Lessons 2-5: Role-Playing as Listeners
15 minutes per lesson
Over the course of four lessons, facilitate this activity using different prompts. On the following pages you’ll find suggested prompts, but feel free to choose your own instead.
Lesson 2
Introduce Lesson 2 by saying, “Today we are taking a deep dive into the listening skills we reviewed and considered last time. We are going to practice our listening skills with our peers. I want to acknowledge that this might feel a little awkward or silly at first – that is OK and totally norma l– but I will push you to consider why this work matters and the impact listening can have on others and ourselves.”
MCC Tip: As you move through the lessons, consider having students generate topics that they are eager to discuss, or have them vote on the sample prompts.
Follow the “Listening Deeply protocol” outlined in Appendix 3. Use the sample prompts below or refer to the list in Appendix 2.
What did you do this weekend?
What’s your favorite memory or vacation so far?
What are you afraid of and how can you conquer your fears?
After completing the protocol, bring the group together for the protocol debrief in Appendix 4. You should facilitate an honest and low-pressure opportunity for students to reflect on their first attempt at the protocol. Wrap-up by letting students know when you think the next lesson will be and ask them to look out for instances of deep listening to share next time.
Lesson 3
Begin by asking if students have examples of “listening deeply” (i.e., active, authentic listening) that they could share with the group. Ask students to elaborate on who, where, and what they saw and why they thought it was an example of deep listening. Be prepared to share an example of your own as well, especially if few students respond.
Then, start students with the protocol again in Appendix 3. Use the sample prompts below or refer to the list in Appendix 2.
Who is someone you look up to and why?
What are things you like or enjoy that maybe some people, even those close to you, might not know about?
How do you want to improve as a person?
MCC Tip: You can also use prompts from your curriculum or current teaching in class. For example: “What is your favorite thing about the math we’re doing in class, and what is most difficult for you?” Or, “Which character in the text you’re reading for English class do you most admire and why?”
After students complete the protocol, bring the group together for the protocol debrief in Appendix 4. Wrap up by letting students know when you think the next round will be and to bring a (mental) “listening deeply shout-out” to class next week to highlight someone in our community that uses deep listening skills to make others feel heard.
Lesson 4
Start by sharing a shout-out for a student who you saw “listening deeply” this week. Make sure your shout-out follows a clear and replicable format, such as,
“I have a shout out for ____, because I saw him/her/them listening deeply to ____. I could tell they were listening because____ (reference the listening habits from lesson 1).
Then, open the discussion for other students to share shout-outs using the sentences above.
Begin the protocol. Use the sample prompts below or refer to the list in Appendix 2.
Have you experienced a challenge you then overcame? What happened? Did anyone help? What did you learn?
Have you felt really angry or guilty about something? What happened and how did you or could you resolve it?
Has there been a time when you wanted to help someone but couldn’t? What happened and how could you change things for the future?
MCC Tip: At this point you may want to push students to listen to each other for longer. Increase the listening time from 1.5-2 minutes to 2.5-3 minutes each!
After students complete the protocol, bring the group back together for the protocol debrief. Wrap up by letting students know when you think the next lesson will take place.
Lesson 5: The Final Lesson
Introduce the lesson (1 minute)
Introduce the final lesson by telling students, “Today we are doing the last lesson of the Listening Deeply Protocol. During this lesson, focus on all aspects of listening: body language, focus, and expressing empathy. Do your best to be an excellent partner, and have fun!”
Begin the protocol. Make sure students are in new pairs with partners who they are not close to. Use the sample prompts below, refer to the list in Appendix 2 or use class-generated prompts.
What do you want to get better at that many people might not know about?
What are some deep insecurities or fears you have?
What are some big hopes or wishes you have for yourself and other people (whether close to you or not)?
What is a favorite memory or short story from your life that encapsulates who you are?
MCC Tip: At this point, push your students to listen to each other for longer. Increase the listening time to 3-4 minutes each!
After students complete the protocol, bring the group back together and engage students in a discussion of the following prompts. If time is tight, make sure to address the final, bolded, questions. If you have more time, ask students to first journal in response to the bolded questions before sharing out.
How did the final lesson go? Which listening skills have you improved upon the most?
What did you learn about your partner? What did you learn about yourself?
What still feels difficult to you? How can you work on it?
What impact could we have on others by listening more deeply?
How can we transfer these skills into our daily lives?
Ask students to think about key areas in their lives: as a student, as a son/daughter, as a teammate (in class, sports), as a boyfriend/girlfriend, as a citizen, or as a member of their community.
Ask them to think of one example for each of the skills that they can employ in their own lives, and ask if anyone is willing to share. Tell them that a pledge– whether verbal or internal– can help to make the changes stick.
Wrap up (1 minute)
Wrap up the lessons by telling students something like the following: “Through our work over the last several weeks, we’ve developed our listening skills. Being a strong listener shows those you are interacting with that you care about what they have to say, and it can broaden your mind so you better understand new ideas and perspectives. I am proud of your work from this week and look forward to seeing more examples of deep listening in our class going forward!
Extension ideas
Use the listening protocol in your lesson plans and academic content areas. For instance, if students are discussing a story or film, ask them to get into pairs and share their perspective while their partner listens without the need to immediately offer their own perspectives.
Play the Listening Deeply Game as a break in class and to continue to build a strong school community.
Once a week, or at various points throughout class discussions, you can highlight the third aspect of active listening – expressing empathy – and make a habit of asking students to paraphrase or repeat what a fellow classmate said, as well as validate their feelings (if applicable).
Content developed by Making Caring Common, a project of the Harvard Graduate School of Education.
