This module addresses communications skills and provides opportunities for information gathering, synthesis, and analysis in solving problems and in critical thinking.
Students should have the following skills prior to using this module:
The instructor should identify local resources that can provide these students with the skills they need to complete this module. Some examples of these resources include:
Identification of students lacking these skills and providing them with learning opportunities to acquire these skills is a critical necessity. This module will not provide this instruction. It will only provide the opportunity for students to utilize these resources in a meaningful, relevant manner.
The instructor should explain that the content for this module resides in ANGEL and ask students to read the content, and complete any relevant activities prior to any in-class instruction. Provide students with the following information:
Each module contains activities designed to help students learn and practice the concepts presented. Reflective questions help students recall what they already know about the topic as well as to work through new ideas and concepts. Worksheets and tip sheets supplement the instruction and give students an opportunity for additional practice. Quizzes provide yet another means for students to practice as well as to check to be sure they have read and understand the materials.
The modules all have a standard layout. When you import a module into your ANGEL group or course a folder with the module's name will be added under the "Lessons" tab (course) or the "Content" tab (group). This folder can be moved and placed within another folder if desired.
To start the module, students should open the first file in the list inside each module's folder. This file has the word lesson as part of its name and contains the links to other parts of the lesson.
Open the first file in the module folder to begin the lesson.
This "master" file contains descriptions of the purpose, goals, and objectives, as well as instructions for completing the module, references to materials used in designing and developing the content of the module, a summary of the important points in the module, and a survey for students to complete after finishing the module. (Survey results are available to editors in the group or course through the on-line grade report tool.)
The rest of the files in each module's folder are accessed through links embedded within the content. As the student reads the content and completes the activities, other files from the folder will be used. Some students may become confused if they try to complete the module by working their way down the list and viewing each file without reading the accompanying materials. Instructors may want to make a point of announcing in class and/or putting directions in the syllabus about how to complete each module.
Note: The module will not work correctly if the student does not begin with the "master" file and work through the activities using the embedded links.
Scores for quizzes are recorded in ANGEL and can be accessed through the on-line grade report tool. Responses to reflective questions using the "My Notes" tool are accessible only to the person who types them - they are not available to the group or course editors. If you, as the instructor, want to see the answers to the reflective quesitons, you will need to have the students use a word processor to record their answers instead of the "My Notes" tool.
In addition to the quizzes and activities already written into each module, owners/editors may want to add discussion (message) boards, chat rooms, surveys, links, etc. These are all tools that are available within ANGEL. Instructors also have the option of editing and adding or deleting quiz questions and/or quizzes.
As the instructor, you will need to choose which assignments students are to complete, determine if and how credit will be given for the assignments, and establish due dates and submission methods for the assignments. Including this information in your course syllabus will make it readily available to students.
Following are the assignments embedded in the Active Listening module:
Activity 1: Reflective question - what is active listening?
Activity 2: Quiz
Activity 3: Reflective question - feedback
Activity 4: Quiz
Activity 5: Reflective question - good and poor feedback
Activity 6: Reflective question - what do you do when you aren't listening actively?
Activity 7: Activity - use active listening skills when watching a TV program
Handout - active listening tips
Activity 8: Activity - practice active listening skills with a friend
Activity 9: Reflective question - the importance of active listening
Activity 10 (in Summary): Reflective question - classroom situations where you use active listening
Handout - active listening tips (same as in Activity 7)
This module is related to other modules on personal effectiveness, including note taking, active reading, time management, project planning, interview skills, stress management, conflict management, peer tutoring, and brainstorming.
Therefore, it is recommended that instructors introduce this module to students in conjunction with other personal effectiveness modules.
Active listening is a communication skill that involves both the sender and the receiver in the communication process. Some people would say that communication doesn't exist without the involvement of at least one active sender and one active receiver.
Once a message is "sent," a receiver tries to understand what the sender's message or expression of feelings means. After receiving a message, an active receiver puts his or her understanding of the message into his or her own words (paraphrases) and feeds it back for the sender's verification - he or she feeds back how they understood the communication.
· Have students to reflect in pairs about their listening skills. Plan an activity in which students take turns talking about themselves (an introduction, or perhaps their best and worst communication experiences). After the activity, ask students to recall as much as possible about what the other person said. Use this activity to make the following point:
When you really listen to someone it is important to concentrate on the content of that message and the individual who is speaking. If you are thinking about the message in terms of "I think...," "She does...," "I feel...," you are not focusing on what is being said. Instead you are reacting to the message.
Note : This is an excellent opportunity to utilize and reinforce the cooperative learning techniques found in the Cooperative Learning Module.
These points are covered in the iStudy module, but should be emphasized in any discussions. Feedback is a key component of active listening. The instructor may want to stress the following:
"Feedback" helps another person to consider changing behavior or altering a message. It is communication to a person (group) which gives that person information about how he or she affects others. Feedback helps an individual stay "on target" and thus better achieve a goal or purpose.
· Feedback is a corrective mechanism for helping an individual to learn how well his or her behavior matches the original intention.
· An active listener must be solicited for a response by the sender and must refrain from imposing uninvited responses. Feedback is most useful when the receiver has formulated the kind of question a listener can answer.
Giving feedback involves responding to what the other person has said. The instructor may want to review some tips for how to respond effectively, and in a manner which promotes good interpersonal communication:
· Use language that objectively describes another person's message, behavior or situation. The feedback must be specific rather than general. To be told that one is "dominating" will probably not be as useful as being told that "Just now when we were deciding the issue you did not listen to what the others said. I felt forced to accept your arguments or face an attack from you."
· Describe how the other person's behavior, message, or situation concretely affects your life. Feedback must be directed toward something the receiver can do something about. Frustration results when a person is reminded of a short-coming over which he or she has no control.
· Describe your own feelings and avoid evaluative language. By describing your own reactions, an individual is free to use the feedback or not as he or she sees fit. Avoiding evaluative language reduces the likelihood an individual will react defensively. Feedback must take into account the needs of both the giver and the receiver. Feedback can be destructive when it fails to consider the needs of everyone involved.
· Describe what you want the other person to do. For example, provide an explanation, a suggested change of behavior, and/or offer suggestions for solving the problem. The instructor may want to review some tips for making effective statements:
· Use I want statements as in - "I want you to do this." This helps clarify what you really want for yourself and others.
Example: "I would like some clarification of that point."
· Use "I feel" statements as in "I feel X when you do Y." "I feel" statements help express feelings without attacking the self-esteem of another person. When expressing irritation for example, first describe the specific behavior, and then express your feelings.
Example: "When you roll your eyes like that, I feel as if my statements are not being heard."
· Use mixed feeling statements which express positive and negative feelings at the same time. Allow time for an individual to respond after you express the first feeling. Express positive feelings first. Give an individual time to respond and then express negative feelings.
Example: "I was really interested in your views about the need for better security on campus." Listener's response followed by: "I also disagree that security guards should carry guns, because I feel like that would be promoting a violent campus atmosphere."
· Use empathic feeling statements which do more than just express your wants and feelings, but also convey sensitivity towards the other person. Avoid using the statement "I know how you feel" - it may seem trite and deny the other person his or her personal feelings.
Example: "I am anxious about how you might interpret what I am going to say. I realize you are as concerned about the parking situation at this university as I am, and I want to make sure you there are no misunderstandings. However, I believe it is very important that we maintain our commitment to the environment, and not pave over the field next to the parking garage in order to add parking spaces."
· Use confrontational statements, which are appropriate when there are discrepancies, such as when another person's words contradict what he or she does, or there is a conflict between a job description and what is being asked of someone in a job. Objectively describe what the other person said would be done, then describe what the other person did or is requesting.
In this way you point out the discrepancy rather than directly confront the person, which may be taken as a personal attack. Express what it is that you want or think should happen.
Example: "According to the employee handbook, I am allowed thirty minutes for lunch, which must be taken before 1:00 PM. However. with the rush of business between 11:00 AM and 1:00 PM, I have been told I can't take more than fifteen minutes for lunch. I feel it is unfair to ask me to give up fifteen minutes and rush through lunch when it is stated clearly in the handbook that I am to have thirty minutes. I think it would be fair to allow employees to take lunch at 1:00 PM, after the rush hours, and to take the full thirty minutes for lunch."
Through observing both the group's and the individual's activity, the instructor may assess student performance. Assessment criteria are as follows (Instructors supply the percentage weights):
Where |
Domain |
Activities |
% |
iStudy module |
Knowledge |
The student can define active listening by using and referring to its components. |
|
iStudy module |
Comprehen-sion |
The student can describe active listening skills by relating its components to communication. |
|
In-class |
Application |
The student can engage in active listening by participating in (group) discussion as listener and speaker. |
|
iStudy module |
Synthesis |
The student can model active listening by giving examples or experiences (as well as by creat-ing new problem situation and solution related to active listen-ing.) |
|
100 |