Self Directed Learning

Small group activity

Activity 3.1.5
Template for Developing Self-Directed Learning

Template 3a – SDL Activity Sheet Resource

Module Title Peer leadership- effective communication and facilitation

Activity
Activity Title Listening to understand 3.1.5
Code
Type of self-directed learning
Type of resource Small group work activity
learning small group work activity

Practice different forms of

Duration of
Learning communication skills to
Activity 30 minutes
Outcome include listening and
(in minutes)
speaking

Aim of activity

Materials Talking topics sheet

Required for Observer check list sheet
Activity Flipchart and marker to write up statement

Step-by-step Listening to Understand Exercise

instructions
1. Copy the following onto a chalkboard or piece of flip chart paper:
“As I understand it, you are saying that….Is that what you
intended?” •
“What I think you said was….
Is that right?” •
“Let me see if I have this right….Is that what you said?”

Directions
1.Explain the use of “restatement,” which helps listeners pay
attention to what they are hearing. By repeating what you think you
have heard, you can check to find out if it’s what the speaker was
actually trying to say.
2.Review the Listening Tip Sheet
3. Carefully review the restatement process beginning with No. 6 on
the tip sheet.
Refer to the statements you have copied onto the flip chart or
chalkboard. Explain that participants will be working in groups of
three to practice this process as follows: •
One person will be speaker. His or her role is to talk about one of the
topics on the Talking Topics list. •
Another person will be the listener. He or she will listen attentively
to the speaker, using the tips from the Listening Tip Sheet.
The third person will be the observer and will watch the process
closely to keep track of what is happening by referring to the
Observer’s Checklist.
4. Before breaking into small groups let participants know how much
time they’ll have for the exercise as follows:
-The speaker will have three minutes to say whatever he or she wants
to say about any of the topics on the list. At the end of that time, you
will give a signal to stop talking.
-The listeners will have two minutes to use the statements copied
onto the flip chart in the front of the room to restate what they have
heard and find out if it is what the speakers were trying to say.
You will let them know when to stop. •
- The observers will get 2 minutes to complete their checklists and
provide some feedback to both the talker and listener.
5. Repeat the process twice so that everyone gets a chance at each
role.

Follow-up Discussion

What was it like to be the speaker, knowing you were being listened
to carefully? •
What was it like as a listener knowing you were being observed, and
that you were going to have to restate what you heard?
What was it like being the observer?
What was the hardest part of this exercise?

Listening is hard work!

End the exercise by reminding the group that it is not easy being a
good listener. It takes concentration and practice to try understanding
what the other person is really saying—especially when you might
not agree with him or her. But it is worth the effort because when all
is said and done, listening is one of the greatest gifts you can give to
another person.
Talking Topics
Choose the topic that sounds most interesting to you. When it’s your
turn to be the speaker, tell the listener as much as you can about the
topic.

 Talk about one or two of your earliest childhood memories

and why they are memorable. Perhaps they involve a special
toy you enjoyed playing with, or someone who made you feel
especially happy (or sad). They might have to do with a fear
you had as a child or something that made a lasting
impression on you.

 Describe a special possession that you would hate to lose (or

have destroyed or stolen). Perhaps it is a cherished family
souvenir or something that has great sentimental value. Or
maybe it is an item you use every day and could not easily
replace. Describe why it is so important to you and what you
would feel like if you did not have it anymore.

 Tell about a secret dream or something you would love to be

able to do sometime during your lifetime. It might have to do
with travelling somewhere exciting or perhaps you have
always wanted to accomplish or learn something out of the
ordinary. Maybe there is a famous person you are dying to
meet someday. Explain what it is and why you dream about
doing it someday.

 Describe your thoughts about the most important things

people need to live a happy life. Think about some of the
things that really matter in life and what people can do to
achieve those things. Explain what you think it means to live
your life really well and what can get in the way of doing it.

 Describe your opinions about some of the biggest problems in

our society these days. Go ahead and be a little bit critical
about what is going on in the world around us. What kinds of
things bother you or scare you or anger you? And what ought
 to be done about these things?

Observer’s Checklist
Person being observed:
…………………………………………………..

Watch the person who is doing the listening.

At the end of the exercise use the following checklist to record
your observations.

Use an asterisk (*) to mark those behaviors you noticed, and a minus
sign (-) for things the listener did not appear to do.

____ The listener faced the speaker.

____ The listener made eye contact with the speaker.
____ The listener appeared to be interested in what was being said.
____ The listener smiled and used appropriate facial expressions.
____ The listener used a warm and pleasant tone of voice to
encourage the speaker to keep talking (saying things like “Mm-
hmmm,” “Uh huh,” “Right,” “I see,” etc.).
____ The listener avoided criticizing or objecting to what was being
said.
____ The listener resisted the temptation to give advice.
____ The listener waited for a natural break in the conversation if he
or she did not understand what was being said or needed to get an
example.
____ The listener used his or her own words to briefly repeat what
had been said and asked if that was what the speaker had intended.
Project Number: 2019-3-UK01-KA205-077846