIME |
TEACHER ACTIVITIES |
STUDENT ACTIVITIES |
|
3
2 |
Discuss : how the students felt during the activity
Conclude : Listening is important
Review steps to good listening
|
(Subjective)
|
V. GRADING OR MARKING SYSTEM: What feedback will you give the students so they will know to what extent they met the objective? What grade/mark will you keep in your records (be specific and tell what criteria you are using for each mark)?
10 Participation points will be awarded if the students are on task and help their team members out. If the student is absent, they will lose those participation points.
VI.  REFLECTIVE SELF ASSESSMENT: Consider the following questions as you write your self assessment.
A. How well did the students meet the objective(s)? How do you know?
The students understood and realized the importance of listening because they discussed how it helped if they listened effectively.
B. What did you do to meet the auditory, visual and kinesthetic needs of your students? Your students with special needs?
The students listened and read limericks (auditory)
C. How were you able to make connections between your lesson and the community resources?
Listening is important in the workplace and vital for success.
D. What went well with your lesson?
They realized listening is hard and yet vital to succeed.
E. What did your peers say about your lesson?
They enjoyed the limerick activity.
F. If you were to teach this lesson again, what would you do the same way and what would you change?
Reviewed about other communication styles also.
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