TEACHER RESOURCE

1
Active listening
listening and responding to another person in ways that

Active listening
targeted 4
adaptable demonstrate you fully understand what was said

Primary Objectives: • appreciate the value of active listening;

Intermediate 4 • understand and use techniques for active listening.
Middle 4
Senior 4 Use the following activities to introduce the strategy
Introduce ➤➤ Invite students to think of a time when they felt someone really listened to them. Ask students
the strategy to share the details of the situation with a partner without necessarily disclosing the subject
of the conversation (e.g., When did this happen? Where were you? Who listened to you?
How did you know the person was listening? What difference did it make to be listened to?).
➤➤ Using similar questions, invite students to think of a time when they really listened to someone
else. Ask students to share that experience with the same partner. Based on the shared stories,
brainstorm the qualities of good listening. Pose the question: “How do you know someone is
really listening to you?” Record student ideas on the board. Encourage students to identify
the actions and words the listener used that helped the speaker feel heard (e.g., focusing on
the speaker, attentive body language, asking questions).
➤➤ Introduce the term “active listening.” Invite students to brainstorm the difference between
hearing and listening and to speculate on the difference between active and passive listening.
Based on student input, create a definition of active listening (e.g., attentive listening to
avoid misunderstanding).
➤➤ Suggest to students that active listening requires self-discipline because many individuals
want to share their own stories or offer advice rather than listen to and understand what the
speaker is saying.
Practise ➤➤ Provide students with a copy of What did I say? (Activity
the strategy Sheet A). Point out that the goal of active listening is to
Activ

let the speaker know you have heard his/her message

e lis
tening

Wha
and to fully understand the message. Invite students to
For ea
ch sta
temen
t did
t below I say ACTI
VITY
?
1

, identi SHEE
“Som fy the TA
etime respo
s I thi nse tha

read or role play each example in pairs and identify the

nk I’d t best
a) “M like to demo
drop ns tra
aybe out of tes ac
it wo schoo tive lis
b) “Y uld be l, but ten
ou’re helpf then ing .
afraid ul to I start
that yo take a to fee
c) “I break l like

response that best reflects the speaker’s message. Pose

can rea u migh . You a quitte
lly rel t fail can alw r.”
d) “Y ate to if you ays co
ou wo what stay in me ba
uldn’t you are schoo ck, yo
feel go saying l now. u know
od if . Some Is tha .”
you qu times t it?”
it sch I want

the question: “If you were the speaker, which response

ool ev to qu
en tho it too
ugh yo .”
u wo
uld lik
e to.”

“I do

would best show that you had been carefully listened

n’t wa
nt to
go to
the pa
a) “Y rty. I
ou’re won’t
nervo know
b) “Y us ab any on
ou ne out ap e there
ver kn proac and I’l

to?”
ow, yo hing l wind
c) “S new pe
o you u migh ople up sit
really t have and thi ting by
d) “W don’t a gre nk no mysel
wa nt to at tim one wi f.”
hy to e.” ll talk
you thi go, eh to yo
nk it ?” u.”
will be
that wa
y?”

➤➤ After students read or role play the examples, “I ge

t really
nervo
us tal

compile the responses as a class. Identify the

a) “Y king
to my
our
saying teach
er. I ke
b) “I you wi ep thi
have sh yo nking
a hard u had that I
c) “Y time anoth sound
talkin er tea stupid
ou ge cher.”

failure to actively listen evident in the ineffective

t the g to tea .”
d) “Y idea sh chers
e’s ev too.”
ou thi aluati
nk tha ng
t talkin you an
g to he d tha
r will t make
make s you
your feel un

responses (e.g., gave advice, told his or her

grade comf
worse ortab
?” le?”

own story, misinterpreted). Invite students to

Active
listeni
ng

identify evidence, from the role plays, of the

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following techniques of active listening:

nking
Consor
tium

- paying attention;
- showing you are listening;
- paraphrasing the speaker’s message;
- asking questions;
- suspending judgment;
- responding respectfully.
Active listening 1 ©    The Critical Thinking Consortium
 TEACHER RESOURCE
Active listening

➤➤ Introduce the term “paraphrasing”—one of the six important active-listening techniques.

Explain that paraphrasing occurs when listeners repeat or “say back” the speaker’s message
in their own words. Refer back to the examples on Activity Sheet A and discuss the common
qualities of the paraphrased responses (e.g., identifies what the speaker feels, thinks, or wants).
Discuss with students when you might paraphrase in a conversation and brainstorm possible
paraphrasing language.
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➤➤ Review the importance of paying attention and using attentive body language when listening
actively. Remind students that these are the first steps in listening actively.
➤➤ Provide pairs of students with copies of Active listening
scenarios (Activity Sheet B). Invite students to role play Activ
e list

the scenarios. Instruct students to alternate speaking and

Frien
d spea enin
king
to fri
g sce ACTI
VITY
“I can’t end nario SHEE
were believe it.
too sk First
s TB
my

listening roles with the listener responding by paraphrasing

Now im
she tel py. So I ga teacher sa
ls me id my

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ve he Stud
I’m be r mo an ent sp
ing too re infor swers eaking
word matio to tea
Teen y.” n. “I did cher
ager rea
speaki just giv lly badly

what the speaker has said. Provide students with a copy

ng to on my
thoug e up. I’m

tening
“You parent math
are so ht I wa no test. I
to the
party
impo
ssi s prep good at think
. It’s no ble. Every ared. ma I sh

e lis
don’t Maybe th. I studie ould
want t like one is I just d and

Activ
me to I’m six allow Frien can’t
have ed to d spea
any lif years old get it.”

of Paraphrasing starters (Activity Sheet C) to support

go king
e at all . You to fri
Frien !” just “I’m end
d spea really
king day I sta
to fri do the rting to ha
“Hav end quit, te
e you I migh same mind my part
ages. he t not les time
I think ard from Sa

them in paraphrasing the speaker’s message. If possible,

find an s, borin job. Ev
g wo
he mu
st be
m? He other
job.” rk. Bu ery
mad at hasn’t calle Pare t if I
me or d me nt sp
some in eaking

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thing to so
.” “You n or
ca daug

encourage students to carry on the conversation beyond

Son or I trust n’t go to hter

e lis
daug you bu a party
hter up. If

tening
speaki tro t you that
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parent ens, yo rv
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y
think ssible. She more. Sh phra be in t sh
the mi ow

one paraphrased response.

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➤➤ Introduce the Student Resource, Active listening.

Active
listeni
ng

Review each of the elements: purpose, strategy,

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sample, and self-assessment rubric. Discuss when this strategy

nking
Consor
tium

might be useful in both in school and in real-life situations. Encourage

students to refer to this resource when using the strategy in the future.
Reinforce ➤➤ Invite students to view the YouTube video, The Tale of Sir Launcelot, a humorous parody set in
the strategy medieval times that depicts a conversation between a father, a son and two guards. It is available
at http://www.youtube.com/watch?v=deFfeIVb2p0&feature=fvw. After viewing the clip, discuss
as a class examples of active listening and examples of poor listening evident in the video.
➤➤ Invite students to work in groups to develop role plays that illustrate active listening.
Apply the strategy to ➤➤ At appropriate times over the ensuing several weeks, encourage students to use this strategy
everyday teaching in regular classroom situations, including the following:
• listening to and clarifying instructions;
• listening to a presentation and checking their understanding;
• helping a friend solve a problem;
• participating in group problem solving and decision making;
• solving or avoiding a conflict with another person.

Active listening 2 ©    The Critical Thinking Consortium

 TEACHER RESOURCE

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Assess student ➤➤ Encourage students to refer to the rubric Assessing my use
understanding of active listening (Student Resource) when self-assessing

Active listening
their use of this strategy: Asse
ssing
my u
Acco
mplis se of STUD
ENT
hed
activ

• Allow students opportunities to apply the strategy

Reco RESO
gnize
exam e list URCE
I can ples
of ac
Good
enin
ea tive lis g

1
active sily recog tenin
list ening niz e g:
in mo , inc Basic
re I can

two or three times without evaluation.

difficu complex luding recog
lt situa or of ac nize ex
tions tiv Need
. I some e listening amples s impr

tening
ovem
with times strug , but I can
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Show
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I alway g: difficu with co t I often I struggle

Activ
speake s focus on lt situa mp
tions lex or
exam to
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• Guide students in interpreting and using the rubric

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am
Para
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to assess their own responses.

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pa
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mp parap metimes

• Encourage students to use the rubric whenever

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quest propriate gmen messa ing.

they use this strategy.

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➤➤ To use the rubric for teacher evaluation of student

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respe ually respo r
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do thi I am no ully.
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work, remove the first person (student) reference

to

from each descriptor. Active

listeni
ng

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Critica
l Thi
nking
Consor
tium

Active listening 3 ©    The Critical Thinking Consortium

 ACTIVITY SHEET A
Active listening

What did I say?

For each statement below, identify the response that best demonstrates active listening.

“Sometimes I think I’d like to drop out of school, but then I start to feel like a quitter.”
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a) “Maybe it would be helpful to take a break. You can always come back, you know.”

b) “You’re afraid that you might fail if you stay in school now. Is that it?”

c) “I can really relate to what you are saying. Sometimes I want to quit too.”

d) “You wouldn’t feel good if you quit school even though you would like to.”

“I don’t want to go to the party. I won’t know anyone there and I’ll wind up sitting by myself.”

a) “You’re nervous about approaching new people and think no one will talk to you.”

b) “You never know, you might have a great time.”

c) “So you really don’t want to go, eh?”

d) “Why do you think it will be that way?”

“I get really nervous talking to my teacher. I keep thinking that I sound stupid.”

a) “You’re saying you wish you had another teacher.”

b) “I have a hard time talking to teachers too.”

c) “You get the idea she’s evaluating you and that makes you feel uncomfortable?”

d) “You think that talking to her will make your grade worse?”

Active listening 4 ©    The Critical Thinking Consortium


Active listening scenarios
Friend speaking to friend
“I can’t believe it. First my teacher said my answers
were too skimpy. So I gave her more information.
Now she tells me I’m being too wordy.”
Teenager speaking to parent
“You are so impossible. Everyone is allowed to go
to the party. It’s not like I’m six years old. You just
don’t want me to have any life at all!”
Friend speaking to friend
“Have you heard from Sam? He hasn’t called me in
ages. I think he must be mad at me or something.”
Son or daughter speaking to parent
“I can’t take this any more. Sharing a room with her
is impossible. She snoops in my stuff and seems to
think what’s mine is hers. I need some privacy!”
Student speaking to teacher
“I can’t work with Susan. It’s not fair to always put
us in the same group. She argues about everything
and I end up doing all the work.”
Active listening
ACTIVITY SHEET B
1
Active listening
Student speaking to teacher
“I did really badly on my math test. I think I should
just give up. I’m no good at math. I studied and
thought I was prepared. Maybe I just can’t get it.”
Friend speaking to friend
“I’m really starting to hate my part time job. Every
day I do the same mindless, boring work. But if I
quit, I might not find another job.”
Parent speaking to son or daughter
“You can’t go to a party that is not supervised.
I trust you but you don’t know who might show
up. If trouble happens, you could be in the middle
of it.”
Friend speaking to friend
“My friend wants me to go on a trip with his family.
I really don’t feel comfortable going but I don’t
want my friend to think I’m a wimp.”
Teacher speaking to students
“Pick up your backpacks from the front of the bus.
Go to the work station printed on your name tag.
When you complete that station, move clockwise
to the next station. At lunch time, meet by the
blue tent.”
5 ©    The Critical Thinking Consortium
 ACTIVITY SHEET C
Active listening

Paraphrasing starters

“So, you feel ...”

“You think ...”

1

“You wonder ...”

“It sounds like you ...”

“What you mean ...”

“As I understand it, you felt that ...”

“You’re sort of saying that ...”

“If I’m hearing you correctly ...”

“To me it seems like you are saying ...”

“I’m not sure that I’m with you, but ...”

“As you see it ...”

“Could it be that ...”

“I wonder if ...”

“Is it possible that ...”

“I get the impression that ...”

“Perhaps you are feeling ...”

“Let me see if I get what you are saying ...”

“It seems to me that ...”

“As I get it, you think ...”

“You mean ...”

“Maybe you feel ...”

“From where I stand ...”

“Let me see if I’m with you ...”

Active listening 6 ©    The Critical Thinking Consortium


Active listening
listening and responding to another person in ways that demonstrate
you fully understand what was said
Purpose
This strategy helps me
focus on and really
understand what someone
is saying.
For a sample use of the
strategy, see the next page.
Active listening
STUDENT RESOURCE
1
Active listening
Instructions
• Pay attention:
−− Look at the speaker.
−− Ignore distractions. Give the speaker your undivided attention.
−− Notice the speaker’s body language.
−− Avoid the tendency to think about your own views or opinions
on what the speaker is saying.
−− Remember that listening is about understanding the speaker.
• Show you are listening:
−− Use body language that shows you are paying attention. Lean
forward, nod occasionally, and avoid closed body language like
crossing your arms.
−− Let the speaker finish. Don’t interrupt.
• Paraphrase:
−− In your own words, repeat back what you heard the speaker say.
Focus on the message the speaker is sending and interpret the
feelings the speaker has expressed (e.g., Sounds like you are
saying ...).
• Ask questions:
−− Think about what is being said and ask questions to clarify key
points (e.g., What do you mean when you say ...).
• Suspend judgment:
−− Don’t judge what the speaker is saying. Avoid the temptation to
offer advice or dismiss what the speaker’s message is.
• Respond respectfully:
−− As a listener you are gaining information. Treat the speaker with
respect.
Adapted from: http://www.mindtools.com/CommSkll/ActiveListening.htm.
7 ©    The Critical Thinking Consortium
 STUDENT RESOURCE
Active listening

A M P LE
S use of the strategy

Active listening
1

Speaker: Active listener:

“I’m really starting to hate my part time job.

Every day I do the same mindless, boring work.
But if I quit, I might not find another job.”

“Sounds like you don’t like your job but you’re

afraid to quit.”

“Yeah. I have to have a job but I just hate doing

the same thing over and over again.”

“You want a job that is more interesting.”

“A job where I have more to do with people or

have some responsibility would be a lot better.”

Active listening 8 ©    The Critical Thinking Consortium

 STUDENT RESOURCE

1
Assessing my use of active listening

Active listening
Accomplished Good Basic Needs improvement

Recognize examples of active listening:

I can easily recognize
active listening, including
in more complex or
difficult situations.
I can recognize examples
of active listening, but
I sometimes struggle
with complex or difficult
situations.
I can usually recognize I struggle to identify
active listening, but I often examples of active
struggle with complex or listening.
difficult situations.

Show you are listening:

I always focus on the I usually focus on the I know what it looks like I have a hard time focusing
speaker and use body speaker and use body to focus on the speaker, and am often distracted
language that shows I am language that shows I am but I am not always able away from the speaker.
listening actively. listening actively. to do this.

Paraphrase the speaker’s message:

I can paraphrase what
the speaker is saying even
in complex or difficult
situations.
I can usually paraphrase
what the speaker is
saying, but I have difficulty
in complex or difficult
situations.
I can sometimes
paraphrase what the
speaker is saying in simple
situations, but sometimes
I misinterpret the message.
It is hard for me to
paraphrase what the
speaker is saying.

Ask questions, suspend judgment, and respond respectfully:

I ask appropriate
questions to clarify my
understanding without
judging the speaker’s
message, and I always
respond respectfully.
I usually ask questions to
clarify my understanding
without judging the
speaker’s message, and I
respond respectfully.
I usually ask questions to I struggle to ask questions
clarify my understanding without judging the
without judging the speaker and do not always
speaker’s message, respond respectfully.
and I usually respond
respectfully. In some
situations, I am not able to
do this.

Active listening 9 ©    The Critical Thinking Consortium