#52 Introduce checks for listening using non-subject content
This helps your studetns see that listening is different to understanding
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💡 A tip to try in class this week 💡
I have previously written about the need to regularly check students are listening to our explanations and instructions. However, introducing such high-frequency checks for listening can be challenging if students conflate listening with understanding and thus have switched off already.
Let me show you what I mean…
Tom lacks confidence in maths. His teacher is trying to explain how to factorise a quadratic expression. Tom gets confused, concludes this is yet another area of maths he is doomed to fail at, and promptly switches off. Tom’s teacher checks Tom is listening by asking him to repeat the first step he has just explained. Because Tom has switched off, he is unable to answer this question. And, of course, if Tom is not listening, he will never understand.
I recently saw a teacher tackle this issue brilliantly. Before beginning his explanation he said:
The colours of the Swedish flag are blue and yellow.
What are the colours of the Swedish flag?… Evie?
Which flag’s colours are blue and yellow… Ben?
Newcastle United won the FA Cup four times in the 1950s.
How many times did Newcastle United win the FA Cup in the 1950s?… Mo?
Who won the FA Cup four times in the 1950s?… Miran?
Now, you all got those questions correct because you were listening. I am now going to explain something else, and check you are listening in just the same way. This is different to understanding. Anyone can listen. It is not about the maths, it is just about listening to what I say.
By introducing students to checks for listening for non-subject content, the teacher was able to remove any barriers to listening that a lack of confidence with subject content might bring, and ensure he had everyone’s attention.
What do you think of this idea?
What would you need to change to make this tip work for you?
When could you try it for the first time?
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