Cooperative Learning Teams MMG101 L:1 Module 1 Teacher's Manual Practicing the Skill Direct students to their cooperative learning teams to role play listening skills. Ask half of the students to model good listening, and the other half to model poor listening skills. Review the scenario as described on the next screen. Cooperative Learning Teams © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 L:1 Module 1 Teacher's Manual Student # 1 has a problem he/she wants to share with friends. This student’s oldest brother has moved out of the home, and Student # 1 wants to take over his bedroom so that he/she won’t have to share a room with a seven-year-old sibling. But the student’s mom wants to use that room as her home office and as a guest room. The scenario should be on the board/screen where students can refer to it while they are working:   Student # 1 has a problem he/she wants to share with friends. This student’s oldest brother has moved out of the home, and Student # 1 wants to take over his bedroom so that he/she won’t have to share a room with a seven-year-old sibling. But the student’s mom wants to use that room as her home office and as a guest room. After students have done this role play in their small groups, ask two groups to volunteer. One group will demonstrate good listening skills. The other group will demonstrate bad skills. Ask students to write down the good/bad listening skills on the Good/Bad Listening Skills T-chart as they see them performed. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 L:1 Module 1 Teacher's Manual Good Listening Skills LOOKS LIKE SOUNDS LIKE Summarize as a class what good listening skills looked like/sounded like. If time permits, there is a five-to-eight-minute activity you can use for additional skill practice. To activate the activity, click the “Additional Practice” icon. However, before you begin this activity, you must choose a song or short reading passage for the activity. © Copyright, 2015. Johns Hopkins University. All Rights Reserved. Additional Practice (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.

MMG101 L:1 Module 1 Teacher's Manual ONE New Fact! Write in your journal one new fact or idea they learned about active listening. Closure Ask the students to write one new fact or idea they learned about active listening. Homework/Journal Choose one of the following to respond to in your journal in 3-5 sentences:   How can I use active listening skills to be a better student? How can I use active listening skills to be a better friend or family member? -or- Connect the differences between hearing and listening to yourself in your life. Think of times you should have been listening, but were only letting sounds come into your ears. Describe the situation where that happened. How did the situation turn out? How would it have been different if you had been listening instead of just hearing? Reinforcing the Skill This activity also contains a skill reinforcement activity that can be sent to students electronically through www.remind.com. Visit the prototype web page to download the activity and instructions. Literature Connection Students may enjoy a read-aloud of any of the Amelia Bedelia books by Peggy Parish, which feature a character who listens but interprets all instructions literally, to humorous effect. End Module © Copyright, 2015. Johns Hopkins University. All Rights Reserved. (C) Copyright, 2015. Johns Hopkins University. All Rights Reserved.