Active Listening: Listener Form

ACTIVE LISTENING: LISTENER FORM

NAME:

Choose a listener and a speaker. The speaker will talk with conviction for about three minutes about any topic that is important to him or her (e.g., sex education in the schools, religious or moral principles applied to sexuality, birth control access for teenagers, sexual harassment issues, abortion, rape, etc.) The LISTENER's job is to LISTEN ACTIVELY. When time is called, both listener and speaker will fill out their forms without consulting each other.

What NONVERBAL feedback did you try to provide to show that you were actively listening to the speaker? Do you think it was successful?

Did you find yourself NOT listening to your speaker at any time? What happened? Were you able to tune back in? Why or why not? Do you think the speaker noticed?

Did you use any VERBAL feedback to demonstrate active listening? If so, what? Also, was this helpful or did it interrupt the speaker's train of thought or flow of speaking?

What EMOTIONS do you think the speaker was experiencing while talking about his or her topic? Did you let your speaker know that you understood his or her feelings? How?

Did you agree with the speaker about this topic? Do you think you showed your agreement or disagreement to the speaker? Why or why not?

ACTIVE LISTENING: SPEAKER FORM

NAME:

Choose a listener and a speaker. The SPEAKER will TALK WITH CONVICTION for about three minutes about any topic that is important to him or her (e.g., sex education in elementary schools, religious or moral principles applied to sexuality, birth control access for teenagers, sexual harassment issues, abortion, rape, etc.) The listener's job is to listen actively. When time is called, both listener and speaker will fill out their forms without consulting each other.

What NONVERBAL feedback did your listener provide to show you that he or she was actively listening to you?

What NONVERBAL feedback would have been more helpful in letting you know that your listener was actively listening?

Did your listener use any VERBAL feedback to demonstrate active listening? If so, what? Also, was this helpful or did it make it harder to get your point across?

What EMOTIONS were you experiencing while talking about your topic? Do you think your listener understood what you were feeling? Why or why not?

Could you tell whether or not your listener agreed with you about this topic? How?

CASE HISTORY

Use this form to direct your creation of a fictional case history. You may leave out a section if it has no bearing on the person's problem or behavior.

Fictitious Name Age

Education Occupation

Immediate Family Members

Important Past Medical/Psychiatric History

History of Drug and Alcohol Use

Family Medical/Psychiatric/ History

Time or Onset of Symptoms

Precipitating Events/Possible Etiology

Symptoms or Characteristics

(Continue on back of page if needed)

CHAPTER CHECKLIST FOR TEACHERS

Class #Chapter #Topic

A.What three things do you most want your students to learn from this chapter?

1)

2)

3)

B.If you were taking this class, what information related to this chapter would you

want to receive from your fellow students?

C.If you were taking this class, what information related to this chapter would you

be willing to share with your fellow students?

Anonymously:

Openly:

D.What community resources are available to students on this chapter's topic?

E.How will you measure student learning for this chapter?

F.How can you and your students evaluate your effectiveness in teaching this

chapter?

G.What teaching techniques would work well for this chapter, and what supplies do I need for each?

Class #Chapter #Topic

GENERIC:

 Active Listening

 Annotated Bibliography

 Brainstorming

 Case History

 Collaborative Group

 Critical Thinking

 Debate

 Demonstration

 Discussion

 Experiment

 Expert-For-A-Day

 Field Research

 Field Trip

 Fish Bowl

 Guest Speaker/Panel

 Hot Seat

 Hot Topics

 Interview

 Internet Assignment

 Journaling

 Learning Community

 Learning Contract

 Metaphor

 Multicultural Activity

 Nominal/Focus Group

 Pass the Hat

 Practice Quiz

 Quick Poll

 Review Game

 Role-Play

 Simulation

 Summaries

 Survey Project

 Treatment Planning

 Value Clarification

 Video/Film

 Visualization

 Vocabulary Cards

 Written Response

 X-Ratings

 Zeitgeist

CHAPTER SPECIFIC:







CRITICAL MOVIE REVIEW

Investigate the cultural messages about sexuality and sex roles by watching and critically evaluating a contemporary movie (in the theater or on videotape) using the following questions. Type your 1-2 page review, using a separate paragraph for your answers to each question. (Adapted from Sayad & Janowiak)

1.Briefly describe the movie's plot.

2.Describe the lead characters, focusing on physical and personality characteristics.

Include a description of the values each character placed on sexuality.

3.How did the movie portray the leading female actors? Were there any sex-role

stereotypes? If so, what were they? If not, how did these actors differ from the

stereotypes?

4.How did the movie portray the leading male actors? Were there any sex-role

stereotypes? If so, what were they? If not, how did these actors differ from the

stereotypes?

5.In what ways were the lead characters similar to and different from any people

you know in real life who hold the same occupation, social status, etc.

6.Do you think the lead characters would make good parents? Why or why not?

7.What was the underlying moral and/or philosophical view depicted in this movie?

8.In what ways was the movie representative of American culture and society?

9.In what ways was the movie not representative of American culture and society?

10.Describe the audience in terms of sex, age, appearance, and responses to the

movie.

11.How might such a movie be used as a teaching example for this, or future classes

in human sexuality?

FEEDBACK

Student NameChapter

1. What are the three key facts or concepts you learned from this chapter? Star the one

that you found MOST interesting.

2. Which ideas could have been explained in more depth?

3. How long did it take you to read this chapter? Did you highlight passages? Did you take notes or make an outline? Did you have to read anything several times to understand it? If so, what? What could YOU do to understand the chapter better?

4. What COULD the instructor do to help you understand the material in this chapter better? What DID the instructor do to help you understand the material in this chapter better?

GETTING ACQUAINTED

• Stand up. Walk around. Step up to another student, standing alone or in a small group of other students. Introduce yourself by first name. Use the following list of questions to direct your conversations with others.
• When you find someone who fits one of the categories, ask them to sign their first name on the line to the right of the category. Politely end each conversation, and move along to another student.
• You must also answer questions from at least two other students, who will sign their first names on the appropriate lines below.
• You will have 15 minutes. Submit completed forms to me to earn extra credit points (2 points for those students who have the most completed items, 1 point for everyone else).

______answered my questions.

(YOUR NAME on this line)

Signed:

1.

2.

Find a person who…

…rides a motorcycle …dislikes chocolate

…has 2 sisters …has 12 units

…recycles …likes to backpack

…has grandchildren …eats out 4 days a week

…owns a cat …has children

…likes country western music

…gets up at 7 a.m. on weekends

…wants to earn an "A" or "B" in this class

…lives within one mile of the college

…speaks another language fluently (besides English)

…likes to surf the Internet

GETTING THE MOST FROM YOUR GROUP

1.Limit group size to four-to-five members. Place your chairs close enough so that everyone can see and hear everyone else without being distracted by other groups.

2.Introduce yourselves and practice learning names.

3.Although no one person is "in charge" and everyone is responsible for the

work produced in your group, it helps to assign specific tasks to assist your

group in completing its work accurately and on time. These are some of the

roles you will find helpful:

FACILITATOR: This person ensures that EVERYONE in the group makes at least one

contribution to the subject or task. He or she also clarifies and summarizes information as needed,

and calls for a vote when there is disagreement about an answer or the direction the group is

taking.

RECORDER: This person writes EVERYONE's name on the page to be turned in to the

instructor, and keeps a written record of the group's answers or discussion, as required by the

assignment. He or she may also be called upon to report verbally to the class as a whole.

TIMEKEEPER: This person keeps track of how much time has passed or is left, and keeps the

group focused on a timely completion of its work. If the instructor forgets to mention a time-limit

for the task, it is up to the timekeeper to ask for this information.

DEVIL'S ADVOCATE: This person offers answers or opinions last in the group, and begins his

or her remarks with a questioning stance. In other words, if other group members seem to be

agreeing on one course of action or answer, it is the job of the devil's advocate to "argue" or offer

alternate possibilities for more discussion. This is NOT permission to be obnoxious or

disagreeable in general. It is designed to prevent groups from leaping to erroneous conclusions,

and to encourage critical thinking among group members.

SUPERVISOR: This position is filled ONLY in groups of 5 members. This person observes

other members, and if he or she notices that a particular task is not being done, offers gentle

reminders or even assists in the performance of those tasks.

4.Take turns speaking and listening. Focus your attention on the person who is

speaking rather than thinking about what you want to say (the most common

listening error). Paraphrase or ask questions of the speaker to be sure you

understood his or her point. When it is your turn to speak, be clear, concise,

honest, and as organized as possible. Rambling, story-telling, and refusing to

let others speak will slow down your group's progress.

5.Give sincere compliments to others for their contributions. Practice disagreeing

in a firm and assertive manner rather than either aggressively or meekly. Use "I"

messages rather than "You" statements (e.g., "I get tense when you talk so

loudly," provokes less defensiveness than "You're such a loud-mouth.")

Page 2: Getting the Most From Your Group

6.Conflict resolution takes practice. Avoiding conflict does not make it go away.

Giving in to the other party does not make the conflict go away. Compromising

doesn't even make the conflict go away. In each of the above, someone is a

loser—often both sides lose. Finding a win-win solution to conflicts takes less time in the long run, but more time in the short run when first learning and practicing it. Here are some suggestions for getting started:

Step back: Take a deep breath, check in with your feelings, label them, and share

them with the person with whom you are in conflict, ending with a solution for

your next step. For example:

• "Wait a minute. I just realized how angry I'm starting to feel, and I think you may be getting upset, too. Let's see if we can try to understand each other's position."

Actively listen to each other: Take turns summarizing your positions, letting each other use paraphrasing and questions until BOTH sides feel understood.

• "I think I heard you say…" "That's close to what I mean, but I also think…" "Yeah, that's exactly what I was trying to get across!"

Look for areas of agreement: In the case of group work in class, one area of

agreement is that you probably both want to do well and learn the material. What

other issues can you agree upon?

• "We both want a good grade, and we both seem to have legitimate points. Here's what I heard you say that I can agree with."

Define the issue clearly: You may find more agreement than you thought was

originally present, or that you are merely arguing at a semantic level. You may

also find that you have fundamental differences of opinion.

• "Actually, that's kind of what I was trying to say, we were just using different words." "You know, I don't think we can completely agree on this matter right now. Perhaps we could ask the instructor if she would accept different answers from group members, or ask her for a suggestion on resolving this."

Look for outcomes that would satisfy BOTH sides: This is easier now that you

have a better understanding of each other's positions. It could even help for each of you to try to come up with the solutions you think the other person would consider acceptable.

• "Now that I know what it is you are saying, here's what I think might satisfy you…. I could live with that if we could also…"

End with a hand-shake!

SURVEY PROJECT

Our class is going to do something that is both exciting and challenging. WE are going to create our own sex survey this semester. YOU will write and administer the survey; together WE will analyze and discuss the results.

Step 1: As a class WE will decide on the topic we want to study (e.g., attitudes toward

AIDS, tendency to use safe or unsafe sex practices), and develop specific hypotheses we want to address (e.g., what differences do we expect based on gender, age, college major, etc.; do we expect particular items on the survey to be associated with other items, and in which direction—positive, negative, or curvilinear).

Step 2: YOU will then work in groups to develop 10 questions per group on the topic.

Step 3: I will take these questions from all the groups and combine them into a printed

document. At the subsequent class session, WE will identify items that are unclear, have two or more elements ("double-barreled" questions), or use double negatives. Each of YOU will be assigned at least one question to review, rewrite, or edit for clarity.

Step 4: As a class WE will then decide on the answer format (e.g., ratings from 1 to 5, or

from 1 to 7) and any demographic data we want to know about the subjects who respond to the questionnaire.

Step 5: YOU will complete a final draft of our survey, addressing final issues such as

how long it should be (e.g., shorter might get more volunteers, longer might provide more detailed information), whether all the questions to be retained are clearly written and easily understood. YOU will choose someone from a group of volunteer students who will type a final form for extra credit.

Step 6: Each of YOU will distribute 5-10 survey forms to a sample of students on

campus (WE will discuss later the issue of non-random selection of subjects).

Step 7: I will "crunch" the data (or ask assistance from some enthusiastic Statistics

students who are hungry for extra credit). This may take some time; patience is mandatory!

Step 8: As a class WE will discuss our results and critique our study for its strong and

weak points. Each of YOU will also write up a reaction paper discussing what you learned from this project about both survey studies and human sexual behavior, as well as what you liked and disliked about participating in the development of this "research."

WEBSITE EVALUATION

Student Name:

Course Name/Dates/Time:

Website Name:

Website Address/URL:

Briefly describe your experience. (How easy or frustrating was it? Was the website available? What kind of content was there? Did it appear to be up-to-date? Did it confirm or refute what you have learned in class or the text regarding the topic? Were there links to other sites? Which ones did you try? Would you visit this site again? Would you want your grandmother, younger sibling, a naïve 5-year-old, or other sensitive individual to visit this site?)