Prompting listening responses
“It would be hard to name a more valuable pedagogical accomplishment than the mastery of questioning, listening, and response: three teaching skills as linked, though distinct, as the panels of a triptych.” C. Roland Christensen Show Education for Judgment, 1991 The three essential skills of questioning, listening and responding are the backbone of discussion-based teaching. While each is important in its own right, the skills are intricately interrelated: the potential effect of a good question is only fully realized if accompanied by active listening, which in turn is an essential prerequisite for the appropriate response, whether in the form of an acknowledgment or further questioning. Questioning Experienced case instructors employ different types of questions at various points in the class to shape the arc of the discussion toward student discovery and learning. Questions for Class Discussions provides examples of questions found to be particularly effective in each of four major categories: starting a discussion segment, following-up during a discussion-in-progress, transitioning from one segment of the class to another, and handling challenging moments when the discussion is at risk of becoming bogged down or thrown substantially off-course. Instructors can prepare certain questions in advance of the class session-particularly questions designed to start each discussion segment and to probe for analysis specific to the assigned case. Other questions are formulated in the flow of discussion as instructors draw on a more standardized repertoire of questions in response to student contributions in real time. ListeningThe organic nature of a case method discussion requires instructors to listen carefully throughout the class session and encourage students to listen closely to each other. Effective listening goes beyond attention to the content of student contributions: it also includes:
Listening at this deep level requires preparation and flexibility, which enables the instructor to adapt to student comments and advance the discussion. Instructors should signal that they are listening by maintaining eye contact with each student who speaks and nodding as appropriate. Although the instructor may move to the board to record aspects of the comment during the contribution, avoid looking at notes or the clock, or scanning the room for new hands while the student is speaking. RespondingCase discussions can be profoundly affected by the instructor's verbal and nonverbal responses to student contributions. Instructor responses can provide feedback and direction to student contributors in real time, shape the content and flow of the discussion, and influence the energy level of the class. Case instructors find it helpful to acknowledge each contribution in some way, whether through a simple nod or verbal affirmation, a restating ("echoing") of the essence of the contribution, and/or the recording of the comment on the board. Yet experienced instructors are typically reluctant to give direct feedback after a comment, such as "brilliant analysis!" or "you're wrong." Instead, they prefer an indirect approach, soliciting reactions from other students and using follow-up questions to probe for greater depth or clarity. In general, instructors should view responses as micro-level opportunities to guide the participant-centered learning process-typically through minimal means, but occasionally through more significant interventions designed to refocus, reenergize or otherwise redirect a meandering or confused discussion
Discussion Forum Activity: Recognizing Listening Misconceptions You can see how listening misconceptions affect your life by identifying important situations when you have fallen for each of the following assumptions. In each case, describe the consequences of believing these erroneous assumptions.
Activity: Supportive Response Styles This exercise will help improve your ability to listen empathically in the most successful manner. For each of the following statements:
Activity: Paraphrasing in Written Communication
Activity: Identify Listening Styles
Activity: Identifying National Standards for Listening The National Communication Association established a series of competencies for speaking and listening. Use the following link and search in the document for the term listening. Write down two competencies and make recommendations on how a person can work toward becoming more skilled as a listener, based on those competencies as goals. Journal Activity: Your Listening Style Preferences You can analyze your effectiveness as a listener by answering the following questions.
Activity: Informational Listening Practice Effective informational listening isn't easy. It takes hard work and concentration. You can improve your skill in this important area and convince yourself of the difference good informational listening makes by following these steps.
Activity: An Analysis of Poor Listening
Activity: Paraphrasing The goal of this assignment is not self-disclosure, assistance, or friendship, but rather a clearer understanding of the process and requirements of listening actively.
Activity: Distracted Listening Top 3 barriers to effective listening. People Communicating. (n.d.). http://www.people-communicating.com/barriers-to-effective-listening.html This catch-all communication website identifies three common barriers to effective listening. The first barrier identified is distractions, and it includes exercises to help you hone your listening skills. The second is attachment to personal beliefs and values and the third is misinterpretation.
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