Learn To Listen Listen To Learn Pdf
Juliane Bari
In a discussion based on the Learn to Listen, Listen to Learn strategy, students reflect on a topic in their journals, share their reflections in a small group, and then present their ideas to the whole class. This structured format helps students develop their discussion skills with a focus on strengthening their listening skills. This is an especially useful discussion format when your class is discussing controversial topics.
Before they share their ideas, it is important to give students the opportunity to clarify their own views. We suggest giving students five to ten minutes to write in their journals about the topic they will be discussing. After this writing time, ask students to underline or highlight the ideas they find most interesting or worthy of sharing.
Divide the class into small groups of four or five students. Once students are in their groups, they should appoint a facilitator to keep the group focused. Each student now has the opportunity to share a part of his/her journal entry with the group. During this sharing process, no one should interrupt the speaker. When it is each student's turn to share, he/she should not directly respond to a point someone else has made. Instead, the sharing should focus on the individual's own feelings and reactions.
Determine how you want to introduce your students to the activity (for example, through video or written instructions or during a synchronous meeting). You can adapt and share the Instructions for Students listed below. Share the stimulus for the discussion with students as well (for example, a text, image, or questions they can discuss).
It is important to give students the opportunity to clarify their views before they share their ideas with their groups. Ask students to spend five to ten minutes writing in their journals about the topic they will be discussing. This step can be completed asynchronously ahead of time.
Assign students to small groups. If teaching synchronously, ask students to assign the following roles within their groups for the discussion: facilitator, timekeeper, and summarizer. The facilitator will keep time and lead the discussion. The timekeeper will keep track of time. The summarizer will report out to the class.
This step can be completed either synchronously or asynchronously. If students shared their initial responses synchronously, they can stay on the same call for this discussion. You may also ask students who shared their initial responses asynchronously to join a synchronous call with their small groups for this phase of the discussion.
Students can also engage in this discussion asynchronously during a defined time period (one to two days) with their groups. Ask them to post new written comments or voice recordings to the same document/online forum they used to share their initial responses.
Small groups can share two to three key ideas that came up during their small group discussions with the class during a synchronous class call or by submitting their ideas to a document or forum shared by the whole class. You can also omit this step and move directly from small group discussions to individual exit cards.
Ask students to re-read their initial journal entries and to describe on an exit ticket how their ideas have changed. Perhaps their ideas have grown stronger, or maybe they have shifted a little. It is possible that some students have completely changed their attitudes or that the conversations have left them uncertain or with new questions. Prompts you might use on an exit card include the following:
To reach our full potential, we must master the art of listening. Really listening. Which means awareness. Which means thinking about what we hear. Which means applying it, if possible, to the leadership challenges at hand.
Learning to listen is a blast. It makes us fuller, smarter, more empathetic, more successful people and leaders. Lets all take our earplugs out and tune in to the wondrous wealth of inspiration that surrounds us. Your future and current employees will thank you.
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Racism is not new; it has been entrenched in policies and society for hundreds of years. So, how do we make this movement a turning point for real, sustainable change? I believe there are three actions we all must take. We need to listen, learn and act.
Racism has no place in this world, and Black Lives Matter. Real, sustainable change will come from keeping the conversations going, working together to develop solutions, and establishing clear accountabilities for our actions.
Listen to the heartache. Listen to the grief. Listen to the fear and the worry and the stress. Feel the emotions and listen to what they say. They are teaching, always teaching, if we will but listen.
Now, I could just let it all go. And I did. I read novels and attended the temple and sat on the beach and watched the waves, and slept in, and did so many fun things with the kids, and it was good. And I learned. I stopped. I listened. I learned.
When most leaders listen, they listen with the view to either retort, defend or to express their own opinion. However, when you consider the second word in the philosophy Learn, I believe the purpose is to listen in order to understand. Listening is a difficult skill to learn and master; however, when effectively applied, it can be the most influential tool for a leader. Listening to understand will make people feel valued and empowered to make a difference. Moreover, listening without a plan to respond allows you to truly absorb the meaning of the message the person is conveying.
In order to harness the intellectual corporate knowledge of the group, you need to be open minded enough to want to hear what is being articulated. Just because you are in a leadership position, does not mean you have the monopoly on all good ideas.
Furthermore, many military leaders are possessed with the belief that leaders must be infallible. This belief can be seen in many leaders throughout history, including now. These leaders often believed that followers have intolerance for mistakes and look for any opportunity to discredit them upon finding one. Leaders that lead believing they cannot make a mistake miss opportunities to display the most important aspect of leading, to show their humanity.
Allowing people to make mistakes helps one understand that you learn as much, if not more, from failure than success. Similarly, as we learn from poor leaders versus good ones. Constantly disapproving of the standards achieved by soldiers will only give them a sense of hopelessness and a belief that they will never be able to achieve your standard. In consequence, soldiers will stop trying. When building a team, be swifter (and more often) to reward than punish. This statement does not mean discipline infractions should go unpunished, just be considered and balanced in your approach.
Listening and learning from the NIH workforce and other NIH stakeholders is a crucial aspect of UNITE. The U Committee is charged with conducting a broad evaluation to delineate elements that perpetuate structural racism and lead to a lack of diversity, equity, and inclusion within the NIH and the external scientific community. Thus, the gift of feedback is essential to this work and informing the overall goals of UNITE. The U Committee has gathered data on equity, diversity, and inclusion activities across the NIH and conducted internal listening sessions and focus groups among NIH staff. The U Committee also hosted external listening sessions within the broader biomedical research enterprise and solicited input from all stakeholders through a request for information (RFI). In this monthly UNITE update, we will share high-level findings from the RFI.
To date, the UNITE RFI received one of the largest responses of any NIH RFI. We invited the public to provide input on how NIH can advance equity, diversity, and inclusion, as well as expand research to reduce and eliminate health disparities and inequities. Organizations and individuals submitted more than 1,100 responses. The willingness of so many stakeholders to contribute ideas and express their opinions is encouraging as this feedback, combined with insights from listening sessions, will be a powerful tool for informing areas of needed change and moving UNITE forward. To fully harness the information contained in the responses, the U Committee has been collaborating with staff volunteers and third-party consultants to conduct a comprehensive analysis of the RFI results. The initial analysis surfaced three preliminary cross-cutting findings:
More than 250 educators, elected officials and non-profit community members received an update on key initiatives happening in our schools from students from the Kent ISD Student Leadership Community. They shared their perspectives on their educational experiences during a panel discussion with area superintendents and GVSU President Philomena V. Mantella, PhD shared her and Grand Valley's vision and hopes for the future.
The Student Leadership Community is a group of high school students from Kent ISD's school districts and public school academies who convene regularly to share their voice with educators and each other. In the videos below, they share their experiences and perspectives discussed during Listen. Learn. Lead.
This update provides our broader community a look into our schools, the students we serve, the successes, and the opportunities that await. We'll dive into data about our students, their achievements and education initiatives to help them succeed.
In Spring 2023, students across Michigan, including many in grades 5-12 in Kent ISD school districts, participated in the MI Student Voice Survey which gauges engagement, social-emotional learning and belonging. Some of the key takeaways from this survey were discussed during the Listen. Learn. Lead. Learn more about the survey and see Spring 2023 results on the MI Student Voice website.
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