Active listening rules; students use or observe Ways to ask someone to explain further

Lesson plan – Fish bowl
Objectives – students can explain each of the Active listening rules; students use or observe Ways to ask someone to explain further in a conversation
Active listening rules

• 
  Let’s try not to judge others.

  
• 
  Let’s try to understand each other as if we are walking in each other’s shoes.
  
• 
  Let’s listen with: Our ears;
Our eyes; Our hearts.
  
• 
  Let’s watch for non-verbal signs when classmates talk.

  
• 
  Let’s allow classmates to talk and then ask them to explain further.
  

Ways to ask someone to explain further

• 
  What do you mean?
  
• 
  Could you explain further?

  
• 
  Can you tell me more about ______?

  
• 
  I want to try to summarize your idea—may I? [Classmate summarizes the other’s idea.]
  
• 
  Let me check. Did you say _____? [Member summarizes the other’s idea.]
  
• 
  You said ______. Is this correct?
  
• 
  I want to try to restate your opinion without criticizing you—may I?
  

Lesson plan

Introduce Active listening rules (10 minutes)

1. 
   Write the first Active listening rule on the board, “Let’s try not to judge others”
   
2. 
   Ask students what they think this means. Make sure they understand the meaning of the word ‘judge’ in this context
   
3. 
   Continue writing the other Active listening rules, eliciting definitions from the class
   

Role play (20 minutes)

1. 
   Ask for student volunteers to play Homer, Marge and Maggie.
   
2. 
   Role play Conversation 1 and Conversation 2
   
3. 
   Ask students what is the same about Conversation 1 and Conversation 2 Possible answers: The both are about a new rule at school, Maggie likes the new rule, Homer and Marge both don’t like the new rule
   
4. 
   Ask students: What is different about Conversation 1 and Conversation 2 Possible answers: In Conversation 1, after Maggie finishes speaking, Homer says more about his opinion In Conversation 2, after Maggie finishes speaking for the first time, Marge asks her to explain more
   
5. 
   Ask students: How do you think Maggie felt in Conversation 1? Possible answers: Maggie feels unheard, like her ideas don’t matter to Homer
   
6. 
   Ask students: How do you think Maggie felt in Conversation 2? Possible answers: Maggie feels like Marge cares about her opinion. Maggie feels herd.
   
7. 
   Ask students: What did Marge say to learn more about Maggie’s opinion?
   

Conversation 1

Homer: Hey, Maggie. What do you think of the new school rule that we all have to enter through the back door now? So annoying, right?

Maggie: Actually, I think it makes sense. We’re safer that way.

Homer: Yeah I guess, but it’s so annoying that we have to walk all the way around the building. I liked it better before when we could just go through the front door. Now I have to spend an extra five minutes walking, just to get in the building!

Conversation 2

Marge: Hey, Maggie. Did you hear we now have to enter the school building through the back door? I was already always late to class, this is just going to make me later.

Maggie: Actually, I think we’re safer now with the new rule, so Iike it.

Marge: Safer? What do you mean?

Maggie: Before both the front and the backdoor of the building was open, but we only had security guards at the front door. Anybody could walk in the building without being checked by the security. I like to feel safe at school, and know that there is only students in the building.

Marge: Oh, that’s a really good point. I can see how you would feel safer that way.

Introduce Ways to ask someone to explain further

1. 
   Ask students: Do you know any more ways you can ask for further information in a conversation? Write ideas on the board.
   
2. 
   Write down the rest of Ways to ask someone to explain further on the whiteboard
   

Fishbowl activity (30 minutes)


You will now conduct a fishbowl. The participants inside the fishbowl will have a discussion. During the discussion they will pay special attention to try to follow the Active listening rules and Ways to ask someone to explain further. Students on the outside will be observers. They will observe the conversation and fill out the Handout.

1. 
   Explain to students the fishbowl activity. Possible explanation: A fishbowl is a style of group discussion. In a fishbowl, there are inner and outer circles of chairs. The students in the inner circle are ‘in the fishbowl’. They will participate in a conversation among themselves. The students in the outer circle are the observers. They silently observe the conversation in the fishbowl.
   
2. 
   The image on the left is a diagram of a fishbowl activity. The image on the right is a traditional fishbowl. Show the students these images. Ask them why they think this activity is called a fishbowl activity.
   
3. 
   Explain that participants inside the fishbowl will have a discussion on (choose any discussion topic you feel is appropriate for the level and interest of your students. Try to pick a topic that people will have different opinions about. Possible topics could include Best places to eat in your hometown, Is it better to study abroad or stay close to home?
   
4. 
   Explain the role of observers. Observers will complete the Handout for observers. They need to watch and listen closely to the conversation, and look for examples of the participants following the Active listening rules. The observers will take notes on the participants and how what they did or said was a good example of following the Active listening rules.
   
5. 
   Arrange students chairs in a fishbowl
   
6. 
   Ask for student volunteers to be in the fishbowl
   

Handout for observers

Which participant(s) did a good job at following the Active listening rules? What are some examples of things they did or said that show they were following the Active listening rules? Example: Bart did a good job at following the Active listening rules. He watched Milhouse when he was speaking, and asked Milhouse to explain more about .