What Does Active Listening Really Mean!
When you mention active listening it is more involved then just hearing someone tell a story. In the classroom, active listening means that students are taking an "active" approach to their learning. They are engaged with the material and taking some control over how and what they are learning. The teacher is nearby to serve as a facilitator giving students the opportunity to do some learning on their own.
Our activity and how it relates to active listening
My group and I read a blog about student feedback. The students were given a creative project and were given the task of critique the work of their friends. After reviewing the responses, the instructor decided to expand the lesson to include how to give appropriate feedback. Using the transcripts of the previous responses, she cut them into strips and had the students sort each comment into one of three categories: neutral feedback, strong feedback, and nonsense feedback.
The students were active in each part of the lesson. They are both giving and receiving the responses from their peers. They are able to offer suggestions to their classmates based on their prior knowledge as well as the classroom curriculum. They worked together to sort the feedback into categories and used their own words. It gives students a chance to discuss their reasonings and adapt based on the feedback.
You can get a closer look at my Padlet Here
This is an anchor chart that I found that I thought would be helpful to remind students of the peer feedback expectations.
When you mention active listening it is more involved then just hearing someone tell a story. In the classroom, active listening means that students are taking an "active" approach to their learning. They are engaged with the material and taking some control over how and what they are learning. The teacher is nearby to serve as a facilitator giving students the opportunity to do some learning on their own.
Our activity and how it relates to active listening
My group and I read a blog about student feedback. The students were given a creative project and were given the task of critique the work of their friends. After reviewing the responses, the instructor decided to expand the lesson to include how to give appropriate feedback. Using the transcripts of the previous responses, she cut them into strips and had the students sort each comment into one of three categories: neutral feedback, strong feedback, and nonsense feedback.
The students were active in each part of the lesson. They are both giving and receiving the responses from their peers. They are able to offer suggestions to their classmates based on their prior knowledge as well as the classroom curriculum. They worked together to sort the feedback into categories and used their own words. It gives students a chance to discuss their reasonings and adapt based on the feedback.
My groupmates and I developed a Padlet based on the activity and how it relates to active reasoning.
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| Image Source: Padlet.com |
If you are looking for more information on helping your students provide peer feedback, click one of the links below and explore some tips and strategies that may help your students.
This is an anchor chart that I found that I thought would be helpful to remind students of the peer feedback expectations.
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source: http://yourceleb.mobi/wp-content/uploads/giving-good-feedback-3.jpg
When students are giving feedback, they could also have a checklist handy to guide them. The checklist can be modified for each student, grade level, and subject. Here is an example of a peer feedback form:
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